Beyond knowledge transmission? computer-supported learning in teacher education: some benefits in terms of stress, control and self-belief

Abstract

This article outlines some benefits of a computer-supported interactive learning environment in terms of students' attitudes and factors associated with stress. In the 3rd year of a 4-year undergraduate course for primary teachers (B.Ed.), students were required to undertake a research module, which was seen in part as a preparation for a thesis dissertation in the final year. The subject matter was contained in several computer conferences; other learning experiences included some face-to-face contact and optional technical support sessions. Initial feedback from students indicated that there are benefits in terms of greater flexibility of work patterns, increased sense of control and enhanced self-esteem. Other issues are raised, including the role of the tutor, cost benefits and problems of access. More research is called for into the non-cognitive aspects of computer use.

Learning through online discussion: A case of triangulation in research

“…This raises a further dimension to triangulation -that of putting findings in the context of the wider literature. Here, the study confirmed the importance of the tutor role (put forward for example by Anderson et al, 2001;Hawkey, 2003;Miller & Ewing, 2000;Salmon, 2000). Variation in student activity was uncovered and seen primarily in terms of orientation to learning rather than confidence with subject matter (as in Brett, 2004) Meyer, 2003), albeit these three other factors are clearly associated with orientation to learning.…”

“…Interviews have been employed in a large body of research into asynchronous online discussion (eg. Brown, 2001;Hammond, 1999;Jones & Asensio, 2001;Lindblom-Ylänne & Pihlajamäki, 2003;Miller & Ewing, 2000;van Weert & Pilot 2003). However, the use of interview data is less common than content analysis, perhaps due to obvious difficulties of access to distance learners.…”

A Review of Recent Papers on Online Discussion in Teaching and Learning in Higher Education

“…Here a general theme was the development of ICT skills and greater understanding of the contribution ICT can make to learning, e.g., Galanouli and Collins [59]. Other writers drew attention to gains in self-confidence through the carrying out of group activities, e.g., Miller and Ewing [62] and Tsui and Ki [64]. Lindblom-Ylänne and Pihlajamäki [28] saw added value in using the medium of text to discuss essay writing; likewise, Koory [12] saw the medium as especially pertinent to a literature class.…”

“…Six were published in the Journal of Computer-Assisted Learning: Chen, Wang, and Ou [49], Jones and Asensio [50], De Laat and Lally [51], Ritchie and Peters [52], Thomas [53], and Weller [54]. Finally, ten papers appeared in Technology, Pedagogy and Education: Åhlberg et al [55], Brett [56], Clarke [57], Cook and Ralston [58], Galanouli and Collins [59], Mackinnon [60], Maor [61], Miller and Ewing [62], Seabrooks et al [63], and Tsui and Ki [64].…”

Using Conversant Media as a collaborative learning tool in teacher education

“…These electronic learning communities may use email, chat, newsgroup, conferencing, forums and bulletin boards to discuss wide ranging topics. These technologies support networked learning communities consisting of students and teachers that may enhance teaching or learning (Jonassen, 2000;Miller and Ewing, 2000;Hollingworth and McLoughlin, 2001).…”