Hostname: page-component-cd9895bd7-gvvz8 Total loading time: 0 Render date: 2024-12-27T10:46:26.253Z Has data issue: false hasContentIssue false
  • English
  • Français

Interaction in a discussion list: An exploration of cognitive, social, and teaching presence in teachers’ online collaborations

Published online by Cambridge University Press:  23 May 2018

Fatemeh Nami ,
S. Susan Marandi  and
Elaheh Sotoudehnama
Fatemeh Nami
Affiliation:
Alzahra University, Iran (email: f.nami@aut.ac.ir)
S. Susan Marandi
Affiliation:
Alzahra University, Iran (email: susanmarandi@alzahra.ac.ir)
Elaheh Sotoudehnama
Affiliation:
Alzahra University, Iran (email: esotoude@alzahra.ac.ir)
Get access Rights & Permissions [Opens in a new window]

Abstract

Discussion lists have gained a significant popularity in professional development research over the past few decades for the opportunity they provide for asynchronous interaction. This article presents findings from a small-scale case study that aimed at exploring the nature of teachers’ asynchronous exchanges in a discussion list. The data comprised the archived log of the messages in a Yahoo Group discussion list by five in-service English as a foreign language (EFL) teachers who volunteered to take part in a hybrid computer-assisted language learning (CALL) teacher education course in a state university in Iran. The discussion list was incorporated into the course to engage participants in professional dialogue on topics related to technology/CALL. During the initial data analysis, participants’ asynchronous exchanges were grouped as suggestions, questions, unclassified, answers, and delivery, drawing upon Oriogun and Cave’s (2008) SQUAD categorization, following the constant comparative method of analysis. Through a follow-up computer-mediated discourse analysis, cognitive, social, and teaching presence functional moves were identified in the data. Participants used the space not only for socializing and peer instruction but also for constructing knowledge. Despite an uneven pattern of contribution, asynchronous exchanges provided opportunities for knowledge construction at different levels of cognitive presence on topics ranging from technology tools and their affordances/constraints to computer-assisted language testing, materials development, and classroom management. The findings provide CALL teacher education researchers and course designers insights into the potential of asynchronous interaction for online and blended language teacher education.

Keywords

CALL teacher educationonline collaborationasynchronous interactionsocial presencecognitive presenceteaching presence
Type
Regular papers
Information
ReCALL , Volume 30 , Issue 3 , September 2018 , pp. 375 - 398
Copyright
© European Association for Computer Assisted Language Learning 2018 

