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The participants used ADB to approach learning in ways that suited their needs and conditions
An important finding in this study was that ADB allowed pre-service teachers to approach learning in unique ways;
to customize learning experiences to align with their unique conditions and expertise. This finding is important as
available literature (Brewer & Klein, 2006; van Aalst, 2006; Lee-Baldwin, 2005) tends to stress only the social
aspect of learning in ADB. However, the pre-service teachers learned independently by sourcing additional materials
on their own, making their own schedules to use ADB, deciding what questions were important to ask and respond
to. More importantly, the participants perceived that what they learned from their peers’ perspectives and
experiences created an incentive for them to reflect on their own ideas and, in the process, gained important insights
into teaching and learning.
Kayler and Weller (2007) argue that when students use ADB, they write about their unique experiences and develop
their own voices and perspectives. This suggests that freedom and autonomy are critical in using ADB as Schellens
et al. (2005) observe that learners do better when there is “freedom for students to define their own problems to be
solved, rather than a teacher presenting the students with rigidly designed problems” (p. 734). In a crucial way, this
study shows that ADB afforded pre-service teachers multiple ways of learning that will encourage them to “make
choices, rely on their own strengths and styles of learning and problem solving, while also exploring alternative
styles” (Gee, 2003, p. 209).
The pre-service teacher viewed the contributions of their peers positively
Pre-service teachers’ perceptions of the kinds of social interaction surrounding the use of ADB have the potential to
shape the principles by which knowledge, values, practices, skills, and teaching strategies are negotiated, learned and
applied to teaching/learning activities in real-life situations (Johnson, 2006). Data from the participants suggested
that they created a learning community built on mutual trust and respect, and in addition, valued and appreciated
each others’ contributions. For instance, the students’ written reflections and interviews suggested that they respected
their peers’ perspectives, experiences, maturity, and sense of responsibility. Johnson (2006) argues that ADB
facilitates student learning due to the cognitive processing required in writing postings, time to reflect on their peers’
postings, and think over their own responses. Similarly, Biesenbach-Lucas (2004) observes that ADB provides
students not only the opportunity to discuss content and teaching and learning experiences outside the classroom;
also it allows them to expand their perspectives on course readings and class discussions.
Brewer and Klein (2006) argue that meaningful interaction between students is an important component of ADB.
From a constructive perspective, Kayler and Weller (2007) argue that students construct knowledge as they work in
the company of their peers. Wijekumar and Spielvogel (2006) posit that ADB affords the opportunity for students to
actively engage in the construction and use of knowledge. Kayler and Weller (2007) put it aptly: “The social
construction of knowledge embedded in dialogue creates new opportunities for self-reflection, growth, and intrinsic
motivation for belonging . . .” (p. 141). More importantly, such dialogues and interactions happen in a “free” social
space (ADB) where learners can afford to take risks with lowered real-life consequences as they share ideas,
perspectives, agree and disagree (Biesenbach-Lucas, 2004; Gee, 2003).
Implications and Conclusion
The purpose of this study was to investigate the pre-service teachers’ perceptions of how ADB mediated learning of
teaching. Data from this study indicated that the participants perceived ADB as important tool for sharing ideas,
experiences, and perspectives in ways that facilitated a social construction of knowledge. This is an important step in
learning to teach. Kayler and Weller (2007) argue that the kind of social construction of knowledge afforded by ADB
creates new opportunities for pre-service teachers to engage in self-reflective practices, development and selfmotivation.
This study, also, indicated that the participants perceived ADB as a technology that afforded learning as situated
experiences because they had the opportunity to manipulate the technology and apply knowledge and skills in
contexts of using it. They learned to navigate their peers’ postings, upload, download, print, and link with websites –
thus extending their knowledge and social interactions associated with the discussion board as a social space.
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