Designing Learning Journals to Enhance Online Discussions among in-Service Teachers in a Graduate Course

Virtual Paper ID: 54255
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    Qijie Cai
    Minnesota State University, Mankato

Abstract: In this study, we applied the framework developed by van Aalst (2009) to enhance online discussions among the in-service teachers. The discussions, called Learning Journals, were designed and implemented using Google Doc in an online graduate course, in which about 80% of the students enrolled were classroom teachers. Students worked in groups to conduct several asynchronous discussions through Learning Journals during the course. In the end, each individual learner completed a self-assessment form to indicate whether they demonstrated knowledge sharing, knowledge construction and/or knowledge creation, and provide evidence to support their self-evaluation. Data collected include the students’ self-assessment forms and the discussion documents submitted by each group. This paper provides a detailed description of the design features of Learning Journals, along with a brief presentation of student performance in Learning Journals.


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