Interaction through Web-based discussions in teacher education
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Abstract
This study investigates what types of interactions and what phases of cognitive processes are involved in Web-based bulletin board (BB) discussions among prospective teachers at an American university. It also examines how teacher engagement affects the written communication dynamics. The students’ discussion transcripts were the main data collected for this study. They were analyzed in terms of both frequency of participation and the practical inquiry model of Garrison, Anderson, and Archer (2001) which frames four phases: Triggering, Exploration, Integration and Resolution. The results were found favorable for Web-based discussions as an interactive knowledge building tool. Among the results, first, two-way messages were prevalent (66%), nurturing peer-to-peer interactions. Second, frequently employed cognitive processes were Exploration and Integration. This indicates that not only did the students contribute primarily to sharing opinions or experiences but also they negotiated meanings or synthesize presented ideas. However, there was no Resolution, applying integrated ideas to teaching situations. Lastly, the instructor’s engagement in the earlier weekly sessions enhanced discussion dynamics, while students exerted autonomy throughout the sessions and even in the later sessions without instructor presence. It is suggested that carefully designed Web-based discussions can serve as a potential instructive tool to promote interactive and collaborative participation among prospective teachers as well as to expand their course-related knowledge base.
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