Participant perspectives informing pedagogy for asynchronous online discussion in initial teacher education

Forbes, Dianne

doi:10.15663/wje.v18i2.170

Cited by 4 publications

(7 citation statements)

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“…Reduced social cues in virtual environments create challenges for communication. The literature suggests that there are times when students and teachers misunderstand each other's stance and form a false impression of the other's intent and viewpoint (Forbes, 2013;Gedera, 2015). Fundamentally, misunderstanding occurs due to differences in the perceptions of participants in the learning environment.…”

Section: Are Students and Teachers On The Same Page?mentioning

confidence: 99%

“…In her study, Forbes (2013) turned to phenomenography (Marton & Booth, 1997) to frame the conceptualisation and analysis of participant perspectives by qualitatively describing different ways that students and teachers experience, perceive, and approach online discussions. Forbes (2013) explored student and teacher perspectives of asynchronous online discussions via focus groups with teachers and an online focus group with students as a precursor to individual semi-structured interviews with participants in two core classes. As a further phase, two teachers and seven students were interviewed at strategic points in relation to active online discussions in the curriculum areas of mathematics and literacy education.…”

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confidence: 99%

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From confounded to common ground: Misunderstandings between tertiary teachers and students in online discussions

Forbes

Gedera²

2019

AJET

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Drawing on findings from two studies, this article focuses on the expectations of students and teachers in higher education, when learning via asynchronous online discussions. In particular, this synthesis highlights a divergence of expectations. The first study investigated how students and teachers experienced asynchronous online discussion within initial teacher education at undergraduate level. The second study examined factors that affect learner engagement within asynchronous online discussions at a postgraduate level. A synthesis of key findings proposes that learning and teaching in higher education can be enhanced by awareness of how participants experience the situation. Common misunderstandings between students and teachers in online classes revolve around presence, formative/summative dimensions, language, and literature. Highlighting misunderstandings enables possibilities for negotiation, change, and improvement. While discussing the common ground for negotiation, this article suggests pedagogical strategies for effective communication and enhancement of online learning in higher education.

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Section: Are Students and Teachers On The Same Page?mentioning

confidence: 99%

mentioning

confidence: 99%

From confounded to common ground: Misunderstandings between tertiary teachers and students in online discussions

Forbes

Gedera²

2019

AJET

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“…Existential e-AfL that evokes funds of identity can be facilitated through dialogic feedback that draws on and honours learners' lifeworlds and funds of knowledge. Forbes (2005) argues that formative interaction in asynchronous online discussions can be an elemental component of effective teaching and learning. Deploying the term formative interaction, Forbes (2012) highlights the interactive nature of formative processes, emphasising that both teachers and students are actively involved.…”

Section: Tablementioning

confidence: 99%

“…Forbes (2005) argues that formative interaction in asynchronous online discussions can be an elemental component of effective teaching and learning. Deploying the term formative interaction, Forbes (2012) highlights the interactive nature of formative processes, emphasising that both teachers and students are actively involved. She points out that through their interactions in asynchronous online discussion forums, opportunities can be generated for enhancing students' learning and understandings.…”

Section: Tablementioning

confidence: 99%

e-Assessment for learning and performativity in higher education: A case for existential learning

Charteris¹,

Quinn²,

Parkes³

et al. 2016

AJET

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<p class="Normal1">This paper provides a critical and contextualised exploration of assessment for learning (AfL) as an important area of scholarship in higher education, particularly in online learning environments. Although AfL can speak to a range of education discourses, the specific focus here is on the performativity and experiential learning discourses around individual and collective notions of AfL in online settings (e-AfL). We argue that e-AfL practices that emphasise performativity and are used primarily for technicist purposes impoverish their potential to promote learning. We explore the existential notion that e-AfL can transcend formulaic and procedural interpretations of formative assessment in higher education. Rich, divergent approaches to e-AfL can support students in higher education courses to develop their funds of identity, thereby enhancing learner reflexivity and agency.</p>

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“…When studying online, reading and writing constantly can have an isolating effect that makes participants long to hear a human voice. While phone calls, skype and synchronous conferencing tools are used (e.g., GoogleHangouts, Adobe Connect), our students require the flexibility of asynchronous access (Forbes, 2012). Importantly, students are motivated by the opportunity to verbalise ideas and recraft as necessary, as well as by receiving feedback from listeners (Dlott, 2007;King & Gura, 2007).…”

Section: A Case Of Student-generated Podcasts In Teacher Educationmentioning

confidence: 99%

Voice over distance: a case of podcasting for learning in online teacher education

Forbes

Khoo

2015

Distance Education

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This paper reports on a case study of an online pre-service teacher education course in a New Zealand university aimed at exploring the potential of student-generated podcasts as a form of interactive formative assessment at a distance. The study was part of a wider two-year funded project with the overall goal of documenting, developing, and disseminating effective and innovative e-learning practice. Findings from lecturer and tutor interviews, student focus group discussion and course evaluations indicated that the podcasting task provided opportunities for the course lecturer, tutors and students to learn and share ideas with one another. The experience empowered students to develop the skills and confidence to initiate more independent inquiry into technologies to support their pedagogical purposes. The study contributes to a better understanding of the skills, dispositions and knowledge needed to prepare teacher candidates for teaching-learning contexts where ICTs are increasingly pivotal.

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Participant perspectives informing pedagogy for asynchronous online discussion in initial teacher education

Cited by 4 publications

References 0 publications

From confounded to common ground: Misunderstandings between tertiary teachers and students in online discussions

From confounded to common ground: Misunderstandings between tertiary teachers and students in online discussions

e-Assessment for learning and performativity in higher education: A case for existential learning

Voice over distance: a case of podcasting for learning in online teacher education

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