Pachler, Norbert and Daly, Caroline (2006) Professional teacher learning in virtual environments. E-Learning and Digital Media, 3. pp. 62-74. ISSN 1741-8887Full text not available from this repository.
|Not from UCL IOE?|
|Additional Information:||This article is based on qualitative empirical research into the ways in which teachers view their experiences as learners in the context of an online tutor group who are studying for a mixed-mode Masters degree. Data collected from a stratified sample of teacher participants is analysed according to themes which focus on the social and psychological dimensions of the e-learning experience. Embracing the collaborative potential of electronic discussion groups emerges as potentially problematic, and bringing about change in participants’ perception of the medium to facilitate their own learning and the learning of others emerges as a complex process. The teachers offer multiple and contradictory accounts of their online activities, and polarised conceptions of ‘autonomous’ and ‘collaborative’ learning are inadequate to describe their experiences. Conclusions indicate that participants adopt various degrees of (sub)conscious adaptation and resistance to the collaborative learning context. The article proposes that participants exhibit ‘learning trajectories’ which can be identified in terms of the differing relations that exist between the individual, the online texts they engage with and electronic peer discourse.|
|Divisions:||IOE Departments > Departments > Learning, Curriculum and Communication
IOE Departments > Departments > Culture, Communication and Media
|Depositing User:||IOE Repository Editor (2)|
|Date Deposited:||25 May 2010 10:41|
|Last Modified:||14 Oct 2013 11:47|