Skip to main content
SpringerLink
Log in

Digital Literacy and Using Online Discussions: Reflections from Teaching Large Cohorts in Teacher Education

  • Chapter
  • First Online:
Comparative Information Technology

Part of the book series: Globalisation, Comparative Education and Policy Research ((GCEP,volume 4))

  • 542 Accesses

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 84.99
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 109.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info
Hardcover Book
USD 109.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

References

  • Bandura, A. (1986). Social Foundations of Thought and Action: A Social Cognitive Theory. Englewood Cliffs, NJ: Prentice-Hall.

    Google Scholar 

  • Beswick, K. (2003). Accounting for the contextual nature of teachers’ beliefs in considering their relationship to practice. In L. Bragg, C. Campbell, G. Herbert & J. Mousley (Eds.), 26th Annual Conference of the Mathematics Education Research Group of Australasia, Mathematics Education Research: Innovation, Networking, Opportunity (Vol. 1, pp. 152–159). Sydney: MERGA.

    Google Scholar 

  • Bunz, U. (2003). Growing from computer literacy towards computer-mediated communication competence: Evolution of the field and evaluation of a new measurement instrument. Information Technology, Education and Society, 4(2), 27–46.

    Google Scholar 

  • Burbules, N. (n.d.). The new possibilities of online pedagogy. Retrieved 17 August 2006, from http://faculty.ed.uiuc.edu/burbules/papers/onlinepedagogy.ppt

  • Burbules, N., & Callister, T. (2000). Universities in transition: The promise and the challenge of new technologies. Teachers College Record, 102(2), 271–293.

    Article  Google Scholar 

  • Cotton, D., & Yorke, J. (2006). Analysing online discussions: What are students learning? In L. Markauskaite, P. Goodyear & P. Reimann (Eds.), Proceedings of the 23rd Annual Australian Society for Computers in Learning in Tertiary Education Conference: Who’s Learning? Whose Technology? (pp. 163–171). Sydney: Sydney University Press.

    Google Scholar 

  • Gabriel, M. (2004). Learning together: Exploring group interactions online. Journal of Distance Education, 19(1), 54–72.

    Google Scholar 

  • Gerbric, P. (2005). Chinese learners and computer mediated communication: Balancing culture, technology, and pedagogy. In H. Goss (Ed.), Proceedings of the 22nd Annual Australian Society for Computers in Learning in Tertiary Education Conference: Balance, Fidelity, Mobility: Maintaining the Momentum? (Vol. 1, pp. 241–251). Brisbane: Department Call for Teaching and Learning Support Services, Queensland University of Technology.

    Google Scholar 

  • Gibbs, D., & Krause, K.-L. (2007) (Eds.). Cyberlines 2.0: Languages and Culture of the Internet. Melbourne: James Nicholas Publishers.

    Google Scholar 

  • Good, T., Biddle, B., & Brophy, J. (1975). Teachers Make a Difference. New York: Holt, Rinehart & Winston.

    Google Scholar 

  • Goodyear, P., Salmon, G., Spector, J., Steeples, C., & Tickner, S. (2001). Competencies for online teaching: A special report. ETR & D, 49(1), 65–72.

    Article  Google Scholar 

  • Hara, N., Bonk, C., & Angeli, C. (2000). Content analysis of online discussion in an applied educational psychology course. Instructional Science, 28(2), 115–152.

    Article  Google Scholar 

  • Holmes, K. (2004). Analysis of asynchronous online discussion using SOLO taxonomy. From http://www.aare.edu.au/04pap/hol04863.pdf

  • Im, Y., & Lee, O. (2003). Pedagogical implications of online discussion for preservice teacher training. Journal of Research on Technology in Education, 36(2), 155–170.

    Google Scholar 

  • Kardash, C., & Scholes, R. (1996). Effects of pre-existing beliefs, epistemological beliefs, and the need for cognition on the interpretation of controversial issues. Journal of Educational Psychology, 88(2), 260–271.

    Article  Google Scholar 

  • Lankshear, C., Snyder, I., & Green, B. (2000). Teachers and Technoliteracy. Managing Literacy, Technology and Learning in Schools. Sydney: Allen & Unwin.

    Google Scholar 

  • Louden, W., & Rogl, M. (2006) “Too Many Theories and Not Enough Instruction”: Perceptions of Preservice Teacher Preparation for Literacy Teaching in Australian Schools. Literacy, 40(2), 66–78.

    Google Scholar 

  • Maor, D. (2003). The teacher’s role in developing interaction and reflection in an online learning community. Education Media International, 40(1), 127–137.

    Article  Google Scholar 

  • McDonald, L., & White, P. (2005). Blended learning. In J. Clark & M. Maguire (Eds.), Challenges for the Profession: Perspectives and Directions for Teachers, Teaching and Teacher Education (pp. 428–436). Proceedings of the 12th International ISATT Conference, Sydney.

