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

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.

Peer Instruction In A Flipped Learning Environment: Examining ESL Students’ Participation In Writing Argumentative Essays

“…First, students were found actively participating in peer-to-peer interactions and group discussions in a flipped learning environment to discuss matters and solve problems together during in-class writing activities. This finding is consistent with the results of some previous studies on peer instruction (Nami, Marandi & Sotoudehnama, 2018;Shooshtari & Mir, 2014;Sunggingwati, 2018). For instance, Sunggingwati (2018) conducted a case study to explore pre-service teachers' experiences during peer teaching in a cooperative learning style.…”

“…The findings showed that peer teaching provided the students with ample opportunities to have more interactions with peers, develop confidence and learn from each other in preparing for their teaching lessons and materials. Nami, Marandi and Sotoudehnama (2018) explored the nature of EFL teachers' asynchronous exchanges in a discussion list. The findings showed that peer instruction allowed the participants to actively engage with the discussion list by giving suggestions and asking questions.…”

COVID-19 and teacher education: a literature review of online teaching and learning practices

“…A more detailed analysis of the topics under research reveals that some of the most recurrent themes in a number of the papers analysed (n = 27, 20.1%) are related to the interactions and discussions among the different participants, some of them in the context of online communities. These studies either analyse the nature or patterns of interactions between the participants (e.g., Nami, Marandi, and Sotoudehnama 2018;Sing and Khime 2006) or investigate their effects in supporting reflection (e.g., Jones and Ryan 2014; Mumford and Dikilitaş 2020), knowledge construction or learning transformation (e.g., Lee and Brett 2015;Wang, Chen, and Levy 2010) or, more broadly, the professional development of teachers (e.g., Liu 2012). The online communities, which are mainly used as a support for pre-service or beginning teachers (e.g., DeWert, Babinski, and Jones 2003;Hramiak 2010) or the continuous professional development of in-service teachers (e.g., Holmes 2013;Ribeiro et al 2014) are also the focus of some of the studies examined (n = 21, 15.7%).…”

listas de distribución de correo electrónico de RedIRIS

“…El propósito de las listas es muy variado. Diversos autores han estudiado su rol educacional (Wen et al, 2000; Júnior y Wen, 2015) y como una herramienta más de apoyo a la docencia y generación de conocimiento (Nami, Marandi y Sotoudehnama, 2018).…”