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- Ahlbäck, Tor, et al.
(författare)
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Let´s think about it : considering the strengths of Web-based collaboration
- 2005
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Ingår i: ICT in Teacher Education. - Jönköping : Jönköping University Press & Encell. - 9197495344 ; , s. 100-111
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Bokkapitel (refereegranskat)abstract
- This paper describes work with student collaboration in a distance education teacher-training program at Växjö. A previous study on collaborative strategies was presented new students in order to test possible effects on their learning process. What possible effects could this have on how students used and designed their learning in a Virtual Learning Environment? Were there any signs of an enhanced meta-cognitive awareness compared to previous year? Students’ evaluation of assignment and results from a web-enquiry was analysed. Results showed an increased reflection upon work process and more references to future praxis as teachers shift from a knowledge process to a learning process. Results also show a more strategic use of the tools in the VLE. By giving students some reflective tools prior to their assignment, we have tried to use meta-cognitive thinking as “a way to teach” and not as a “subject” itself.
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| 3. |
- Jaldemark, Jimmy, 1970-, et al.
(författare)
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Sharing the distance or a distance shared : Social and individual aspects of participation in ICT-supported distance-based teacher education
- 2005
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Ingår i: ICT in teacher education. - Jönköping : Jönköping University Press. - 9197495344 ; , s. 142-160
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Bokkapitel (refereegranskat)abstract
- This chapter is about ICT and participation. Our aim is to initiate a discussion about student participation in a web-based learning environment. The chapter contains some results of a philosophical hermeneutical study of a distance-based teacher education in which ICT is used for sharing materials and teaching. Data was collected by interviewing 19 students, who had been using ICT in their teacher education for more than two years. As a framework for understanding, interpretations about student participation were made based on an explicit description of three different perspectives of learning � social constructivist, social constructionist, and sociocultural - and the divergent assumptions these perspectives could be claimed to hold. The findings indicate that students participate in distance-based teacher education in such a way that their participation is not part of a social, but rather, an individual process of learning. The findings also suggest that there is a need to be more explicit about expectations inherent in the use of ICT as a learning environment, and that the current design of such environments for collaboration and learning are challenging.
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