International online collaboration: modeling online learning and teaching

Lock, Jennifer V. and Redmond, Petrea (2006) International online collaboration: modeling online learning and teaching. Journal of Online Learning and Teaching, 2 (4). pp. 233-247. ISSN 1558-9528

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Abstract

Working through an inquiry process within an international online classroom, preservice teachers identified and discussed critical issues embedded in cultural diversity and inclusion and explored how to honour diversity within their pedagogical practices in elementary/primary classrooms within Canadian and Australian contexts. A discussion of the findings based on a qualitative research case study is presented through the lens of an online collaborative framework. The role of teaching presence within the intentional design and throughout the implementation of the online collaborative educational experience is paramount. If the goal is to engage preservice teachers in higher order thinking within online collaborative learning environments, the intentionality of the design of the work and the facilitation of the discourse throughout the work must be modeled and facilitated by educators.


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Item Type: Article (Commonwealth Reporting Category C)
Refereed: Yes
Item Status: Live Archive
Additional Information: Paper is made available under a Creative Commons licence: Attribution-NonCommercial-ShareAlike 2.5 (http://creativecommons.org/licenses/by-nc-sa/2.5/)
Depositing User: Dr Petrea Redmond
Faculty / Department / School: Historic - Faculty of Education
Date Deposited: 11 Oct 2007 01:10
Last Modified: 02 Jul 2013 22:45
Uncontrolled Keywords: collaboration; community of inquiry; telecollaboration; online
Fields of Research (FOR2008): 13 Education > 1301 Education Systems > 130199 Education systems not elsewhere classified
13 Education > 1303 Specialist Studies in Education > 130306 Educational Technology and Computing
13 Education > 1303 Specialist Studies in Education > 130313 Teacher Education and Professional Development of Educators
URI: http://eprints.usq.edu.au/id/eprint/2569

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