Publication Date

2010

Abstract

Asynchronous online discussions potentially maximise the learning opportunities in tertiary education. In this chapter the design, implementation and evaluation of online discussions for developing high-order thinking skills with large groups enrolled in a preservice teacher education program are discussed. The development and evaluation of a tool indicates it is possible to examine the intellectual quality of online discussions and considering these written responses in terms of awareness, regulation and evaluation provides the facilitator with useful insights about students' thinking. A framework for auditing the activities facilitating the online discussions for potential learning opportunities is also recommended. Findings indicate that preservice teachers do engage in productive professional discourse which transform their learning when appropriate activities are used.

School/Institute

School of Education

Document Type

Book Chapter

Access Rights

ERA Access

Access may be restricted.

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