What makes an online community of practice work? A situated study of Chinese student teachers’ perceptions of online professional learning

Hou, Heng

doi:10.1016/j.tate.2014.10.005

Cited by 91 publications

(49 citation statements)

References 59 publications

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“…In addition, results of leader and starter students indicated that students who proactively initiated peer interactions made frequent contributions to medium‐ or deep‐level knowledge construction. Consistent with previous research results (Cress, Held, & Kimmerle, ; Hou, ; Zhang et al ., ), this study showed a progressive development process: individual students' deep‐level knowledge inquiry could trigger peer interaction, which could further advance group knowledge construction.…”

Section: Discussionsupporting

confidence: 93%

The relationships between social participatory roles and cognitive engagement levels in online discussions

Ouyang¹,

Chang²

2018

Brit J Educational Tech

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Understanding the relationship between social interaction patterns and cognitive engagement levels has critical implications on collaborative learning theory, pedagogy, and technology. This study used a multi-method approach to examine the relationship between students' social participatory roles and cognitive engagement levels within asynchronous online discussions. Results showed that students' social participatory role was a critical indicator of cognitive engagement level. Socially active students made more cognitive contributions to knowledge inquiry and knowledge construction. But there were exceptions: after taking leadership roles (i.e., discussion designers and facilitators), some students moved from peripheral participation to active participation. Second, there was a progressive development process: individual students' deep-level knowledge inquiry could trigger peer interaction, which could further advance group knowledge construction. Third, students had a tendency to keeping social-cognitive engagement patterns throughout discussions. Based on the result, this study proposed implications for collaborative learning theory, pedagogy support, and tool development.The relationship between social interaction and cognitive engagement is of significant importance for collaborative learning research and practice, pedagogy development and technology use (de Laat, Lally, Lipponen, & Simons, 2007). First, from the socio-cognitive constructivism perspective, there is a close relationship between social interaction and cognitive inquiry: the change and development in one have influences on the other (Liu & Matthews, 2005). Second, in practices, pedagogical strategies (eg, knowledge building pedagogy) have stressed the importance of understanding the interconnection between social interaction and cognitive inquiry to improve collaborative learning quality (van Aalst, 2009). Third, emerging tools, such as social network

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Section: Discussionsupporting

confidence: 93%

The relationships between social participatory roles and cognitive engagement levels in online discussions

Ouyang¹,

Chang²

2018

Brit J Educational Tech

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“…Empirical inquiries that investigated novel ways of leveraging participatory and technology-based learning in teacher education are prolific (e.g., Bonk, Malikowski, Angeli, & East, 1998;Caywood & Duckett, 2003;Cowham & Duggleby, 2005;Ertmer et al, 2011;Hou, 2014;Keller, Bonk, & Hew, 2005;King, 2002;Oner & Adadan, 2011;Reingold, Rimor, & Kalay, 2008); however, there are limited inquiries that harnessed virtual transnational connections in teacher professional training where in-and preservice teachers are geographically separated. Riel (1993) accentuates a notable involvement of teachers and students in collaborative problem-solving, particularly endeavors that can strengthen "teachers' links to world events and to global issues" through participation in global networks (p. 222).…”

Section: Theoretical Framework: Conceptual Constructs Of New Media LImentioning

confidence: 99%

Hong Kong and Canadian students experiencing a new participatory culture: A teacher professional training project undergirded by new media literacies

Zhang

Liu

et al. 2016

Teaching and Teacher Education

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“…Chinese students are less likely to express their own opinions (Heffernan et al, op.cit. ;Hou, 2015) and might well lack confidence in speaking English (Wang and Roopchund, 2005). As a TNE teacher at XJTLU, in the light of the Developmental Model of Intercultural Sensitivity, I can better understand and explain how my students engage with and experience the differences in culture of learning and teaching in my classroom (Greenholtz, 2000).…”

Section: Discussionmentioning

confidence: 99%

Role play as a teaching method to improve student learning experience of a bachelor degree programme in a transnational context: an action research study

Feei

2020

Compass

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Role play provides additional learning opportunities to students through interaction with other students in classrooms. Modes of delivery in modules for a bachelor degree programme at Xi'an Jiaotong-Liverpool (XJTLU)a transnational education (TNE) providerare mainly teacher-led lectures and seminars. In my action research, an intuitive proactive approach was adopted, Kodotchigova's modified role play method. After the role play, a survey with open-ended questions (modified from XJTLU Student Module Feedback Questionnaire) gathered the perceptions of students of the role play on their learning experience. Twentyfive students aged ≥ eighteen years (twenty females and five males) agreed to participate. Eighty per cent of the students reported that role play helped them to learn and seventy-two per cent that role play stimulated their interest in the module's subject. In conclusion, role play was a very useful teaching strategy for helping students to demonstrate, after first learning various theoretical perspectives, practical application to real-life situations. However, role play might not be suitable for all students, as some may prefer it mixed with other teaching strategies in classrooms, particularly in a TNE context.

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What makes an online community of practice work? A situated study of Chinese student teachers’ perceptions of online professional learning

Cited by 91 publications

References 59 publications

The relationships between social participatory roles and cognitive engagement levels in online discussions

The relationships between social participatory roles and cognitive engagement levels in online discussions

Hong Kong and Canadian students experiencing a new participatory culture: A teacher professional training project undergirded by new media literacies

Role play as a teaching method to improve student learning experience of a bachelor degree programme in a transnational context: an action research study

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