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Akyol, Z., Garrison, D. R. and Ozden, M. Y. (2009) Online and blended communities of inquiry: Exploring the developmental and perceptional differences. The International Review of Research in Open and Distance Learning, 10(6): 65–83. https://doi.org/10.19173/irrodl.v10i6.765 Google Scholar
Alm, A. (2006) CALL for autonomy, competence and relatedness: Motivating language learning environments in Web 2.0. The JALT CALL Journal, 2(3): 29–38.Google Scholar
Arnold, N. and Ducate, L. (2006) Future foreign language teachers’ social and cognitive collaboration in an online environment. Language Learning & Technology, 10(1): 42–66. http://llt.msu.edu/vol10num1/pdf/arnoldducate.pdf Google Scholar
Arnold, N., Ducate, L., Lomicka, L. and Lord, G. (2009) Assessing online collaboration among language teachers: A cross-institutional case study. Journal of Interactive Online Learning, 8(2): 121–139. http://pdxscholar.library.pdx.edu/cgi/viewcontent.cgi?article=1011&context=ling_fac Google Scholar
Attard, K. (2012) Public reflection within learning communities: An incessant type of professional development. European Journal of Teacher Education, 35(2): 199–211. https://doi.org/10.1080/02619768.2011.643397 Google Scholar
Baskerville, D. (2012) Integrating on-line technology into teaching activities to enhance student and teacher learning in a New Zealand primary school. Technology, Pedagogy and Education, 21(1): 119–135. https://doi.org/10.1080/1475939X.2012.659887 Google Scholar
Chapelle, C. A. (2003) English language learning and technology. Amsterdam: John Benjamins.Google Scholar
Charmaz, K. (2006) Constructing grounded theory: A practical guide through qualitative analysis. London: Sage.Google Scholar
Comas-Quinn, A. (2011) Learning to teach online or learning to become an online teacher: An exploration of teachers’ experiences in a blended learning course. ReCALL, 23(3): 218–232. https://doi.org/10.1017/S0958344011000152 Google Scholar
Danielowich, R. M. (2012) Other teachers’ teaching: Understanding the roles of peer group collaboration in teacher reflection and learning. The Teacher Educator, 47(2): 101–122. https://doi.org/10.1080/08878730.2012.660373 Google Scholar
Denscombe, M. (2010) The good research guide: For small-scale social research projects (4th ed.). Maidenhead, England: Open University Press.Google Scholar
Doering, A. and Beach, R. (2002) Preservice English teachers acquiring literacy practices through technology tools. Language Learning & Technology, 6(3): 127–146. http://llt.msu.edu/vol6num3/pdf/doering.pdf Google Scholar
Ernest, P., Catasús, M. G., Hampel, R., Heiser, S., Hopkins, J., Murphy, L. and Stickler, U. (2013) Online teacher development: Collaborating in a virtual learning environment. Computer Assisted Language Learning, 26(4): 311–333. https://doi.org/10.1080/09588221.2012.667814 Google Scholar
Ertmer, P. A. and Ottenbreit-Leftwich, A. T. (2010) Teacher technology change: How knowledge, confidence, beliefs, and culture intersect. Journal of Research on Technology in Education, 42(3): 255–284. https://pdfs.semanticscholar.org/3de7/0c9cea762e4516b1a191d255598ec9aa7358.pdf Google Scholar
Fuchs, C. (2006) Exploring German preservice teachers’ electronic and professional literacy skills. ReCALL, 18(2): 174–192. https://doi.org/10.1017/S0958344006000322 Google Scholar
Garrison, D. R. and Anderson, T. (2003) E-Learning in the 21st century: A framework for research and practice. London: RoutledgeFalmer.Google Scholar
Garrison, D. R., Anderson, T. and Archer, W. (2000) Critical inquiry in a text-based environment: Computer conferencing in higher education. The Internet and Higher Education, 2(2–3): 87–105. http://cde.athabascau.ca/coi_site/documents/Garrison_Anderson_Archer_Critical_Inquiry_model.pdf Google Scholar
Garrison, D. R., Anderson, T. and Archer, W. (2001) Critical thinking, cognitive presence, and computer conferencing in distance education. The American Journal of Distance Education, 15(1): 7–23. https://doi.org/10.1080/08923640109527071 Google Scholar
Garrison, D. R., Anderson, T. and Archer, W. (2010) The first decade of the community of inquiry framework: A retrospective. The Internet and Higher Education, 13(1–2): 5–9. https://doi.org/10.1016/j.iheduc.2009.10.003 Google Scholar
Garrison, D. R. and Arbaugh, J. B. (2007) Researching the community of inquiry framework: Review, issues, and future directions. The Internet and Higher Education, 10(3): 157–172. https://doi.org/10.1016/j.iheduc.2007.04.001 Google Scholar
Gee, J. P. (2003) What video games have to teach us about learning and literacy. New York: Palgrave Macmillan.Google Scholar
Hanson-Smith, E. (2006) Communities of practice for pre- and in-service teacher education. In Hubbard, P. and Levy, M. (eds.), Teacher education in CALL. Amsterdam: John Benjamins, 301–315. https://doi.org/10.1075/lllt.14.25han Google Scholar
Hawkes, M. and Romiszowski, A. (2001) Examining the reflective outcomes of asynchronous computer-mediated communication on inservice teacher development. Journal of Technology and Teacher Education, 9(2): 283–306.Google Scholar
Heiser, S., Stickler, U. and Furnborough, C. (2013) Student training in the use of an online synchronous conferencing tool. CALICO Journal, 30(2): 226–251. https://doi.org/10.11139/cj.30.2.226-251 Google Scholar
Henri, F. (1995) Distance learning and computer-mediated communication: Interactive, quasi-interactive or monologue? In O’Malley, C. (ed.), Computer supported collaborative learning. Berlin: Springer-Verlag, 145–161.Google Scholar
Herring, S. C. (2004) Computer-mediated discourse analysis: An approach to researching online behavior. In Barab, S. A., Kling, R. and Gray, J. H. (eds.), Designing for virtual communities in the service of learning. Cambridge: Cambridge University Press, 338–376. https://doi.org/10.1017/CBO9780511805080.016 Google Scholar
