ERIC Number: EJ761721
Record Type: Journal
Publication Date: 2005
Pages: 12
Abstractor: Author
ISBN: N/A
ISSN: ISSN-0162-6620
EISSN: N/A
Available Date: N/A
Using Online Peer Dialogue Journaling to Promote Reflection in Elementary Preservice Teachers
Ruan, Jiening; Beach, Sara Ann
Action in Teacher Education, v27 n3 p64-75 Fall 2005
This case study investigates the effectiveness of online peer dialogue journaling. The authors developed this learning strategy for elementary preservice teachers to reflect on their tutoring experiences and to provide support to their journal partners using an Internet discussion forum. The participants were asked to fill in two questionnaires, before and after they participated in writing online peer dialogue journals. The journal entries posted by the participants were also collected. The findings suggest that most participants responded favorably to this strategy. It facilitates technology integration, promotes interactive learning, and supports reflective practices in the dialogic form. The authors also raise several issues that need to be further addressed by teacher educators. (Contains 2 tables.)
Descriptors: White Students, Females, Educational Technology, Technology Integration, Preservice Teachers, Learning Strategies, Reflective Teaching, Journal Writing, Computer Mediated Communication, Elementary School Teachers, Case Studies, Tutoring, Questionnaires, Computer Uses in Education, Cooperative Learning
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Author Affiliations: N/A