Interaction in Online Courses for Teacher Education: Subject Matter and Pedagogy

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McCrory, R., Putnam, R. & Jansen, A. (2008). Interaction in Online Courses for Teacher Education: Subject Matter and Pedagogy. Journal of Technology and Teacher Education, 16(2), 155-180. Chesapeake, VA: SITE.
Retrieved from http://www.editlib.org/p/23570.

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Journal Information

Journal of Technology and Teacher Education
ISSN 1059-7069
Volume 16, Issue 2, March 2008
Society for Information Technology & Teacher Education  Chesapeake, VA

More Information on JTATE

Authors

Raven McCrory, Ralph Putnam, Michigan State University, United States; Amanda Jansen, University of Delaware, United States

Abstract

This article explores results from a research project studying teacher learning and faculty teaching in two online courses for teachers in a master's degree program. We focus on the interactions among students in online small-group discussions. We argue that three aspects of the online courses impact the way students enter into discussions online, and consequently, what they have opportunities to learn: (a) the subject matter itself, (b) the representations and media through which the subject matter is engaged, and (c) the tasks students are asked to carry out online. In addition, we argue that students' disposition to engage in constructive discourse (or not) is an important and only partly controll :able factor in what happens in online discussion.

Keywords

• Collaboration
• Community
• Mathematics
• Educational Technology
• eLearning
• Interaction
• Professional Development
• Teaching Methods
• Multimedia

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