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Comparative Analysis of Preservice Teachers’ Reflective Thinking in Synchronous Versus Asynchronous Online Case Discussions

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Levin, B.B., He, Y. & Robbins, H.H. (2006). Comparative Analysis of Preservice Teachers’ Reflective Thinking in Synchronous Versus Asynchronous Online Case Discussions. Journal of Technology and Teacher Education, 14(3), 439-460. Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/5836.

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Journal Information

Journal of Technology and Teacher Education
ISSN 1059-7069
Volume 14, Issue 3, July 2006
Association for the Advancement of Computing in Education (AACE)  Chesapeake, VA

More Information on JTATE

Authors

Barbara B. Levin, Ye He, Holly H. Robbins, University of North Carolina at Greensboro, USA

Abstract

This study was undertaken to better understand the nature of preservice teachers' reflective thinking during case discussions about classroom management in two online formats: synchronous versus asynchronous. Findings indicated that when participants engaged in synchronous online case discussions they had higher levels of critical reflection than when they engaged in asynchronous online case discussions. Also, participants' initial preferences for asynchronous discussions changed from the beginning to the end of this study. Reasons for changes in participants' format preferences and descriptions of participants' levels of critical reflection are discussed.

Keywords

• Preservice Teacher Education
• Professional Development

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