THE USE OF ONLINE COLLABORATIVE DISCOURSE TO SUPPORT IN-SERVICE TEACHER TRAINING

This study focuses on encouraging the growth of online collaborative discourse using two scaffold groups. Network learning and knowledge building communities are part of our framework where primary and secondary teachers investigate shared learning goals through asynchronous written communications. Our method was guided by principles of design experiment unfolding on two distinct levels. Descriptive, quantitative, and qualitative analysis were conducted. Differences emerged between the two scaffold groups tested, and recurrent patterns of use emerged from the second group. Suggestions are made on how to sustain written online discourse.