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

ID: 54728 Type: Virtual Paper
  1. Ying Xie, Northern Illinois University, United States
  2. Shu-Yuan Lin, Idaho State University, United States

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.

Topics

Conference attendees are able to comment on papers, view the full text and slides, and attend live presentations. If you are an attendee, please login to get full access.
x