Learning Together in Cyberspace: Collaborative Dialogue in a Virtual Network of Educators

Brown, Rachel; Munger, Kristen

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Learning Together in Cyberspace: Collaborative Dialogue in a Virtual Network of Educators

Brown, R. & Munger, K. (2010). Learning Together in Cyberspace: Collaborative Dialogue in a Virtual Network of Educators. Journal of Technology and Teacher Education, 18(4), 541-571. Chesapeake, VA: SITE.
Retrieved from http://www.editlib.org/p/29529.

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Journal Information

Journal of Technology and Teacher Education
ISSN 1059-7069
Volume 18, Issue 4, October 2010
Society for Information Technology & Teacher Education Chesapeake, VA

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Authors

Rachel Brown, Kristen Munger, Syracuse University, United States

Abstract

Online discussion groups have become a resource for teachers seeking ongoing professional development. Despite their popularity, there has been little systematic investigation into the nature and quality of the dialogue that occurs within an unstructured virtual community to which participants voluntarily subscribe. In this study, we explored how The Mosaic Email Group supported teachers’ prospective learning, through the analysis of the depth of processing evident in members’ postings. Results from our analysis of members’ postings indicated that although the discussion group created a space where participants could share ideas, members rarely engaged in the depth of processing that is likely required to promote transformative changes in understanding or professional practices. We propose that the quality of learning might be enhanced if online participation involves responsive and flexible engagement in all four of Burbules’ dialogue genres.

