Investigating deep and surface learning in online collaboration

Abstract

[Abstract]: This paper examines a cross institutional online collaborative project where pre-service teachers in Canada and Australia explored issues of diversity, inclusion and ICT integration through online discussion and videoconferencing. The project enabled students to engage in authentic dialogue with other pre-service teachers in different courses and different counties. They were joined by academics, teachers and others with expertise in the areas described above to continue to question, share experiences, make links to theories, extend their knowledge, and investigate issues of pedagogical practice. The data were from online discussions, reflective artefacts and focus group discussions. Online discussions were analysed using Henri’s (1992) content analysis model to investigate the depth of the pre-service teachers’ postings.