Participation and Knowledge Creation in Online Teacher Collaboration
Ugur Kale, Indiana University, United States
Society for Information Technology & Teacher Education International Conference, in Phoenix, AZ, USA ISBN 978-1-880094-55-6 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
Asynchronous online communication tools such as online forums have been regarded as a potential way to enable teachers to collaborate effectively. By enabling teachers to communicate without scheduling a specific time and a location to meet, these tools seem to make collaboration more feasibly for teachers. However, given that the participation and the quality of knowledge in online forum messages have been found to be problematic, the real potential of such tools appears to be hindered. Using two different discourse frameworks derived from literature, this study aimed at assessing the relationship between the participation level and knowledge construction that appeared in an online forum used by social study teachers and university facilitators during the 2003-2004 academic year. The analysis results revealed that even though there was low participation and less active knowledge construction observed in the messages, these two constructs seemed to be strongly related to each other. Findings and possible related future research were discussed.
Kale, U. (2005). Participation and Knowledge Creation in Online Teacher Collaboration. In C. Crawford, R. Carlsen, I. Gibson, K. McFerrin, J. Price, R. Weber & D. Willis (Eds.), Proceedings of SITE 2005--Society for Information Technology & Teacher Education International Conference (pp. 885-891). Phoenix, AZ, USA: Association for the Advancement of Computing in Education (AACE).