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The teacher's role in developing interaction and reflection in an online learning community

Maor, D. (2003) The teacher's role in developing interaction and reflection in an online learning community. Educational Media International, 40 (1-2). pp. 127-138.

Link to Published Version: http://dx.doi.org/10.1080/0952398032000092170
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Abstract

New technologies provide the opportunity for teachers to make learning interactive and collaborative by using a social constructivist approach to teaching and learning. This involves creating a student-centred approach where the teacher takes the role of the facilitator and the students engage in peer learning. This paper reflects on the author's role as a facilitator in a higher education online unit that was designed for science and mathematics teachers who were geographically and socially isolated. The goal in designing the unit was to create a networked community of learners that encouraged peer learning and focused on reflective thinking. Qualitative data from students' and teacher's postings to the Activity Room were analysed to identify the diverse roles of the online instructor in creating an online learning community. The 'four hats' metaphor of pedagogical, social, managerial and technical actions was used as a framework to discuss the activities of the instructor and to examine the extent to which she was able to establish and maintain a community of learners. This framework also served as a tool to analyse the pedagogies used by the instructor to promote peer-learning and reflective thinking.

Publication Type: Journal Article
Murdoch Affiliation: School of Education
Publisher: Routledge, part of the Taylor & Francis Group
URI: http://researchrepository.murdoch.edu.au/id/eprint/8690
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