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• W2314989962 abstract "The main focus of the study was to investigate grou p-mechanisms and collaborative small-group learning. Participants (n=20) were pre-service Engl ish teacher trainees of a methodology seminar. Grou p mechanisms and collaborative activities were analys ed and made visible with the help of online discuss ions that evolved in the discussion forums of the course mana gement system (CMS) Moodle. Quantitative data on student participation, online activity and frequency of mes sages were gained from the log files of the CMS. Th rough the qualitative content analysis of forum discussions, nine stages of collaborative discourse were identif ied in the presented pedagogical scenario. Methods for integra ting the identified stages in the design process of blended learning in teacher training courses are suggested and best practices for similar courses are offered. However, due to the limited number of participants, further investigation of the relevance of the identified st ages on a larger set of sample is needed. The present paper deals with the concept of online collaborative learning in small groups. Our study, which is part of the European Kn owledge Practices Laboratory research, focuses on the knowledge-building community (Scardamalia, & Bereiter, 1994) whose members invent knowledge and skill together that none of them would likely have constructed alone (Stahl, 2003). Our experiment too k place at a Hungarian university, with a group of students studying ELT methodology. We used the Moodle CMS for online collaborative tasks that we had planned especially for the group. In the analysis, we investigate group-mechanisms and collaborative small-group learning which are analysed and made visible with the help of online discussions th at evolved in the forums of the Moodle CMS. Interaction created during the teaching and le arning process is considered as direct evidence of learning, thus its interpretation is a powerful method of empirical analysis (Stahl, 2003, p.35). Our aim is to identify the sta ges of evolving collaboration in the present pedagogical scenario. In addition we intend to find relevant methods of integrating the identified stages in the design process of blended learning courses. We also draw conclusions and describe best practices for courses. Quantitati ve data on student participation, online activity and frequency of messages are gained from the log files of the CMS, to which we add the results of the qualitative content analysis of forum discussions." @default.
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• W2314989962 date "2009-01-01" @default.
• W2314989962 modified "2023-09-27" @default.
• W2314989962 title "EVOLVING COLLABORATION AMONG TEACHER TRAINEES - ANALYSIS OF COLLABORATIVE DISCOURSE" @default.
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