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Online Collaborative Learning and Interaction Among Pre-Service Teachers

Albloushi, Shaima Abdullah
http://orcid.org/0000-0001-9360-3406
http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1553088752167938

Abstract Details

2019, Doctor of Philosophy (PhD), Ohio University, Instructional Technology (Education).
The purpose of this study was to understand how pre-service teachers interact in collaborative spaces as well as to describe their perception of the challenges and the benefits they associate with collaborative learning and technology. The different methods of collaborative learning and technology utilized in the pre-service teachers’ programs impact pre-service teacher’s collaboration skills, networking, critical thinking, and academic success. A qualitative case study research methodology was utilized; observations, indepth interviews, and document analysis of course materials were used to collect data from the pre-service teachers. In this study, a total of 20 pre-service teachers participated. Each participant was from a different major in the teacher education program at a large Midwestern university. The pre-service teachers had some experience in face-to-face collaboration, yet limited experience in online collaboration. Findings from this study showed that the pre-service teachers were active participants and interacted in dynamic ways. In addition, collaborative technology such as Google Docs and GroupMe text messaging application enhanced their interaction and collaboration. Although the pre-service teachers had a positive perception of collaborative learning and technology, they faced challenges due to limited experience with online collaborative learning and technology. The pre-service teachers noted challenges in establishing online collaboration norms and interactions. In addition, unfamiliarity with using Google Docs hindered their communication and interaction. Thus, teacher training and education programs can enhance pre-service teachers’ online collaboration by utilizing online collaborative learning methods and technology in the curricula and courses. Implications and future studies of pre-service teachers’ collaborative learning and technology were provided as well as suggested solutions for the challenges the pre-service teachers faced in this study.
Greg Kessler (Committee Chair)
Jesse Strycker (Committee Member)
Min Lun Wu (Committee Member)
Danielle Dani (Committee Member)
189 p.
Education; Educational Technology; Instructional Design; Social Studies Education
Online Collaborative learning; Virtual Teams; Activity Theory; Instructional Technology; Online group work; Pre-service Teachers; Undergraduate Students; Higher education; Online spaces; Google Doc; GroupMe; Online Interactions; Attitudes

Recommended Citations

Citations

  • Albloushi, S. A. (2019). Online Collaborative Learning and Interaction Among Pre-Service Teachers [Doctoral dissertation, Ohio University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1553088752167938

    APA Style (7th edition)

  • Albloushi, Shaima. Online Collaborative Learning and Interaction Among Pre-Service Teachers. 2019. Ohio University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1553088752167938.

    MLA Style (8th edition)

  • Albloushi, Shaima. "Online Collaborative Learning and Interaction Among Pre-Service Teachers." Doctoral dissertation, Ohio University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1553088752167938

    Chicago Manual of Style (17th edition)

ohiou1553088752167938
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© 2019, all rights reserved.
This open access ETD is published by Ohio University and OhioLINK.