Technology supported face-to-face collaborative knowledge building

This study explores the collaborative knowledge building (CKB) among ESL (English as a Second Language) teacher trainees during lesson plan discussion activity in a Microteaching course through technology supported face-to-face (TF2F) collaborative discussion. This hybrid network-based microteaching...

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Main Author:	Salam, Abdul Rahim
Format:	Thesis
Language:	English
Published:	2012
Subjects:	L Education (General)
Online Access:	http://eprints.utm.my/id/eprint/35899/5/AbdulRahimSalamPFP2012.pdf
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id	my-utm-ep.35899
record_format	uketd_dc
spelling	my-utm-ep.358992018-04-27T01:29:29Z Technology supported face-to-face collaborative knowledge building 2012-06 Salam, Abdul Rahim L Education (General) This study explores the collaborative knowledge building (CKB) among ESL (English as a Second Language) teacher trainees during lesson plan discussion activity in a Microteaching course through technology supported face-to-face (TF2F) collaborative discussion. This hybrid network-based microteaching or TF2F CKB represents a learning environment where trainees are co-located and at the same time communicate face-to-face and use technology concurrently to collaborate. Loopholes have been identified in text based asynchronous or synchronous Computer Supported Collaborative Learning (CSCL) and Computer Mediated Communication (CMC) discussion in contributing to the natural settings of how interaction should take place, thus affect optimum efforts in discussion and knowledge construction. TF2F could reflect its potential contribution to be one of the most important elements in closing that gap. Collaborative cognitive involvement in discussing a lesson plan prior to the real teaching is probably crucial to ensure optimum knowledge sharing among ESL teacher trainees. This study presents and suggests framework architecture of TF2F CKB classroom activity phases integrating specific transformative conversation process representation that results in evidence of collaborative knowledge building among ESL teacher trainees. By looking at activity as the unit of analysis in a TF2F environment and minimal conversational analysis technique, this study explored how TESL trainees as a group could assist each other towards building pedagogical knowledge. Through interpretive process of qualitative method, Transana software was used to aid in transcribing, coding and categorizing audio captures of trainees’ assistance. The outcome of discussion reflected phases of knowledge building (on lesson planning) during the discussion. With digitized documentation of work evidence and trainees’ personal impression, this study indicated a promising method of learning and knowledge building. This may suggest a potential move towards a credible framework for a hybrid network based environment. Theoretically and methodologically, the study specifically provides some implication to the ESL teacher training instruction and to the field of SLA in general. This study manages to enhance the current face-to-face learning without compromising the alternative method of learning using technology to collaborate. 2012-06 Thesis http://eprints.utm.my/id/eprint/35899/ http://eprints.utm.my/id/eprint/35899/5/AbdulRahimSalamPFP2012.pdf application/pdf en public http://dms.library.utm.my:8080/vital/access/manager/Repository/vital:69993?site_name=Restricted Repository phd doctoral Universiti Teknologi Malaysia, Faculty of Education Faculty of Education
institution	Universiti Teknologi Malaysia
collection	UTM Institutional Repository
language	English
topic	L Education (General)
spellingShingle	L Education (General) Salam, Abdul Rahim Technology supported face-to-face collaborative knowledge building
description	This study explores the collaborative knowledge building (CKB) among ESL (English as a Second Language) teacher trainees during lesson plan discussion activity in a Microteaching course through technology supported face-to-face (TF2F) collaborative discussion. This hybrid network-based microteaching or TF2F CKB represents a learning environment where trainees are co-located and at the same time communicate face-to-face and use technology concurrently to collaborate. Loopholes have been identified in text based asynchronous or synchronous Computer Supported Collaborative Learning (CSCL) and Computer Mediated Communication (CMC) discussion in contributing to the natural settings of how interaction should take place, thus affect optimum efforts in discussion and knowledge construction. TF2F could reflect its potential contribution to be one of the most important elements in closing that gap. Collaborative cognitive involvement in discussing a lesson plan prior to the real teaching is probably crucial to ensure optimum knowledge sharing among ESL teacher trainees. This study presents and suggests framework architecture of TF2F CKB classroom activity phases integrating specific transformative conversation process representation that results in evidence of collaborative knowledge building among ESL teacher trainees. By looking at activity as the unit of analysis in a TF2F environment and minimal conversational analysis technique, this study explored how TESL trainees as a group could assist each other towards building pedagogical knowledge. Through interpretive process of qualitative method, Transana software was used to aid in transcribing, coding and categorizing audio captures of trainees’ assistance. The outcome of discussion reflected phases of knowledge building (on lesson planning) during the discussion. With digitized documentation of work evidence and trainees’ personal impression, this study indicated a promising method of learning and knowledge building. This may suggest a potential move towards a credible framework for a hybrid network based environment. Theoretically and methodologically, the study specifically provides some implication to the ESL teacher training instruction and to the field of SLA in general. This study manages to enhance the current face-to-face learning without compromising the alternative method of learning using technology to collaborate.
format	Thesis
qualification_name	Doctor of Philosophy (PhD.)
qualification_level	Doctorate
author	Salam, Abdul Rahim
author_facet	Salam, Abdul Rahim
author_sort	Salam, Abdul Rahim
title	Technology supported face-to-face collaborative knowledge building
title_short	Technology supported face-to-face collaborative knowledge building
title_full	Technology supported face-to-face collaborative knowledge building
title_fullStr	Technology supported face-to-face collaborative knowledge building
title_full_unstemmed	Technology supported face-to-face collaborative knowledge building
title_sort	technology supported face-to-face collaborative knowledge building
granting_institution	Universiti Teknologi Malaysia, Faculty of Education
granting_department	Faculty of Education
publishDate	2012
url	http://eprints.utm.my/id/eprint/35899/5/AbdulRahimSalamPFP2012.pdf
_version_	1747816383010308096

Technology supported face-to-face collaborative knowledge building

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