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References

Angeli, C., Valanides, N., & Bonk, C. J. (2003). Discussion in a web-based conferencing system: the quality of computer-mediated interactions. British Journal of Educational Technology, 34(1), 31-43.
Borko, H. (2004). Professional development and teacher learning: Mapping the terrain. Educational Researcher, 33, 3-15.
Brown, J. S. & Duguid, P. (2000). The social life of information. Boston, Ma: harvard Business school Press.
Brown, R. (2007). New technologies mean new learning for teachers: Mailring participation and professional development. New England Reading Association Journal, 43, 44-49.
Brown, R. (2008). The road not yet taken: a transactional strategies approach to comprehension instruction. The Reading Teacher, 61, 538–547.
Brown, R., & Coy-ogan, L. (1993). The evolution of transactional strategies instruction in one teacher’s classroom. The Elementary School Journal, 94, 221-233.
Burbules, N. C. (1993). Dialogue in teaching: Theory and practice. New York, teachers college Press.
Burbules, N. C., & Bruce, B. C. (2001). Theory and research on teaching as dialogue. In V. Richardson (ed.), Handbook of research on teaching (pp. 1102–1121). Washington, dc: american educational Research association.
Dewert, M. H., Babinski, L. M., & Jones, B. D. (2003). Safe passages: Providing online support to beginning teachers. Journal of Teacher Education, 54, 311-320.
Ferdig, R. E., & Roehler, L. R. (2003-2004). Student uptake in electronic discussions: examining online discourse in literacy preservice classrooms. Journal of Research on Technology in Education, 36(2), 119-136.
Hara, N., Bonk, C. J., & Angeli, C. (2000). Content analysis of online discussion in an applied educational psychology course. Instructional Science, 28, 115-152.
Harasim, L. M. (1993). Global networks: Computers and international discussion. Cambridge, Ma: Mit Press.
Harasim, L. (2002). What makes online learning communities successful? the role of collaborative learning in social and intellectual development. In C. Vrasidas & G. V. Glass (eds.), Distance education and distributed learning. Greenwich, ct: information age Press.
Harvey, S., & Goudvis, A. (2000; 2007). Strategies that work. Portland, Maine: stenhouse Publishers.
Hawkes, M., & Romiszowski, A. (2001). Examining the reflective outcomes of asynchronous computer-mediated discussion on inservice teacher development. Journal of Technology and Teacher Education, 9, 285-308.
Hilden, K., & Pressley, M. (2007). Self-regulation through transactional strategies instruction. Reading and Writing Quarterly, 23, 51-75.
Hiltz, S. R., & Goldman, R. (2005). Learning together online: Research on asynchronous learning networks. Mahwah, nJ: lawrence erlbaum associates.
Hutchins, E. (1991). The social organization of distributed cognition. In L.Resnick, J. Levine & S. Teasley (eds). Perspectives on socially shared cognition (pp. 383 - 307). Hyattsville, Md: american Psychological association.
Jetton, T. L. (2003-2004). Using computer-mediated discussion to facilitate preservice teachers’ understanding of literacy assessment and instruction. Journal of Research on Technology in Education, 36, 171–191.
Job-sluder, K., & Barab, S. (2004). Shared “we” and shared “they” indicators of group identity in online teacher professional development. In S. Barab, R. Kling & J. H. Gray (eds.), Designing for virtual communities in the service
Keene, E., & Zimmerman, S. (1997, 2007). Mosaic of thought. Portsmouth, nh: heinemann.
Kendall, L. (2008). The conduct of qualitative interviews: Research questions, methodological issues, and researching online. In J. Coiro, M. Knobel, C. Lankshear, & D J. Leu (eds.), Handbook of research on new literacies (pp. 133-150). New York: lawrence erlbaum.
Khan, S. (2005). Listservs in the college science classroom: evaluating participation and “richness” in computer-mediated discourse. Journal of technology and teacher education, 13, 325-351.
Koku, E. F., & Wellman, B. (2004). Scholarly networks as learning communities. In S. Barab, R. Kling & J. H. Gray (eds.), Designing for virtual communities in the service of learning (pp. 299-337). Cambridge, Ma: cambridge university Press.
Little, J. W. (1993). Teachers’ professional development in a climate of educational reform. Educational Evaluation and Policy Analysis, 15, 129-151.
Meyer, K. A. (2003). Face-to-face versus threaded discussions: the role of time and higher-order thinking. Journal for Asynchronous Learning Networks, 7, 55-65.
Marshall, J. P. (2008). Gender in online communication. In J. Coiro, M. Knobel,
Miller, D. (2002). Reading with meaning: Teaching comprehension in the primary grades. Portland Me: stenhouse.
Ogle, D. (1986). K-w-l: a teaching model that develops active reading of expository text. The Reading Teacher, 39, 564-570.
Patton, M. Q. (1990). Qualitative evaluation and research methods. Newbury Park, ca: sage.
Pressley, M., & Afflerbach, P. (1995). Verbal reports of reading: The nature of constructively responsive reading. Hillsdale, new Jersey: lawrence erlbaum associates.
Pressley, M., & El-dinary, P. B. (1997). What we know about translating comprehension-strategies instruction research into practice. Journal of Learning Disabilities, 30, 486-488.
Putnam, R. T., & Borko, H. (2000). What do new views of knowledge and thinking have to say about research on teacher learning? Educational Researcher, 29, 4-15.
Renninger, K. A., & Shumar, W. (2004). The centrality of culture and community to participant learning at and with the math forum. In S. Barab, R. Kling & J. H. Gray (eds.), Designing for virtual communities in the service
Richardson, V., & Placier, P. (2001). Teacher change. In V. Richardson (ed.), Handbook of research on teaching (4th ed., pp. 905-947). Washington, D.C.: american educational Research association.
Rheingold, H. (1993). The virtual community. New York: addison-wesley.
Salmon, G. (2000). E-moderating: The key to teaching and learning online. Kogan Page, london.
Schlager, M., & Fusco, J. (2004). Teacher professional development, technology, and communities of practice: are we putting the cart before the horse? in S. Barab, R. Kling & J. H. Gray (eds.), Designing for virtual communities in the service of learning (pp. 120-153). Cambridge, Ma: cambridge university Press.
Schrire, S. (2006). Knowledge building in asynchronous discussion groups: going beyond quantitative analysis. Computers and Education, 46, 49-70.
Stephens, A., & Hartmann, C. (2004). A successful professional development project’s failure to promote online discussion about teaching mathematics with technology. Journal of technology and teacher education, 12, 57-73.
Sweeney, D. (2003). Learning along the way: Professional development by and for teachers. Portland, Me: stenhouse.
Tovani, C. (2000). I read it, but I don’t get it: Comprehension strategies for adolescent readers. Portland, Me: stenhouse.
Vygotsy, L. S. (1978). Mind in society: The development of higher psychological processes. In M. Cole, V. John-steiner, S. Scriber, and E. Souberman (eds. & Trans.) cambridge, Ma: harvard university Press.
Wade, S. E., & Fauske, J. R. (2004). Dialogue online: Prospective teachers’ discourse strategies in computer-mediated discussions. Reading Research Quarterly, 39, 134–160.
Yang, S. C., & Liu, S. F. (2004). Case study of online workshop for the professional development of teachers. Computers in Human Behavior, 20, 733761.

