Home Articles Reader Opinion Editorial Book Reviews Discussion Writers Guide About TCRecord
transparent 13

Professional Development of Teachers for Computer-Supported Collaborative Learning: A Knowledge-Building Approach

by Ching Sing Chai & Seng Chee Tan - 2009

Background: This study was situated in Singapore, which aims to achieve engaged learning in P–12 schools with the use of educational technology. One of the foci of study among Singaporean educational researchers is a computer-supported collaborative learning (CSCL) environment that emphasizes collaboration among learners for the coconstruction of knowledge. Although there is some evidence that CSCL enhances students’ learning, an identified gap in the field of CSCL is documented accounts of how knowledge building happens. Knowledge of how to facilitate sustained and in-depth knowledge-building discourse among teachers has also been identified as a gap in understanding in teacher education.

Purpose: This case study aims to gain insights into how negotiation and coconstruction of knowledge occurs among participating teachers during their participation in a knowledge-building community.

Participants: It involves 7 Singaporean teachers who enrolled in an 18-month Advanced Diploma program.

Intervention: Three consecutive modules were conducted to develop the participants’ competencies in and dispositions toward facilitating student-centered learning in a computer-supported collaborative learning (CSCL) environment. The modules engaged the teachers as coconstructors of knowledge in a knowledge-building community.

Research Design: This is a case study in which the first author, as a participant observer, acted as the facilitator for the modules.

Data Analysis: The main source of data was the teachers’ notes in Knowledge Forum, a CSCL environment. The teachers’ patterns of online interactions were analyzed through social network analysis and the interaction analysis model (IAM).

Findings: Our findings indicate that the teachers formed a socially cohesive community and participated rather actively, writing an average of 3.7 notes and averaging up to 425 words written per week. Further analysis of the notes using IAM shows a healthy distribution of notes at various phases of knowledge construction.

Conclusion: We conclude that the teacher knowledge-building community was successful in engaging the teachers in collaborative knowledge building, leading to a deep understanding among them about learning in a CSCL environment. We suggest the following factors as contributors to this advancement: (1) having a group of committed teachers as participants, (2) engaging the teachers to work on authentic problems faced in schools, (3) empowering the teachers with the agency to solve problems and reflect on their learning, (4) allocating adequate time for teachers to link theories to practice and to reflect on their implementation, and (5) having a facilitator who is experienced in facilitating this form of learning and in using a pedagogical model that is built on appropriate learning theories.

To view the full-text for this article you must be signed-in with the appropriate membership. Please review your options below:

Store a cookie on my computer that will allow me to skip this sign-in in the future.
Send me my password -- I can't remember it
Purchase this Article
Purchase Professional Development of Teachers for Computer-Supported Collaborative Learning: A Knowledge-Building Approach
Individual-Resource passes allow you to purchase access to resources one resource at a time. There are no recurring fees.
Become a Member
Online Access
With this membership you receive online access to all of TCRecord's content. The introductory rate of $25 is available for a limited time.
Print and Online Access
With this membership you receive the print journal and free online access to all of TCRecord's content.

Cite This Article as: Teachers College Record Volume 111 Number 5, 2009, p. 1296-1327
https://www.tcrecord.org ID Number: 15239, Date Accessed: 4/20/2021 6:29:42 AM

Purchase Reprint Rights for this article or review
Article Tools
Related Articles

Related Discussion
Post a Comment | Read All

About the Author
  • Ching Sing Chai
    National Institute of Education, Singapore
    E-mail Author
    CHING SING CHAI is an assistant professor in the Learning Sciences and Technologies Academic Group in the National Institute of Education. His research interests include teachers’ epistemological beliefs, computer-supported collaborative learning, and teacher professional development. Recent publications include, with coauthor C. P. Lim, “Teachers' Pedagogical Beliefs and Their Planning and Conduct of Computer-Mediated Classroom Lessons” in British Journal of Educational Technology (in press) and, with coauthor R. Merry, “Teachers’ Perceptions of Teaching and Learning in a Knowledge Building Community: An Exploratory Case Study” in Learning, Media & Technology (2006).
  • Seng Chee Tan
    National Institute of Education, Singapore
    SENG CHEE TAN is an associate dean in the Foundation Programmes Office in the National Institute of Education (NIE), Singapore. He is also an associate professor in the Learning Sciences and Technologies Academic Group in NIE. His research interests include computer-supported collaborative learning, science education, and teacher education. His current research focuses on fostering knowledge-building community and problem-based learning in Singaporean schools. Recent publications include, with coauthors L. H. Seah, A. Yeo, & D. Hung, “Online Learning Communities in K–12 Settings” in J. Voogt & G. Knezek (Eds.), International Handbook of Information Technology in Primary and Secondary Education, Springer (in press), and, with coauthor A. L. Tan, “Conversational Analysis as an Analytical Tool for Face-to-Face and Online Conversations” in Educational Media International (2006).
Member Center
In Print
This Month's Issue