TY - GEN
T1 - The relation between schoolteachers' perceptions about collaborative learning and their employment of online instruction
AU - Inbal-Shamir, Tamar
AU - Kali, Yael
PY - 2007
Y1 - 2007
N2 - The gap between known benefits of socio-constructivist pedagogies to online instruction, and schoolteacher practices has been widely documented. To better understand the gap this research characterizes the range of schoolteachers' online practices and the relation between their pedagogical perceptions and these practices. Two groups of teachers were studied: Novices and leaders in online instruction. Data-sources included interviews, researcher's journal and online activities developed by teachers. Findings indicate that leading teachers develop activities that better utilize the technology, require higher levels of thinking, better connect contents to student lives, and scaffold for rich artifacts. However, both groups scarcely utilize collaborative learning in their activities. We claim that this teacher-centered approach plays a critical role in preventing "ordinary" teachers from regular employment of online instruction. Only teachers who considered themselves "online freaks" were able to withstand the demands of this approach to online instruction.
AB - The gap between known benefits of socio-constructivist pedagogies to online instruction, and schoolteacher practices has been widely documented. To better understand the gap this research characterizes the range of schoolteachers' online practices and the relation between their pedagogical perceptions and these practices. Two groups of teachers were studied: Novices and leaders in online instruction. Data-sources included interviews, researcher's journal and online activities developed by teachers. Findings indicate that leading teachers develop activities that better utilize the technology, require higher levels of thinking, better connect contents to student lives, and scaffold for rich artifacts. However, both groups scarcely utilize collaborative learning in their activities. We claim that this teacher-centered approach plays a critical role in preventing "ordinary" teachers from regular employment of online instruction. Only teachers who considered themselves "online freaks" were able to withstand the demands of this approach to online instruction.
UR - http://www.scopus.com/inward/record.url?scp=84861072170&partnerID=8YFLogxK
U2 - 10.3115/1599600.1599656
DO - 10.3115/1599600.1599656
M3 - Conference contribution
AN - SCOPUS:84861072170
SN - 9780615154367
T3 - Computer-Supported Collaborative Learning Conference, CSCL
SP - 292
EP - 300
BT - CSCL 2007 - Computer Supported Collaborative Learning Conference 2007
PB - International Society of the Learning Sciences (ISLS)
T2 - Conference on Computer Supported Collaborative Learning: Of Mice, Minds, and Society, CSCL 2007
Y2 - 16 July 2007 through 21 July 2007
ER -