Future Foreign Language Teachers' Social and Cognitive Collaboration in an Online Environment

Autor/inn/en	Arnold, Nike; Ducate, Lara
Titel	Future Foreign Language Teachers' Social and Cognitive Collaboration in an Online Environment
Quelle	In: Language Learning & Technology, 10 (2006) 1, S.42-66 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1094-3501
Schlagwörter	Computer Mediated Communication; Second Languages; Computers; Language Teachers; Evaluation; Higher Education; Models; Critical Thinking; Cooperative Learning + Suchen Sie Ihr Suchwort? Computerkonferenz; Second language; Zweitsprache; Digitalrechner; Language teacher; Sprachunterricht; Evaluierung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Analogiemodell; Kritisches Denken; Kooperatives Lernen
Abstract	Discussion boards provide an interactive venue where new and future language teachers can reflect, evaluate, solve problems or simply exchange ideas (e.g., Bonk, Hansen, Grabner-Hagen, Lazar, & Mirabelli, 1996; DeWert, Babinski, & Jones, 2003; Kumari, 2001; Pawan, Paulus, Yalcin, & Chang, 2003). In addition, encouraging future teachers to learn with technology before teaching with it allows them to become comfortable using various computer applications. This article examines transcripts from a semester-long asynchronous discussion between foreign language methodology classes at two different universities. Social and cognitive presence in the discussions was analyzed using Garrison, Anderson, and Archer's Framework of a Community of Inquiry (2001). The results indicate that students engaged in a high degree of interactivity as well as all types of social and cognitive presence. These findings indicate that students not only progressed in their cognitive understanding of the pedagogical topics, but also employed social presence, the more dominant of the two, to aid their discussions. The topics seemed to play an important role in the type of cognitive activity evident in the discussions. These results differ from those of studies which found that students did not engage in interactivity (Henri, 1995; Pena-Shaff & Nicholls, 2004) and others which noted low levels of social presence (Garrison, et al. 2001; Meyer, 2003). (Contains 3 tables and 3 notes.) (As Provided).
Anmerkungen	University of Hawaii National Foreign Language Resource Center. 1859 East-West Road #106, Honolulu, HI 96822. Tel: 808-956-9424; Fax: 808-956-5983; e-mail: llt@hawaii.edu; Web site: http://llt.msu.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10