You are here

Home » Content

Experiences of Pre-Service Teachers in Case Based Discussion Groups in Blended Learning Environment

Journal Name:

  • Turkish Online Journal of Qualitative Inquiry

Publication Year:

  • 2012

Key Words:

Author NameUniversity of Author
Abstract (2. Language): 
Blended learning can facilitate many opportunities about usage of online discussion for different purposes. As a tool in blended learning, online discussions widen the walls of classroom discussions in a virtual manner. Especially, in teacher education programs case based discussions are very helpful for pre-service teachers to practice real-life situations. By this way, the link between theory and practice can be established. This study aims to examine the pre-service teachers’ experiences about three different discussion structures in a case based blended learning environment. This study also explored their thoughts toward the effects of online discussion on their professional development and their suggestions to increase the effectiveness of online discussion. The participants of this study were 14 pre-service teachers from the department of Early Childhood Education (ECE) of a funded university. The six open-ended questions were asked in order to explore the opinions of the pre-service teachers. The qualitative data were analyzed through the matrix displays.
Bookmark/Search this post with
FULL TEXT (PDF): 
PDF icon arastirmax-experiences-pre-service-teachers-case-based-discussion-groups-blended-learning-environment.pdf
  • 3
15
32
  • English

REFERENCES

References: 

Berg, B. L. (1998). Qualitative research methods for the social sciences. (3rd ed), Boston, MA: Allyn and Bacon.
Biggs, M. J. G. (2006). Comparison of student perceptions of classroom instruction: Traditional, Hybrid, and Distance Education. Turkish Online Journal of Distance Education-TOJDE, 7 (2), 46-51.
Fitzgerald, G., Mitchem, K., Hollingsead, C., Miller, K., & Koury, K. (2005). Enhancing case-based learning using online discussion groups: Diversity of practice. In Proceedings of International Special Education Conference, Glasgow, Scotland.
Garrison, D. R. & Kanuka, H. (2004). Blended learning: Uncovering its transformative potential in higher education, Internet and Higher Education, 7, 95–105.
Hollingsead, C., Mitchem, K., Koury, K., Miller, K., Fitzgerald, G. & Tsai, H. (2006). Asynchronous online discussions within multi-media case based instruction. In T. Reeves & S. Yamashita (Eds.), In proceedings of World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 582-589). Chesapeake, VA: AACE.
Lin, Q. (2008). Student satisfactions in four mixed courses in elementary teacher education program. Internet and Higher Education, 11, 53–59.
Turkish Online Journal of Qualitative Inquiry, July 2012, 3(3)
32
MacKnight, C. B. (2000). Teaching critical thinking through online discussion, Educause Quarterly, 4, 38−41.
Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. (2nd edition). Thousand Oaks, California: Sage Publications.
Mitchem, K., Fitzgerald, G., Hollingsead, C., Koury, K., Miller, K., & Tsai, H. (2008).Enhancing case-based learning in teacher education through online discussions: Structure and facilitation. Journal of Interactive Learning Research, 19(2), 331-349.
Moore, J. L., & Marra, R. M. (2005). A comparative analysis of online discussion participation protocols. Journal of Research on Technology in Education, 38, 191-212.
Peng, H., Fitzgerald, G., ve Semrau, L. (2000). Online conferencing: Variations on structure and participation. In J. Bourdeau & R. Heller (Eds.), Proceedings of Ed-Media 2000 World Conference on Educational Multimedia and Hypermedia, (pp.1677-1678).
Tsai, H., Ruzhitskaya, L., & Shen, D. (2006). Effect of different discussion structures in online case-based instruction. In T. Reeves & S. Yamashita (Eds.), In proceedings of World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 2442-2447), Chesapeake, VA: AACE.
Vaughan, N., & Garrison, D. R. (2005). Creating Cognitive Presence in a Blended Faculty Development Community, Internet and Higher Education, 8, 1–12.
Yang, Y. C. (2008). A Catalyst for Teaching Critical Thinking in a Large University Class in Taiwan: Asynchronous Online Discussions with the Facilitation of Teaching Assistants. Education Technology Research and Development, 56, 241–264.
Yang, Y. C., Newby T. J., & Bill, R. L. (2005). Using socratic questioning to promote critical thinking skills through asynchronous discussion forums in distance learning environments. The American Journal of Distance Education 19(3), 163–181.
Yıldırım, K. (2010). Nitel araştırmalarda niteliği arttırma. İlköğretim Online, 9(1), 79-92.
Yin, R. K. (1994). Case study research: Design and methods. (2nd ed.). Thousand Oaks, CA: Sage Publication.

Thank you for copying data from http://www.arastirmax.com