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Carraccio, C. (2004). Evaluating Competence Using a Portfolio: A Literature Review and Web-Based Application to the ACGME Competencies. Teaching & Learning in Medicine, 16 (4), 381-387. Delandshere, G. (2001). Implicit theories, unexamined assumptions and the status quo of educational assessment. Assessment in Education, 8, 113–133. Driessen, E., van der Vleuten, C., Schuwirth, L., van Tartwijk, J., & Vermunt, J. (2005). The use of qualitative research criteria for portfolio assessment as an alternative to reliability evaluation: a case study. Medical Education, 39, 214–220. Gagne, R. (1987). Instructional Technology Foundations, Hillsdale, NJ: Lawrence Erlbaum. Johnson, D. W., Johnson, R. T., & Holubec, E. J. (1994). Cooperative Learning in the Classroom, Alexandria, Va: Association for Supervision and Curriculum Development. Johnston, B. (2004). Summative assessment of portfolios: an examination of different approaches to agreement over outcomes. Studies in Higher Education, 29 (3), 395-412. MacKinnon, D., & Manathunga, C. (2003). Going Global with Assessment: What to do when the dominant culture’s literacy drives assessment. Higher Education Research & Development, 22 (2), 131–143. Papert, S. (1993). The children's machine: Rethinking in the age of the computer, New York: Basic Books. Skiba, R. J., Knesting, K., & Bush, D. L. (2002). Culturally Competent Assessment: More Than Nonbiased Tests. Journal of Child and Family Studies, 11 (1), 61–78. Tigelaar, D. E. H., Dolmans, D. H. J. M., Wolfhagen, I. H. A. P., & van der Vleuten, C. P. M. (2005). Quality issues in judging portfolios: implications for organizing teaching portfolio assessment procedures. Studies in Higher Education, 30 (5), 595–610. Wilkerson, J. R., & Lang, W. S. (2003). Portfolios, the Pied Piper of teacher certification assessments: Legal and psychometric issues. Education Policy Analysis Archives, 11 (45), Retrieved March 15, 2009, from http://epaa.asu.edu/epaa/v11n45/. 85
Ajayi, L. (2009). An Exploration of Pre-Service Teachers’ Perceptions of Learning to Teach while Using Asynchronous Discussion Board. Educational Technology & Society, 12 (2), 86–100. An Exploration of Pre-Service Teachers’ Perceptions of Learning to Teach while Using Asynchronous Discussion Board Lasisi Ajayi Language/Literacy Education, San Diego State University, 720 Heber Avenue, Calexico, CA 92231, USA // +1 760 768–5504 // lajayi@mail.sdsu.edu ABSTRACT Pre-service teachers’ perceptions of their own learning are important to the ways they integrate technology into their practices. Therefore, the purpose of this study was to examine the pre-service teachers’ perspectives of asynchronous discussion board (ADB) as a tool of learning to teach. ADB was integrated into two literacy courses for 33 pre-service teachers over 16 weeks. Data were collected through oral interviews, written reflections, and participants’ postings on the discussion board. The data were analyzed using Chi’s (1997) framework of verbal analysis method. The findings indicated that the participants perceived ADB as an important tool of learning to teach because it promoted situated learning, facilitated a social construction of knowledge, and afforded customized learning experiences. Keywords Asynchronous discussion board, Distributed knowledge, Educational technology, Social learning, and Sociocultural theory Introduction The material and social affordances of new technologies of communication are transforming different aspects of people’s lives, including the ways they think, work, learn, and communicate (Jewitt, 2005; Gura & Percy, 2005). Obviously, university students’ lives – their intellectual and everyday social activities are increasingly dependent on, expanded and supported by new communications technologies. Thus, the shifting social and technological landscape in the 21 st century suggests that policymakers, faculty, and administrators should develop systematic plans to harness the potential of technology-mediated instruction to support and improve how pre-service teachers are prepared to teach the different school curricula. The Academic Senate of the California State University (2003) defines technology-mediated instruction as “all forms of instruction that are enhanced by or utilize electronic and/or computer-based technology. It specifically includes distance education, instructional modules delivered via mass media, and computer assisted instruction” (AS-2321-96). The assumption that educational technologies have the potential to revolutionize how pre-service teachers are trained to teach is an important one. For example, Johnson (2006) and Simpson (2006) observe that asynchronous discussion board (ADB) is collaborative and interactive and thus opens new opportunities for pre-service teachers to learn how to teach in innovative ways. The increasing availability of new technologies of teaching and learning seems to suggest that teachers’ preparation to teach this millennial generation may be fundamentally different from previous approaches. For one, the material affordances of new technologies of communications challenge the conventional conception of pedagogical practices, social space, social practices, and schedules (Brewer & Klein, 2006). For example, instruction in different subject areas may no longer be restricted to face-to-face meetings within classrooms or the few hours officially allotted for instruction in university schedules. However, despite the promise of technology as “powerful pedagogical tools” (National Research Council, 1999, p. 218), many faculty members keep to the face-to-face, instructor-dominated, and knowledge transmitted approach to teaching (Bryant, 2006; Alghazo, 2006). Bryant (2006), Otero, Peressini, Meymaris, Ford, Garvin, Harlow, Reidel, Waite and Mears (2005) and Rogers (2000) observe that many faculty members are reluctant to adopt new technologies as a curricula tool and improved pedagogy because of the doubt that it will improve student learning. Gura and Percy (2005) argue that those who run schools have little understanding of “what is possible with the technology and how to make it happen” (p. iv). Indeed, the National Research Council (1999) pleads with school administrators and instructors for a better understanding and appreciation of technology as a significant tool of instruction: ISSN 1436-4522 (online) and 1176-3647 (print). © International Forum of Educational Technology & Society (IFETS). The authors and the forum jointly retain the copyright of the articles. Permission to make digital or hard copies of part or all of this work for personal or classroom use is granted without fee provided that copies are not made or distributed for profit or commercial advantage and that copies bear the full citation on the first page. Copyrights for components of this work owned by others than IFETS must be honoured. Abstracting with credit is permitted. To copy otherwise, to republish, to post on servers, or to redistribute to lists, requires prior specific permission and/or a fee. Request permissions from the editors at kinshuk@ieee.org. 86