    Google Scholar 

  • Morris, D., & Langman, L. (2005). Networks of dissent: A typology of social movements in a global age. Information Technology, Education and Society, 6(2), 5–25.

    Google Scholar 

  • Nicols, M. (2003). A theory for eLearning. Educational Technology & Society, 6(2), 1–10.

    Google Scholar 

  • Nutbean, M., Ryan, J., & Scott, A. (2003). Forging partnerships between schools and universities: The CLaSS classroom helper initiative. Learning Matters, 8(1), 42–45.

    Google Scholar 

  • O’Reilly, M., & Newton, D. (2002). Interaction online: Above and beyond requirements of assessment. Australian Journal of Educational Technology, 18(1), 57–70.

    Google Scholar 

  • Oliver, R. (2006). Exploring a technology-facilitated solution to cater for advanced students in large undergraduate classes. Journal of Computer Assisted Learning, 22, 1–12.

    Article  Google Scholar 

  • Pajares, F. (1992). Teachers’ beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, 62(3), 307–332.

    Google Scholar 

  • Panko, M. (2002). Small group learning in online discussions: Staying in your own backyard or peering over the garden fence? Paper Presented at the Australian Society Computers in (ASCILITE).

    Google Scholar 

  • Richards, T., Richards, L., Fraser, D., & Barrington, T. (2000). NVivo: NUD*IST for Qualitative Research (Version 1.2) [CD Rom]. La Trobe University/QSR International Pty Ltd, Melbourne.

    Google Scholar 

  • Salmon, G. (2002). Online learning workshop. Paper Presented at the Conference Proceedings, 17th Australian Council for Computers in Education: Linking learners, Hobart.

    Google Scholar 

  • Scanlon, E., & Issroff, K. (2005). Activity theory and higher education: Evaluating learning technologies. Journal of Computer Assisted Learning, 21, 430–439.

    Article  Google Scholar 

  • Simpson, A. (2006). Student Voices, Teachers’ Vibes and a Researcher’s View: Book Raps as a Model of E-Literacy. Darwin: Australian Literacy Educator’s Association.

    Google Scholar 

  • Sutherland, L., Marcus, G., & Jessup, A. (2005). From face-to-face to blended learning: Issues and challenges in redesigning a professional course. In A. Brew & C. Asmar (Eds.), Proceedings of the 2005 Annual International Conference of the Higher Education Research and Development Society of Australasia: Higher Education in a Changing World (pp. 551–558). Milperra, NSW: The University of Sydney.

    Google Scholar 

  • Swan, K. (2001). Virtual interaction: Design factors affecting student satisfaction and perceived learning in asynchronous online courses [Electronic version]. Distance Education, 22(2), 306–331.

    Article  Google Scholar 

  • Thomas, M. (2002). Learning with in incoherent structures: The space of online discussion forums. Journal of Computer Assisted Learning, 18, 351–366.

    Article  Google Scholar 

  • Victorian Curriculum Assessment Authority. (2006). Victorian essential learning standards. Retrieved 9 February 2006, from http://vels.vcaa.vic.edu.au/index.html

  • Wai-kit Ma, W., Andersson, R., & Streith, K. (2005). Examining user acceptance of computer technology: An empirical study of student teachers. Journal of Computer Assisted Learning, 21, 387–395.

    Article  Google Scholar 

  • White, F., Daly, M., & Scott, K. (2006). Student evaluations of e- learning technologies in undergraduate psychology: A blended model for the future. In L. Markauskaite, P. Goodyear & P. Reimann (Eds.), Proceedings of the 23rd annual Australian Society for Computers in Learning in Tertiary Education conference: Who’s learning? Whose technology? (pp. 863–870). Sydney: Sydney University Press.

    Google Scholar 

  • Wong, A. (2007). Cyberself: Identity, language and stylisation on the internet. In D. Gibbs & K. Krause (Eds.), Cyberlines 2.0: Languages and Cultures of the Internet. Melbourne: James Nicholas Publishers.

    Google Scholar 

Download references

Authors
  1. Anne Scott
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Josephine Ryan
    View author publications

    You can also search for this author in PubMed Google Scholar

Editor information

Editors and Affiliations

    Rights and permissions

    Reprints and permissions

    Copyright information

    © 2009 Springer Science + Business Media B.V.

    About this chapter

    Cite this chapter

    Scott, A., Ryan, J. (2009). Digital Literacy and Using Online Discussions: Reflections from Teaching Large Cohorts in Teacher Education. In: Gibbs, D., Zajda, J. (eds) Comparative Information Technology. Globalisation, Comparative Education and Policy Research, vol 4. Springer, Dordrecht. https://doi.org/10.1007/978-1-4020-9426-2_8

    Download citation

    Publish with us

    Policies and ethics

    Search

    Navigation