The effectiveness of a discussion forum as a learning tool in initial teacher training in post-compulsory education and training

The Qualified Teacher, Learning and Skills standards that will be endorsed by Lifelong Learning UK for delivery in September 2007 have an increased level of Information Communications Technology skills required by all Trainee Teachers in the Learning and Skills sector. Higher Education Institutions delivering the QTLS standards have to respond. One method of developing ICT skills in the trainees is the use of an online discussion forum. This will address both the ICT skills and the HEI's agenda of web-based and blended learning. However, simply making a discussion forum available does not mean that it will be used effectively to enhance learning. Can a discussion forum provide the right setting for effective learning to take place? If so, what are the required conditions for that to occur? Is there a prescriptive ICT skills profile required for the discussion forum to be effective in increasing learning? Do learners that do not engage with the discussion forum achieve the same learning? Given that a discussion forum is often 'overseen' by its creator (usually a tutor or other authoritative body) do learners see the discussion forum as something of a 'big brother?'. This will be an empirical study using a mixed methods grounded theory approach using Glaser and Strauss' constant comparative method of discourse analysis. It has been chosen as the theoretical approach because the sampling will direct the evolving theory. Primary data from discussion forum postings will be collected, supported by a quantitative analysis of the online threaded discussions. The outcome of the study will inform the creation of a professional framework harnessing ICT in the new endorsement process and upskilling the trainee teacher to work in a technology-driven environment such that the discussion forum becomes nothing more than another communication learning channel for the trainee teacher to engage with.