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April 2009 Volume 12 Number 2
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Abstracting and Indexing Educationa
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Engaging students in multimedia-med
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this study discusses computer-based
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Sampling for preliminary study One
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Part 2 Pearson correlation .349** 1
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Figure 1. Box and whisker plot of t
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characteristics and learning styles
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However, critical reflection and in
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novels, so they collected any relat
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1. Theories of teaching: Comments m
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grammatical errors and basic writin
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Ho, B., & Richards, J. C. (1993). R
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Hwang, K.-A., & Yang, C.-H. (2009).
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e deduced from the Affective Domain
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Detection procedure Figure 1 shows
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avoided. Image processing is perfor
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falling asleep) as defined in this
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classmates or left their seats duri
Page 39 and 40: help teachers to recognize the lear
Page 41 and 42: Hsieh, P.-H., & Dwyer, F. (2009). T
Page 43 and 44: significant comprehension effects o
Page 45 and 46: Treatment 3 (keyword group): Studen
Page 47 and 48: Criteria of achievement measures Th
Page 49 and 50: esults. A correlational analysis de
Page 51 and 52: A 2 x 1 ANOVA analyzed the effect o
Page 53 and 54: References Aragon, S. R. (2004). In
Page 55 and 56: Raphael, T. (1982). Improving quest
Page 57 and 58: educing maintenance costs. The cont
Page 59 and 60: Synchronization functions According
Page 61 and 62: inconsistency) and navigate directl
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Page 65 and 66: Design of manipulation process The
Page 67 and 68: Table 1: Comparative analysis of au
Page 69 and 70: the convenience of mobile-based ass
Page 71 and 72: According to evaluation result, the
Page 73 and 74: Tan, O. S., Parsons, R. D., Hinson,
Page 75 and 76: At a deeper level, though, there wa
Page 77 and 78: theoretical assumptions. Two theore
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Page 81 and 82: slightly different. The group who c
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Page 85 and 86: edited and presented to the class u
Page 87 and 88: Figure 10. Screen captures from the
Page 89: Some of the concerns that emerge fr
Page 93 and 94: As a result of the confluence of di
Page 95 and 96: peers (Schellens et al. 2005). Sche
Page 97 and 98: The integration of discussion board
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Page 101 and 102: The pre-service teachers perceived
Page 103 and 104: Furthermore, the study demonstrated
Page 105 and 106: Schellens, T., van Keer, H., & Valc
Page 107 and 108: McKean, 2003). Instructors will see
Page 109 and 110: program at The Ohio State Universit
Page 111 and 112: Knowledge and skills of developing
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Page 117 and 118: frustrating the student). ITSs make
Page 119 and 120: • Link removal - advanced student
Page 121 and 122: Expert Module Expert Module’s mai
Page 123 and 124: Based on the questionnaire results
Page 125 and 126: students were told that their perfo
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Page 133 and 134: To test the learning effectiveness
Page 135 and 136: APPENDIX A Computer Science and Sof
Page 137 and 138: Thus, the use of computers changes
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Nonetheless, both teachers assign a
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48% 35% 53% similar similar 69% 42%
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Table 4: Students’ attitudes Stat
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activities. Specifically, the histo
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Huang, Y.-M., Huang, T.-C., Wang, K
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• Could recommended learning sequ
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Analysis of sequences prediction me
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Figure 4. The sorting of learning s
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The figures 5a and 5b illustrate th
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Learning sequence recommendation sy
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In this study, forty subjects were
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The potential for LSRS to promote l
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They pointed out that LSRS helped t
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Cover, T. M., & Thomas, J. A. (1991
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Related Efforts An Internet forum i
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with handheld devices and they were
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agent would direct learners to a le
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Mobile RSS Aggregator In order to s
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learning, such as posting question
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With novel technological support, m
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Shen, L., Wang, M., & Shen, R. (200
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as an ‘affective loop’, which r
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Figure 2 is an example of two-dimen
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preference was gathered through dat
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compute the heart rate (HR) as a fu
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sessions. Of all the 18 learning se
