Facilitating the Process of Knowledge Construction among Preservice Teachers through Computer-Mediated Communications
نویسنده
چکیده
This paper highlights a segment of a larger study that examined the potential for CMC tools to foster reflective thinking among preservice teachers. Using a mixedmethods research design, the extent to which the CMC among six groups of preservice teachers was influenced by (a) the focus and structure of the CMC context, and (b) the interactions and social dialogue among peers was examined. Highlighted in this discussion are the patterns of interactions and social dialogue that were made apparent within cognitively in-depth CMC.
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