These references have been extracted automatically and may have some errors. If you see a mistake in the references above, please contact info@editlib.org.

[1] Angeli, C., Valanides, N., & Bonk, C. J. (2003). Discussion in a web-based conferencing system: the quality of computer-mediated interactions. British Journal of Educational Technology, 34(1), 31-43.

[2] Borko, H. (2004). Professional development and teacher learning: Mapping the terrain. Educational Researcher, 33, 3-15.

[3] Brown, J. S. & Duguid, P. (2000). The social life of information. Boston, Ma: harvard Business school Press.

[4] Brown, R. (2007). New technologies mean new learning for teachers: Mailring participation and professional development. New England Reading Association Journal, 43, 44-49.

[5] Brown, R. (2008). The road not yet taken: a transactional strategies approach to comprehension instruction. The Reading Teacher, 61, 538–547.

[6] Brown, R., & Coy-ogan, L. (1993). The evolution of transactional strategies instruction in one teacher’s classroom. The Elementary School Journal, 94, 221-233.

[7] Burbules, N. C. (1993). Dialogue in teaching: Theory and practice. New York, teachers college Press.

[8] Burbules, N. C., & Bruce, B. C. (2001). Theory and research on teaching as dialogue. In V. Richardson (ed.), Handbook of research on teaching (pp. 1102–1121). Washington, dc: american educational Research association.

[9] Dewert, M. H., Babinski, L. M., & Jones, B. D. (2003). Safe passages: Providing online support to beginning teachers. Journal of Teacher Education, 54, 311-320.

[10] Ferdig, R. E., & Roehler, L. R. (2003-2004). Student uptake in electronic discussions: examining online discourse in literacy preservice classrooms. Journal of Research on Technology in Education, 36(2), 119-136.

[11] Hara, N., Bonk, C. J., & Angeli, C. (2000). Content analysis of online discussion in an applied educational psychology course. Instructional Science, 28, 115-152.

[12] Harasim, L. M. (1993). Global networks: Computers and international discussion. Cambridge, Ma: Mit Press.

[13] Harasim, L. (2002). What makes online learning communities successful? the role of collaborative learning in social and intellectual development. In C. Vrasidas & G. V. Glass (eds.), Distance education and distributed learning. Greenwich, ct: information age Press.

[14] Harvey, S., & Goudvis, A. (2000; 2007). Strategies that work. Portland, Maine: stenhouse Publishers.

[15] Hawkes, M., & Romiszowski, A. (2001). Examining the reflective outcomes of asynchronous computer-mediated discussion on inservice teacher development. Journal of Technology and Teacher Education, 9, 285-308.

[16] Hilden, K., & Pressley, M. (2007). Self-regulation through transactional strategies instruction. Reading and Writing Quarterly, 23, 51-75.

[17] Hiltz, S. R., & Goldman, R. (2005). Learning together online: Research on asynchronous learning networks. Mahwah, nJ: lawrence erlbaum associates.

[18] Hutchins, E. (1991). The social organization of distributed cognition. In L.Resnick, J. Levine & S. Teasley (eds). Perspectives on socially shared cognition (pp. 383 - 307). Hyattsville, Md: american Psychological association.

[19] Jetton, T. L. (2003-2004). Using computer-mediated discussion to facilitate preservice teachers’ understanding of literacy assessment and instruction. Journal of Research on Technology in Education, 36, 171–191.

[20] Job-sluder, K., & Barab, S. (2004). Shared “we” and shared “they” indicators of group identity in online teacher professional development. In S. Barab, R. Kling & J. H. Gray (eds.), Designing for virtual communities in the service

[21] Keene, E., & Zimmerman, S. (1997, 2007). Mosaic of thought. Portsmouth, nh: heinemann.

