The impact of using forums and electronic discussion groups during pre-professional practices in education students

Authors

Keywords:

Estudiantes de educación, fórum, grupos electrónicos de discusión, TIC

Abstract

Information and communication technologies, in particular sincronic and asincronic tools, that search to facilitate the collaboration among the students and teachers have been studied during recent years. The objective of this study is to analyze the use of forums and electronic discussion groups during the practicum of prospective teachers. A questionnaire based on two previous pilot experiences (Karsenti ) was administered to 800 of participating student teachers (682 females and 118 males). Various questions were asked to student teachers in order to better understand both the use of each asynchronous communication tools. The use of the electronic discussion fórum and the electronic discussion group was characterised by the sharing of personal experiences. Evidence was found that an important percentage of the participants (75%) refered that the use of electronic discussion fórum was not part of their daily routine. The analysis of the student's questionnaire answers show that the students use the electronic discussion group for profesional and personal reasons. However there are some avenues to explore. For example, it would be interesting to invite the associate teachers to participate in the electronic discussion group. 

Author Biographies

  • Thierry Karsenti, University of Montreal
    Doctor en Filosofía. Profesor de la Université de Montréal. Titular de la Chaire de recherche du Canada sur les technologies de l’information et de la communication (TIC) en éducation, Faculté des sciences de l'éducation, Université de Montréal
  • Simon Collin, University of Quebec
    Doctor en Filosofía. Profesor de la Université de Quebec à Montréal, Université de Quebec à Montréal
  • María Lourdes Lira, University of Quebec

    Doctor en Filosofía. Profesora de la Université du Québec en Abitibi Témiscamingue

References

Altheide, David & Johnson, Jhon. (1994). Criteria for Assessing interpretive validity in qualitative research. En Norman Denzin & Yvonna Lincoln (eds.). Handbook of Qualitative Research. Londres: Sage, pp. 485-499.

Berge, Zane. (1995). Facilitating computer Conferencing : Recommendations From the Field. Educational Technology, vol. 35, núm. 1, pp. 22-30. Recuperado de https://www.researchgate.net/publication/243454401_Facilitating_Computer_Conferencing_Recommendations_From_the_Field

Bonk, Curtis & King, Kira. (eds.) (1998). Electronic Collaborators: Learner-Centered Technologies for Literacy, Apprenticeship and Discourse. New Jersey: Lawrence Erlbaum.

Buzzard, Janet; MacLeod, Laura & DeWitt, Calvin. (1997). Enhancing Student Learning Through Electronic Communication. Recuperado de http://eric.ed.gov/?id=ED430524

Campos, Milton; Laferriere, Therese & Harasim, Linda. (2001). The Post- Secondary Networked Classroom: Renewal of Teaching Practices y Social Interaction. Journal of Asynchronous Learning Networks, vol. 5, núm. 2, pp. 36-52. Recuperado de https://www.researchgate.net/publication/228587797_The_post-secondary_networked_classroom_Renewal_of_teaching_practices_and_social_interaction

Crook, Charles. (1994). Computers and the Collaborative Experience of Learning. Nueva York: Routledge.

Curtis, David & Lawson, Michael. (2001). Exploring Collaborative Online Learning. Journal of Asynchronous Learning Networks, vol. 5, núm. 1, pp. 21-34. Recuperado de onlinelearningconsortium.org/.../v5n1_curtis_1.pdf

Freeman, Mark & Bamford, Anne. (2004). Student choice of anonymity for learner identity in online learning discussion forums. International Journal on E-Learning, vol. 3, núm. 3, pp. 45-53. Recuperado de https://www.researchgate.net/publication/255567225_Student_choice_of_anonymity_for_learner_identity_in_online_learning_discussion_forums

Gerosa, Marco; Fuks, Hugo & Pereira, Carlos. (2003). Analysis y Design of Awareness Elements in Collaborative Digital Environments: A Case Study in the AulaNet Learning Environment. Journal of Interactive Learning Research, vol. 14, núm. 3, pp. 315-332. Recuperado de lapessc.ime.usp.br/public/papers/JILR.pdf

Grabe, Mark & Grabe, Cindy. (1998). Integrating Technology for Meaningful Learning. Nueva York: Houghton Mifflin.

