Yeonwook Im

Pedagogical Implications of Online Discussion for Preservice Teacher Training

Abstract This paper explores pedagogical implications of online discussion for preservice teacher training, based on a comparison study of synchronous and asynchronous discussions. The data—2,820 postings from synchronous discussion sessions and 336 postings from asynchronous discussions—were collected from 40 preservice students at an online university in South Korea during the Spring 2002 course “Pedagogy of Web-Based Instruction.” Analysis of the postings revealed that female students were more active than male students in online discussions. Synchronous online discussion, however, did not develop into the more serious learning stages beyond socialization. On the other hand, topic-related postings were dominant in the asynchronous discussion. The results imply that synchronous discussion is more useful for promoting social interaction while asynchronous discussion is more useful for task-oriented communication. Specific suggestions are offered as to the best use of online discussion tools, the pivotal role of tutors, and the need to promote male students’ active participation, in addition to providing technical support.

International E-Benchmarking: Flexible Peer Development of Authentic Learning Principles in Higher Education.

More and more, social technologies and virtual work methods are facilitating new ways of crossing boundaries in professional development and international collaborations. This paper examines the peer development of higher education teachers through the experiences of the IVBM project (International Virtual Benchmarking, 2009–2010). The e-benchmarking process in which teachers applied authentic learning criteria is described, as are the e-tools (Ning, ACP) and the methods employed collaboratively to develop e-learning competence. Cases came from Finland, Korea, Canada, Belgium and Great Britain. The project formed an international virtual learning community for teachers. In peer development, elements of authentic learning were assigned meaning, development alternatives were considered and the interpretation of authentic learning in different situations and cultures was made concrete. The results promote and inform the planning of e-benchmarking communities and flexible virtual teamwork in professional development and education contexts.

Innovation of Higher Education in the Globalized Era

Present higher education is facing the perfect storm of many game changers. There is big pressure from various stakeholders. And it is also the global era for higher education nowadays. It is the role for education to prepare students to deal with more rapid change than ever before, for jobs that have not yet been created, using technologies that have not yet been invented, to solve problems that we do not yet know will arise. It is now clear that we prepare for our next generation well for the future. In this sense, the chapter firstly presents the current trend of ICT in higher education including the new pedagogy for the digital teaching and learning, utilization of smart technology for higher education, online universities, e-learning support centers for universities, globalization of e-learning in higher education, and open educational resources (OER). Secondly, as the example of Innovation of teaching and learning in higher education, the definition, the characteristics, and the value of MOOC are thoroughly explored. Thirdly, new trend of redesigning learning space is introduced. Finally, various issues of ICT in education are discussed as a conclusion.