Hull, D. M. and Saxon, T. F. (2009) Negotiation of meaning and co-construction of knowledge: An experimental analysis of asynchronous online instruction. Computers & Education, 52(3): 624–639. https://doi.org/10.1016/j.compedu.2008.11.005 Google Scholar
Johnson, G. M. (2006) Synchronous and asynchronous text-based CMC in educational contexts: A review of recent research. TechTrends, 50(4): 46–53. https://doi.org/10.1007/s11528-006-0046-9 Google Scholar
Kamhi‐Stein, L. D. (2000) Looking to the future of TESOL teacher education: Web‐based bulletin board discussions in a methods course. TESOL Quarterly, 34(3): 423–455. https://doi.org/10.2307/3587738 Google Scholar
Kennedy, A. (2011) Collaborative continuing professional development (CPD) for teachers in Scotland: Aspirations, opportunities and barriers. European Journal of Teacher Education, 34(1): 25–41. https://doi.org/10.1080/02619768.2010.534980 Google Scholar
Kissau, S. (2012) Perceptions of self-efficacy for two types of second language methods instruction. Computer Assisted Language Learning, 25(4): 295–317. https://doi.org/10.1080/09588221.2011.587436 Google Scholar
Koh, J. H. L., Herring, S. C. and Hew, K. F. (2010) Project-based learning and student knowledge construction during asynchronous online discussion. The Internet and Higher Education, 13(4): 284–291. https://doi.org/10.1016/j.iheduc.2010.09.003 Google Scholar
Lave, J. and Wenger, E. (1991) Situated learning: Legitimate peripheral participation. Cambridge: Cambridge University Press.Google Scholar
Meskill, C. (2009) CMC in language teacher education: Learning with and through instructional conversations. Innovation in Language Learning and Teaching, 3(1): 51–63. https://doi.org/10.1080/17501220802655474 Google Scholar
Meskill, C. and Anthony, N. (2007) Learning to orchestrate online instructional conversations: A case of faculty development for foreign language educators. Computer Assisted Language Learning, 20(1): 5–19. https://doi.org/10.1080/09588220601118487 Google Scholar
Meskill, C. and Sadykova, G. (2011) Introducing EFL faculty to online instructional conversations. ReCALL, 23(3): 200–217. https://doi.org/10.1017/S0958344011000140 Google Scholar
Nami, F. and Marandi, S. S. (2014) Wikis as discussion forums: Exploring students’ contribution and their attention to form. Computer Assisted Language Learning, 27(6): 483–508. https://doi.org/10.1080/09588221.2013.770036 Google Scholar
Nami, F., Marandi, S. S. and Sotoudehnama, E. (2016) CALL teacher professional growth through lesson study practice: An investigation into EFL teachers’ perceptions. Computer Assisted Language Learning, 29(4): 658–682. https://doi.org/10.1080/09588221.2015.1016439 Google Scholar
Oriogun, P. K. and Cave, D. (2008) Using code-recode to detect critical thinking aspects of asynchronous small group CMC collaborative learning. Journal of Interactive Online Learning, 7(3): 208–226.Google Scholar
Pawan, F., Paulus, T. M., Yalcin, S. and Chang, C.-F. (2003) Online learning: Patterns of engagement and interaction among in-service teachers. Language Learning & Technology, 7(3): 119–140. http://llt.msu.edu/vol7num3/pdf/pawan.pdf Google Scholar
Paz Dennen, V. (2008) Looking for evidence of learning: Assessment and analysis methods for online discourse. Computers in Human Behavior, 24(2): 205–219. https://doi.org/10.1016/j.chb.2007.01.010 Google Scholar
Pollard, C. and Pollard, R. (2004) Research priorities in educational technology: A Delphi study. Journal of Research on Technology in Education, 37(2): 145–160. https://doi.org/10.1080/15391523.2004.10782430 Google Scholar
Richards, K. (2009) Trends in qualitative research in language teaching since 2000. Language Teaching, 42(2): 147–180. https://doi.org/10.1017/S0261444808005612 Google Scholar
Rott, S. and Weber, E. D. (2013) Preparing students to use wiki software as a collaborative learning tool. CALICO Journal, 30(2): 179–203. https://doi.org/10.11139/cj.30.2.179-203 Google Scholar
Schallert, D. L. Reed, J. H., and the D-Team (2003) Intellectual, motivational, textual, and cultural considerations in teaching and learning with computer-mediated discussion. Journal of Research on Technology in Education, 36(2): 103–118. https://doi.org/10.1080/15391523.2003.10782407 Google Scholar
Shea, P. and Bidjerano, T. (2009) Community of inquiry as a theoretical framework to foster “epistemic engagement” and “cognitive presence” in online education. Computers & Education, 52(3): 543–553. https://doi.org/10.1016/j.compedu.2008.10.007 Google Scholar
Son, J.-B. (2006) Using online discussion groups in a CALL teacher training course. RELC Journal, 37(1): 123–135. https://doi.org/10.1177/0033688206063478 Google Scholar
Topping, K. J. (2005) Trends in peer learning. Educational Psychology, 25(6): 631–645. https://doi.org/10.1080/01443410500345172 Google Scholar
Vygotsky, L. S. (1978) Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.Google Scholar
Wang, Y., Chen, N.-S. and Levy, M. (2010) The design and implementation of a holistic training model for language teacher education in a cyber face-to-face learning environment. Computers & Education, 55(2): 777–788. https://doi.org/10.1016/j.compedu.2010.03.010 Google Scholar
Wenger, E. (1998) Communities of practice: Learning, meaning, and identity. Cambridge: Cambridge University Press.Google Scholar
Wood, E., Mueller, J., Willoughby, T., Specht, J. and Deyoung, T. (2005) Teachers’ perceptions: Barriers and supports to using technology in the classroom. Education, Communication & Information, 5(2): 183–206. https://doi.org/10.1080/14636310500186214 Google Scholar
Wright, V. H. and Wilson, E. K. (2005) From preservice to inservice teaching: A study of technology integration. Journal of Computing in Teacher Education, 22(2): 49–55.Google Scholar
Yin, R. K. (2011) Qualitative research from start to finish. New York: The Guilford Press.Google Scholar