Hargreaves, Andy. (1994). Changing teachers, changing times : Teachers’ work and culture in the postmodern age. New York : Teachers College Press.

Higher Education Research Institute (1999). An Overview of the 1998-99 Faculty Norms. UCLA Graduate School of Education y Information Studies. REcuperado de http://www.heri.ucla.edu/facPublications.php

Huberman, Michael & Miles, Matthew. (1994). Data management y analysis methods. En Norman Denzin & Yvonna Lincoln (eds.). Hybook of Qualitative Research. Londres: Sage, pp. 428-444.

Johnson, David & Johnson, Roger. (1996). Cooperation and the Use of Technology. En D. Jonassen (ed.). Handbook of Research for Educational Communications and Technology. Nueva York: Simon & Schuster, pp. 1017-1044.

Joy, Ernest & García, Federico. (2000). Measuring Learning Effectiveness: A New Look at No- Significant-Difference Findings. Journal of Asynchronous Learning Networks, vol. 4, núm.1, pp. 33-39.

Karsenti, Thierry. (2005). Développer le professionnalisme collectif des futurs enseignants par les TIC: Bilan de deux expériences réalisées au québec. Recherche et Formation,núm. 49, pp. 73-90. Recuperado de ife.ens-lyon.fr/publications/edition.../RR049-05.pdf

Karsenti Thierry; Fortin Toussaint & Larose Francois. (2002). Les TIC et le défi de la formation pratique dans le cadre de la Réforme de l’éducation. En Francois Larose & Thierry Karsenti (dir.), La place des TIC en formation initiale et continue : Bilan et perspectives, Sherbrooke/Paris : Éditions du CRP/ L’Harmattan

Kirkley, Sonny; Savery, John. & Grabner-Hagen, Melissa. (1998). Electronic Teaching: Extending Classroom Dialogue and Assistance through E-Mail Communication. En Curtis Bonk & Kira King (eds.). Electronic Collaborators. New Jersey: Lawrence Erlbaum, pp. 209-232.

L’Écuyer, René. (1990). Méthodologie de l’analyse développementale de contenu. Méthode GPS et concept de soi. Quebec City: Presses de l’Université du Québec.

McIntyre, Donald; Byrd, David & Foxx, Sussan. (1996). Field and laboratory experiences. En John Sikula (ed.). Hybook of research on teacher education (2a. ed.). Nueva York: Macmillan, pp. 514-534.

Moore, Michael. (1993). Three types of interactions. En Keith Harry, Desmond Keegan & Magnus John (Éds.). Distance education : New perspectives. Londres : Routledge. pp. 19-24

Nunan, David. (1999). Second Language Teaching and Learning. Boston: Heinle y Heinle.

O’Quinn, Lisa. (2004). Factors which Motivate Community College Faculty to Participate in Distance Education. International Journal on E-Learning, vol. 3, núm. 1, pp. 19-30.

Peraya, Daniel & Larose, Francois. (2001). Fondements épistémologiques et spécificité pédagogique du recours aux environnements virtuels en pédagogie universitaire: Médiation ou médiatisation. En Thierry Karsenti & Francois Larose (eds.). Les TIC… Au cœur de la pédagogie universitaire. Sainte Foy: Presses de l’Université du Québec, pp. 31-68.

Rossman, Mark. (1999). Successful Online Teaching Using an Asynchronous Learner Discussion Forum. Journal of Asynchronous Learning Networks, vol. 3, núm. 2, pp. 1-8. Recuperado de http://onlinelearningconsortium.org/jaln_article/successful-online-teaching-using-an-asynchronous-learner-discussion-forum-2/

Rovai, Alfred. (2002). A Preliminary Look at the Structural Differences of Higher Education Classroom, Communities in Traditional ALN Courses. Journal of Asynchronous Learning Networks, vol. 6, núm. 2, pp. 41- 56. Recuperado de http://onlinelearningconsortium.org/jaln_article/a-preliminary-look-at-the-structural-differences-of-higher-education-classroom-communities-in-traditional-and-aln-courses-2/

Schon, Donald. (1987). Educating the Reflective Practitioner. San Francisco: Jossey-Bass.

