Web-based Cases in Teaching and Learning – the Quality of Discussions and a Stage of Perspective Taking in Asynchronous Communication

Abstract

The aim of this study is to examine the quality of asynchronous interaction in web-based conferencing among pre-service teachers. Because all successful communication presumes perspective-taking skills and reciprocal understanding among the participants, we study whether the students are able to reach in reciprocal interaction and thus create educationally relevant high-level web-based discussion. The research project has its foundation in socio-constructivist learning theories, one of the most important principles of which is the idea of apprenticeship in thinking. To create a learning project in web-based conferencing we developed pedagogical practices, which enhance higher-level networked communication and make use of theoretical and expert knowledge. The study combines the power of asynchronous conferencing with peer and mentor collaboration to electronically apprentice student learning. The subjects of the study are pre-service teachers in the United States (N ?=?40) and Finland (N ?=?30) who use an asynchronous web-based tool called Conferencing on the Web (COW) to collaborate in creating joint case-based descriptions in different areas of teaching and learning. The results point out different levels of web-based discussion. Three kinds were found: higher-level discussion, progressive discussion and lower-level discussion. More specific analysis of the quality of each discussion level focused on perspective taking in communication. The results support our hypothesis that higher-level perspective taking was related to higher-level discussion.