Award Date

1-1-2001

Degree Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Curriculum and Instruction

First Committee Member

John Readence

Second Committee Member

Kendall Hartley

Number of Pages

120

Abstract

This study was concerned with the potential for asynchronous computer-mediated communications (CMC) to facilitate the process of knowledge construction among preservice teachers. Using both quantitative and qualitative research methods, this study examined the extent to which the CMC among six groups of preservice teachers was influenced by (a) the structure and focus of CMC, and (b) the interactions among peers. Of particular interest was (a) how these factors influenced the depth in cognitive processing that was displayed throughout the course of the semester, and (b) the patterns of social dialogue and interactions that were involved with the displayed levels in cognitive processing. The findings from this study indicated that the structure and focus of CMC did influence the overall learning that occurred. These factors, however, did not influence the levels in cognitive processing that developed throughout the course of the semester. Playing a central role in this process were the interactions among peers that facilitated and prompted cognitively in-depth levels of CMC.

Keywords

Communication; Computer; Computer-mediated Communications; Construction; Facilitating; Knowledge; Knowledge Construction; Mediated; Preservice; Preservice Teachers; Process; Teachers

Controlled Subject

Educational technology; Curriculum planning

File Format

pdf

File Size

3072 KB

Degree Grantor

University of Nevada, Las Vegas

Language

English

Permissions

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Identifier

https://doi.org/10.25669/jrrc-ochz


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