Effect of Role-Play in Teamblog-Based Discussions on Pre-service Teachers’ Individual and Group Cognition: Evidence from Tagclouds

Virtual Paper ID: 54728
  1. Ying Xie
    Northern Illinois University
  2. aaa
    Shu-Yuan Lin
    Idaho State University

Abstract: This presentation reports a research study about the effects of role-play in team blogging on pre-service teachers’ individual knowledge construction and group cognition as demonstrated by tagclouds. Thirty-six pre-service teachers were randomly assigned into eight groups and blogged for five weeks. Four groups were randomly selected to respond to an instructor assigned reading from a stakeholder’s perspective each week whereas the rest four groups contributed to the teamblogs freely without selecting a perspective. Data analyses included correlating participants’ individual and group rankings (as demonstrated in their team’s tagclouds) of concepts with the instructor’s ranking. Results revealed that the role-play on teamblogs promoted individual learning but not their group cognition.


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