Use of Asynchronous and Synchronous Conferencing Tools: Implications for Teacher Practice

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Vonderwell, S. & Franklin, T. (2002). Use of Asynchronous and Synchronous Conferencing Tools: Implications for Teacher Practice. In C. Crawford et al. (Eds.), Proceedings of Society for Information Technology and Teacher Education International Conference 2002 (pp. 155-159). Chesapeake, VA: AACE.

Conference Information

Society for Information Technology and Teacher Education International Conference (SITE) 2002
Nashville, Tennessee, USA   2002
  Caroline Crawford, Dee Anna Willis, Roger Carlsen, Ian Gibson, Karen McFerrin, Jerry Price & Roberta Weber
AACE

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Authors

Selma Vonderwell, Teresa Franklin, Ohio University, USA

Abstract

Teacher practice in careful planning and incorporation of instructional strategies plays a significant role in online learning success. It is important to understand implications of design, development, implementation and evaluation of online learning on teacher practice. A comprehensive understanding of online learning and tools and instructor practices can contribute to a much-needed knowledge base for effective planning and implementation of successful learning in the online environment. This paper presents the implications of facilitating asynchronous and synchronous tools on teacher practices. The presenters/instructors have taught and applied these tools in a Technology Applications in Education course. One instructor used asynchronous discussion tools and a weekly student online journal in her undergraduate classes. The other instructor used asynchronous and synchronous tools in her online classes with undergraduate and graduate students. A qualitative study was conducted to understand the implications of using asynchronous and synchronous tools on teacher practice in online courses. The courses were offered in the College of Education at a Midwestern University with preservice undergraduate students and graduate students. An examination of the conversations and students’ weekly online journals offered opportunities to evaluate and redesign the instructors’ own practice. The results of the study and the experiences of the instructors will be shared. The presenters will also give suggestions on how to effectively utilize these tools in their learning.

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Keywords

• Students
• Educational Technology
• Instructional Design
• Planning
• Preservice Teacher Education