Do beginning teachers know how to participate and interact in online discussion? Outcomes from a Victorian case study
DOI:
https://doi.org/10.14742/ajet.915Abstract
The use of online discussion has a long history in distance education and higher education generally, and has recently been proposed as a means of supporting beginning teachers as they face the challenge of being new to the profession. Often using text-based asynchronous programs, online discussion is advocated to enable teachers to interact with one another, and therefore remove teacher isolation and encourage reflective practice (Zhao & Rop, 2001). This paper reports on a small scale study of 64 beginning teachers, who were asked to simulate online discussion, as a means of preparing them for later participation and interaction online. Transcripts were analysed using Henri's (1992) model of content analysis, revealing considerable one-way posts and few interactive posts. This study suggests that rather than being 'digital natives' (Prensky, 2001) these beginning teachers lacked the skills to participate and interact online.Downloads
Download data is not yet available.
Metrics
Metrics Loading ...
Downloads
Published
2011-11-27
How to Cite
Jordan, K. (2011). Do beginning teachers know how to participate and interact in online discussion? Outcomes from a Victorian case study. Australasian Journal of Educational Technology, 27(7). https://doi.org/10.14742/ajet.915
Issue
Section
Articles
License
Articles published in the Australasian Journal of Educational Technology (AJET) are available under Creative Commons Attribution Non-Commercial No Derivatives Licence (CC BY-NC-ND 4.0). Authors retain copyright in their work and grant AJET right of first publication under CC BY-NC-ND 4.0.
This copyright notice applies to articles published in AJET volumes 36 onwards. Please read about the copyright notices for previous volumes under Journal History.