How student teachers engage in blogging international experience in wikispaces?
Keywords:On-line international collaboration, wikispaces, learning using technology, teacher education, collaborative knowledge construction.
80 student teachers of three universities (from Australia, Chile and England) lived a collaborative working in international virtual group using wikispaces, divided in 17 groups conformed by two students from each university. They resolved the question: what is an effective learning environment for students in our contemporary world? Given five dot points agreed by all group members. The project lasted three weeks. The research questions were: How they engage and work within the construction knowledge task? Which are the attitudes and beliefs of the students about this international experience through wiki? Data were collected from wiki dialog, reflective journals transcription, and a final survey. The results shows that one group never engages on the task; eleven groups achieve only a part of the task, without collaboration, and only five groups achieve the whole task, working together. Also, they only achieve the fist phase of collaboration: share/compare information. Although there were few collaborative experiences, all students value the opportunity for talking and sharing with people of other cultures, but many of them believed it would be better to use resources that allow them synchronous communication, as chat or other.
Author (2009). Authors, (2011). Brindley, J., & Walti, C. (2009). Creating effective collaborative learning groups in an online environment. International Review of Research in Open and Distance Learning, 10(3), 1-18. Collinson, V. (1999). Redefining teacher excellence. Theory into practice, 43, 5-13. Cuban, L. (2001). Oversold and underused: computers in the classroom. En: Coll, C. Y Monereo, C. (Eds.) Psicología de la educación virtual (54-73). Madrid: Morata. Engel, A. & Onrubia, J. (2010). Patrones de organización grupal y de fases de construcción del conocimiento en entornos virtuales. Infancia y Aprendizaje, 22(4), 515-528. Engström, Y., & Sannino, A. (2010). Studies of expansive learning: Foundations, findings and future challenges. Educational Research Review, 5(1), 1-24. doi:10.1016/j.edurev.2009.12.002 Georgina, D. A., & Olson, M. R. (2008). Integration of technology in higher education: a review of faculty self-perceptions. Internet and Higher Education, 11, 11-8. Gunawardena, C., Lowe, C. & Anderson, T. 1998). Transcript analysis of computer-mediated conferences as a tool for testing constructivist and social-constructivist learning theories. Report of research presented at the Annual Conference on Distance Teaching and learning (14th, Madison, WI, August 5-7, 1998). Laurillard, D. (2009). The pedagogical challenges to collaborative technologies. Computer-Supported Collamorative Learning, 4, 5-20. Muuro, M., Wagacha, W., Oboko, R. (2014). Students’ percibed challenges in an online collaborative environment: a case of higher learning institutions in Nairobi, Kenya. The International Review of Research in Open and Distance Learning, 15(6), 132-161. Nicholas, H. & Wan, N. (2009). Fostering online social construction of science knowledge with primary pre-service teachers working in virtual teams. Asia-Pacific Journal of Teacher Education Vol. 37, No. 4,, 379–398. Onrubia, J., & Engel, A. (2012). The role of teacher assistance on the effects of a macro-script in collaborative writing tasks. Computer-Supported Collaborative Learning, 7, 161-186. doi: 10.1007/s11412-011-9125-9 Quesada Pacheco, A. (2011). Collaborative e-learning: an academic experience between the university of Costa Rica and the University of Kansas. Actualidades Investigativas en Educación, número especial, 1-27. Riordan, E. & Murray, L. (2010). A corpus-based analysis of online synchronous and asynchronous modes of communication within language teacher education, Classroom Discourse, 1(2), 181–198. Rochera, M.J., Maurí, T., Onrubia, J. & Gispert, I. (2010). Dimensiones para el estudio de la presencia cognitiva en foros de discusión en línea. Una aproximación individual, social y dinámica. Infancia y Aprendizaje, 22(4), 301-313. Slaouti, D. (2007). Teacher learning about online learning: Experiences of a situated approach. European Journal of Teacher Education, 30(3), 285–304. Taylor, L., & Huang, H. W. (2011, March). Student engagement in online multimedia communication. Paper presented at the Society for Information Technology & Teacher Education International Conference, Nashville, USA.
The authors who publish in this journal agree to the following terms:
- Authors retain copyright and grant the journal the right of first publication.
- The texts published in Digital Education Review, DER, are under a license Attribution-Noncommercial-No Derivative Works 4,0 Spain, of Creative Commons. All the conditions of use in: Creative Commons,
- In order to mention the works, you must give credit to the authors and to this Journal.
- Digital Education Review, DER, does not accept any responsibility for the points of view and statements made by the authors in their work.