What is lost and what remains: an exploration of the pedagogical challenges of online discussions in two online teacher education learning communities
DOI:
https://doi.org/10.20360/G2BC71Keywords:
online learning communities, teacher education, online course design, critical reflectionAbstract
Online discussion has emerged as an increasingly common forum for conversation and professional reflection in teacher education. Across Canada, Australia, the United States and the United Kingdom, numerous universities have experimented with various forms of online discussion in teacher education programs. However, few scholars have explored the particular pedagogical challenges of creating meaningful discussions in online teacher education environments. In this paper, we examine some of these challenges and discuss how they might be met in the design of online courses in teacher education. Our intention is to provoke critical reflection on online teaching and contribute to the development of more robust online discussions in teacher education.Downloads
Published
2010-10-18
How to Cite
Armstrong, K., & Manson, M. (2010). What is lost and what remains: an exploration of the pedagogical challenges of online discussions in two online teacher education learning communities. Language and Literacy, 12(2), 18–29. https://doi.org/10.20360/G2BC71
Issue
Section
Articles
License
Authors who publish with this journal agree to the following terms:- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).