[22] Kendall, L. (2008). The conduct of qualitative interviews: Research questions, methodological issues, and researching online. In J. Coiro, M. Knobel, C. Lankshear, & D J. Leu (eds.), Handbook of research on new literacies (pp. 133-150). New York: lawrence erlbaum.

[23] Khan, S. (2005). Listservs in the college science classroom: evaluating participation and “richness” in computer-mediated discourse. Journal of technology and teacher education, 13, 325-351.

[24] Koku, E. F., & Wellman, B. (2004). Scholarly networks as learning communities. In S. Barab, R. Kling & J. H. Gray (eds.), Designing for virtual communities in the service of learning (pp. 299-337). Cambridge, Ma: cambridge university Press.

[25] Little, J. W. (1993). Teachers’ professional development in a climate of educational reform. Educational Evaluation and Policy Analysis, 15, 129-151.

[26] Meyer, K. A. (2003). Face-to-face versus threaded discussions: the role of time and higher-order thinking. Journal for Asynchronous Learning Networks, 7, 55-65.

[27] Marshall, J. P. (2008). Gender in online communication. In J. Coiro, M. Knobel,

[28] Miller, D. (2002). Reading with meaning: Teaching comprehension in the primary grades. Portland Me: stenhouse.

[29] Ogle, D. (1986). K-w-l: a teaching model that develops active reading of expository text. The Reading Teacher, 39, 564-570.

[30] Patton, M. Q. (1990). Qualitative evaluation and research methods. Newbury Park, ca: sage.

[31] Pressley, M., & Afflerbach, P. (1995). Verbal reports of reading: The nature of constructively responsive reading. Hillsdale, new Jersey: lawrence erlbaum associates.

[32] Pressley, M., & El-dinary, P. B. (1997). What we know about translating comprehension-strategies instruction research into practice. Journal of Learning Disabilities, 30, 486-488.

[33] Putnam, R. T., & Borko, H. (2000). What do new views of knowledge and thinking have to say about research on teacher learning? Educational Researcher, 29, 4-15.

[34] Renninger, K. A., & Shumar, W. (2004). The centrality of culture and community to participant learning at and with the math forum. In S. Barab, R. Kling & J. H. Gray (eds.), Designing for virtual communities in the service

[35] Richardson, V., & Placier, P. (2001). Teacher change. In V. Richardson (ed.), Handbook of research on teaching (4th ed., pp. 905-947). Washington, D.C.: american educational Research association.

[36] Rheingold, H. (1993). The virtual community. New York: addison-wesley.

[37] Salmon, G. (2000). E-moderating: The key to teaching and learning online. Kogan Page, london.

[38] Schlager, M., & Fusco, J. (2004). Teacher professional development, technology, and communities of practice: are we putting the cart before the horse? in S. Barab, R. Kling & J. H. Gray (eds.), Designing for virtual communities in the service of learning (pp. 120-153). Cambridge, Ma: cambridge university Press.

[39] Schrire, S. (2006). Knowledge building in asynchronous discussion groups: going beyond quantitative analysis. Computers and Education, 46, 49-70.

[40] Stephens, A., & Hartmann, C. (2004). A successful professional development project’s failure to promote online discussion about teaching mathematics with technology. Journal of technology and teacher education, 12, 57-73.

[41] Sweeney, D. (2003). Learning along the way: Professional development by and for teachers. Portland, Me: stenhouse.

[42] Tovani, C. (2000). I read it, but I don’t get it: Comprehension strategies for adolescent readers. Portland, Me: stenhouse.

[43] Vygotsy, L. S. (1978). Mind in society: The development of higher psychological processes. In M. Cole, V. John-steiner, S. Scriber, and E. Souberman (eds. & Trans.) cambridge, Ma: harvard university Press.

[44] Wade, S. E., & Fauske, J. R. (2004). Dialogue online: Prospective teachers’ discourse strategies in computer-mediated discussions. Reading Research Quarterly, 39, 134–160.

[45] Yang, S. C., & Liu, S. F. (2004). Case study of online workshop for the professional development of teachers. Computers in Human Behavior, 20, 733761.

Learning Together in Cyberspace: Collaborative Dialogue in a Virtual Network of Educators

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