Results of a telecollaborative activity involving geographically disparate preservice teachers

This article discusses a telecollaborative activity that combines many strategies of interest in teacher education (i.e., case-based learning, online discussion, cross-university collaboration, and synchronous/asynchronous learning) to create a unique collaborative online learning environment for 36 social studies education students. Findings suggest that this activity fostered the development of knowledge related to general and content-specific teaching issues, helped expand the learning community of geographically disparate educators, provided a bridge between theory and practice, and fostered reflection. Findings also suggest that facilitating interaction in this unique environment requires careful attention to community building, technical preparation, articulation of expectations, and instructor collaboration. Implications for improved practice and further research are discussed.