Embodying Our Values in Our Teaching Practices: Building Open and Critical Discourse through Computer Mediated Communication
David R. Geelan, University of Alberta, Canada
Journal of Interactive Learning Research Volume 12, Number 4, ISSN 1093-023X Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
Computer mediated communication—including web pages, email and web-based bulletin boards—was used to support the development of a cooperative learning community among students in a web-based distance education unit for practicing science and mathematics educators. The students lived in several Australian states and a number of Pacific Rim countries. They reported increased satisfaction with their studies, decreased feelings of isolation, and better support for their learning processes. This article describes the iterative processes of research and design involved in developing and refining the unit, which was based in a social constructivist/constructionist conception of teaching and learning, between 1997 and 1999. Issues and implications
for others planning to develop web-based teaching units, including the time and energy commitment involved, and the
challenges of credibly assessing online participation, are also considered.
Geelan, D.R. (2001). Embodying Our Values in Our Teaching Practices: Building Open and Critical Discourse through Computer Mediated Communication. Journal of Interactive Learning Research, 12(4), 375-401. Waynesville, NC: Association for the Advancement of Computing in Education (AACE). Retrieved March 27, 2019 from https://www.learntechlib.org/primary/p/21866/.
© 2001 Association for the Advancement of Computing in Education (AACE)
- Belenky, M.F., Clinchy, B.M., Goldberger, N.R., & Tarule, J.M. (1986). Women’s ways of knowing. New York: Basic Books.
- Burge, E.J. (1994). Learning in computer conferenced contexts: The learners’ perspective. Journal of Distance Education, 9(1), 19-43.
- Dawson, V.M. & Taylor, P.C. (1998). Establishing open and critical discourses in the science classroom: Reflecting on initial difficulties. Research in Science Education, 28(3), 317-36.
- Dawson, V.M., Taylor, P.C., Geelan, D.R., Fox, R., Herrmann, A., & Parker, L. (1999). The development of epistemological pluralism through a web-based postgraduate curriculum course. In K. Martin, N. Stanley, & N. Davison (Eds.), Teaching in the disciplines/learning in context: Proceedings of the
- Geelan, D.R. (1997). Epistemological anarchy and the many forms of constructivism. Science& Education, 6(1-2), 15-28.
- Geelan, D.R., Taylor, P.C., & Day, B. (1996). Teaching as a moral activity: Critical reflections in teacher education. Research and Development in Higher Education, 19, 258-262.
- Geelan, D.R., Taylor, P.C., Fox, R., Herrmann, A., Stapleton, A., & Dawson,V.M. (1999) Arcs, braids and webs: Exploring constructed narratives in a web-based distance education unit. In K. Martin, N. Stanley, & N. Davison (Eds.), Teaching in the disciplines learning in context: Proceedings of the 8th annual teaching learning forum, University of Western Australia, February 1999. Per th , Western Australia [Online]. Available: http://cleo.murdoch.edu.au/asu/pubs/tlf/tlf99/ Gergen, K.J. (1995). Social construction and the educational process. In L.P. Steffe & J. Gale (Eds.), Constructivism in education (pp. 17-39). Hillsdale,
- Herrmann, A., Fox, R., Taylor, P.C., Geelan, D.R., Dawson, V.M., Stapleton,A., & Parker, L. (1999). Co-constructing new understandings of online learning environments through critical reflection. In K. Martin, N. Stanley,
- Lemke, J.L. (1995). Textual politics: Discourse and social dynamics. London: Taylor& Francis.
- Noddings, N. (1984). Caring: A feminine approach to ethics and moral education. Berkeley, CA: University of California.
- Roth, M. (1997). Computers and cognition: Toward a phenomenology of learning in the presence of computers. Paper presented at the annual meeting of the American Educational Research Association, Chicago, March 1997.
- Solomon, J. (1987). Social influences on the construction of pupils’ understanding of science. Studies in Science Education, 14, 63-82.
- Stapleton, A., Taylor, P.C., Dawson, V.M., Geelan, D.R., Fox, R., Herrmann, A., & Parker, L. (1999) Analysing hypertextual discussion for connected knowing: Units of analysis. In K. Martin, N. Stanley, & N. Davison (Eds.), Teaching in the disciplines/learning in context: Proceedings of the
- Steffe, L., & Gale, J. (Eds.) (1995). Constructivism in education. Hillsdale, NJ: Lawrence Erlbaum.
- Swann, C. (1999). Translating action research into design practice. Paper presented at UIAH Conference, Tuusula, Finland, September, 1999.
- Taylor P.C., & Geelan D.R. (1997). Words for the boys: Gender and connected knowing in web-based distance education. Proceedings of the Australasian Joint Regional Conference of Gender and Science and Technology (GASAT)
- Taylor, P.C., Geelan, D.R., Fox, R., & Herrmann, A. (1997). Perspectives and possibilities: Electronic interactivity and social constructivist teaching in a science, mathematics and technology teacher education program. Proceedings
- Tobin, K. (1997). Alternative perspectives on authentic learning environments in elementary science. International Journal of Educational Research, 27(4), 303-310.
- Tobin K. (Ed.) (1993). The practice of constructivism in science education. Hillsdale, NJ: Lawrence Erlbaum.
- Tobin. K. (1990). Social constructivist perspectives on the reform of science education. Australian Science Teachers Journal, 36(4), 29-35.
- Van Manen, M. (1991). The tact of teaching: The meaning of pedagogical thoughtfulness. Albany, NY: State University of New York Press.
- Van Manen, M. (1990). Researching lived experience: Human science for an action-sensitive pedagogy. Albany, NY: State University of New York.
- Whitehead, A.J. (1989). Creating a living educational theory from questions of the kind, ‘How do I improve my practice?’ Cambridge Journal of Education, 19(1), 41-52.
- Zuber-Skerritt, O. (1992). Professional development in higher education: A theoretical framework for action research. London: Kogan Page.
These references have been extracted automatically and may have some errors. If you see a mistake in the references above, please contact firstname.lastname@example.org.
Joanne Goodell & Brian Yusko, Cleveland State University, United States
Contemporary Issues in Technology and Teacher Education Vol. 5, No. 1 (2005) pp. 77–92
Roisin Donnelly, Dublin Institute of Technology, Ireland
AACE Journal Vol. 12, No. 2 (April 2004) pp. 236–247
These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact email@example.com.