Schon, Donald. (1983). The Reflective Practitioner. Nueva York: Basic Books.

Strauss, Anselm & Corbin, Juliet. (1990). Basics of qualitative research: Grounded theory procedures y techniques. Newbury Park: Sage.

Tesch, Renata. (1990). Qualitative Research. Nueva York: The Falmer Press.

Tuovinen, Juhani. (2000). Multimedia distance education interactions. Educational Media International, vol. 37, núm. 1, pp. 16-24. http://dx.doi.org/10.1080/095239800361473

Walther, Joseph. (1994). Anticipated Ongoing Interaction versus Channel Effects on Relational Communication in Computer-Mediated Interaction. Human Communication Research, vol. 20, núm. 4, pp. 473- 501. http://dx.doi.org/10.1111/j.1468-2958.1994.tb00332.x

Warschauer, Mark. (1996). Computer-Mediated Collaborative Learning: Theory and Practice. Modern Language Journal, vol 81, núm. 3, pp. 470-481. Recuperado de http://www.education.uci.edu/person/warschauer_m/cmcl.html

Weasenforth, Donald; Biesenbach-Lucas, Sigrun & Meloni, Christine. (2002). Realizing Constructivist Objectives through Collaborative Technologies: Threaded Discussions. Language Learning & Technology, Special Issue, vol. 6, núm. 3, pp. 58-86. Recuperado de http://llt.msu.edu/vol6num3/weasenforth/

Weasenforth, D., Meloni, C. & Biesenbach-Lucas, S. (2003). Learner Autonomy and Course Management Software. En Börje Holmberg, Monica Shelley & Cynthia White (eds.) Distance education and language: Evolution and change. Multilingual Matters, forthcoming.

Wenger, Etienne. (1998). Communities of Practice: Learning, Meaning, and Identity. Cambridge University Press.

Wegner, Scott; Holloway, Ken & Garton, Edwin. (1999). The Effects of Internet Based Instruction on Student Learning. Journal of Asynchronous Learning Networks, vol. 3, núm. 2, pp. 98-106. Recuperado de http://onlinelearningconsortium.org/jaln_article/the-effects-of-internet-based-instruction-on-student-learning-2/

Wu, Amy. (2003). Supporting Electronic Discourse: Principles of Design from a Social Constructivist Perspective. Journal of Interactive Learning Research, vol. 14, núm. 2, pp. 167-184.

Downloads

Issue

Vol. 4 No. 2 (2012): Learning networks of the knowledge society / October 2012 - March 2013

Section

The topic

License

The copyright belongs to the authors of the text. In case the manuscript is accepted for publication, the Sistema de Universidad Virtual of the Universidad de Guadalajara (UDGVirtual) is authorized to modify the text in the correction of style, translate, fix, disseminate, reproduce, publish and market with this. Likewise, the Universidad de Guadalajara is authorized to carry out the above described jointly or through possible third parties. (See the detailed authorization in the copyright letter.)

The authors guarantee to Apertura the right to be the first means of publication of the work. The reproduction of the texts published in the Apertura is authorized, in whole or in part, as long as it is non-profit, the source is cited and the content or design is not modified. Authors may exclusively distribute the final editorial or postprint version in any medium and at any time.

Apertura, its editors and UDGVirtual dissociate themselves from the information provided by collaborators or advertisers. The articles of the contributors do not necessarily represent the point of view of the publisher or UDGVirtual and the content of the advertisements are the sole responsibility of the contractors.

Apertura is registered in the National Institute of Copyright with the ISSN number: 1665-6180 (printed version) and e-ISSN 2007-1094 (electronic version), and with the Certificate of Reservation of Rights to the Exclusive Use of the Title: 04 -2005-120212472000-102.

It is also certified by the Qualifying Commission for Illustrated Publications and Journals of the Ministry of the Interior with the Licensed Certificates of Title number: 13449; and Content Legality: 11022.