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Burleson, W., Picard, R. W., Perlin
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Wu, C.-C., & Lai, C.Y. (2009). Wire
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The wireless handheld learning envi
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the lengthiness of the scales, whic
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Nursing dictionary We constructed a
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them. The computers were networked
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“The major difference was that I
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questionnaire. We do not consider t
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Faruque, F., Hewlett, P. O., Wyatt,
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etween a user and the system. Addit
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Figure 2. A concept map representin
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C5.0 can help teachers to generate
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that a selected programming exercis
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differences between our system and
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1(students can complete without any
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The PADS sometimes assigned very di
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Corno, L. (2000). Looking at Homewo
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Hwang, W.-Y., Hsu, J.-L., Tretiakov
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listed these functions as allowing
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In the research presented in this a
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Research Tools Web-based learning e
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Table 1. Operational definitions of
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action, interaction, and outeractio
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for them was getting the answer as
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Table 6 shows the learners’ prefe
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Bell, P., & Winn, W. (2000). Distri
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Askar, P., & Altun, A. (2009). CogS
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elations, interactions and activiti
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Figure 3. A comparison of knowledge
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ontology will easily be extensible
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Figure 7. Visual Representation of
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Step 5: Use Boolean to combine the
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2) CogSkillNet provides classroom i
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Neo, M., & Neo, T.-K. (2009). Engag
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• Conversation and collaboration
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IMAGE 2 2. Problem identification I
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Methodology At the end of the proje
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presentation skills (m = 3.72), and
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6. Can’t be denying that, sometim
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Lambert, N. M., & McCombs, B. J. (1
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not detected in a previous study, t
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et al. (2001) studied the learning
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all the students. At the midpoint o
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The observed pairs were aware of be
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Table 2 shows the results from a mo
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Table 5: The distribution of time (
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As discussed in the section on prev
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McDowell, C., Werner, L., Bullock,
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Comprehension monitoring is the awa
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or roles in a context, such as “I
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Correlation coefficient was also co
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(a) Text 1 (b) Text 2 (c) Text 3 (d
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Table 3 shows that the average read
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Figure 10. Trace results of the les
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monitor their reading process and h
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Conn, S. R., Roberts, R. L., & Powe
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The technology-mediated groups, wit
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hybrid model of supervision was pos
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Our research indicates that the hyb
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Janoff, D. S., & Schoenholtz-Read,
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goal of using storyboards. But, thi
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In general, learning activities nee
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Furthermore, free subjects, such as
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Storyboarding Roots and related wor
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Referees, on the other hand, may wa
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Symbols Interpretation Defines a un
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Figure 4. Top-level storyboard for
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may take subjects such as practical
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network security information envir
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The concrete procedure and interact
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(e.g., for graduation) using such i
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Thus, academic education modeling b
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Feyer, T., Kao, O., Schewe, K.-D.,
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Richards, G. (2009). Book review: T
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expands the child’s proximal envi
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Chapter 6 exemplifies the activitie
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