While the independent contributions of synchronous and asynchronous interaction in online learning are clear, comparatively less is known about the pedagogical consequences of using both modes in the same environment. In this study, we examine relationships between students’ use of asynchronous discussion forums and synchronous private messages (PM). We find that asynchronous notes contain more...

This paper examines a four-month program of pedagogical training for Japanese Teachers of English (JTEs) in Canada based on a yardstick provided for communicative language teaching (CLT) in-service education and training (INSET) programs for teachers who teach English as a foreign language (EFL). In particular, with the purpose of determining the overall effectiveness of the Canadian pedagogica...

Technology can support speedy communication, collaboration and access to information across great distances and as such is a great enabler in work-based learning. Many learning technologies are based on formalised pedagogical models of collaboration & information structuring. However, in the work place, rich and varied learning interactions are based on both formal and informal work practices [...

In this chapter we report on the preliminary findings of a case study using the 3D virtual world Second Life in a pre-service teacher distance education program. We focus our analysis on role-playing and collaboration, two central aspects of social learning that we hypothesize this online learning environment is well equipped to support. We examined two sections of a graduate level special educ...

In response to the American Association for the Advancement of Science's Vision and Change in Undergraduate Biology Education initiative, we infused authentic, plant-based research into majors' courses at a public liberal arts university. Faculty members designed a financially sustainable pedagogical approach, utilizing vertically integrated curricular modules based on undergraduate researchers...

Teachers need to be competent in integrating ICT into education to support teaching and learning process. This study aims to investigate both the pre-service and starting teachers’ perceptions for ICT-related variables— perceived ICT competence, perceived competence in ICT integration, attitudes towards ICT, anxiety around ICT usage, external barriers to ICT integration, ICT-related courses, pe...

Peer teaching is recognized as a powerful instructional method; however, there is a paucity of studies that have evaluated the outcomes experienced by peer-teachers and their student recipients in the context of trained, non-reciprocal, high school physical education (PE). Accordingly, the effectiveness of a formalized and trained non-reciprocal peer teaching (T-PT) program upon psychosocial, b...

Assessment for learning (AfL) has been touted as one of the most promising pedagogical approaches for enhancing student learning. Research suggests that engaging students in AfL helps to improve their achievement, develop metacognition and support motivated learning and positive self-perceptions. However, despite these promises, there have been notable barriers impeding teachers’ use of AfL in ...

One problem in science education is that students neither construct in-depth conceptual understanding nor are they able to analyze and apply scientific thinking processes (National Research Council, 1996). A myriad of studies on conceptual change have investigated the nature and process of conceptual change, pedagogical strategies to foster conceptual change and improve higher-level thinking. O...