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The Use of an E-Group as a Support Tool among Student Teachers

Nor Azilah Ngah, and Yeoh, Poh Choo, (2005) The Use of an E-Group as a Support Tool among Student Teachers. Malaysian Online Journal of Instructional Technology (MOJIT), 2 (3). pp. 52-61. ISSN 1823-1144

Full text not available from this repository.

Official URL: http://pppjj.usm.my/mojit/articles/pdf/Dec05/07%20-%20The_use_of_e_support_group-final.pdf

Affiliations

Universiti Sains Malaysia. Centre for Instructional Technology and Multimedia
Maktab Perguruan Persekutuan Pulau Pinang

Abstract

An e-group was created for in-service student teachers involved in the Special Degree Programme for
Non-graduate Teachers (PKPG) majoring in Interactive Multimedia during their practicum. The main reason for the setting-up of the e-group was to give affective and learning support to the teachers while they were away from their course mates during the practicum. Based on Fahy’s Transcript Analysis Tool (TAT), this paper will analyse and discuss the types of affective support for learning
that may be provided online during the duration of the practicum.

Item Type:Journal
Subjects:Q Science
T Technology
L Education
ID Code:1647

Anderson, B. & Simpson, M. (2004). Learning and affective support online in small group and class contexts. International Review of Research in Open and Distance Learning, 5(3).

http://www.irrodl.org/content/v5.3/ander-simp.html. (Retrieved 10 August 2005)

Fahy, P.J. (2003). Indicators of support in online interactions. International Review of Research in Open and Distance Learning, 2(1). http://www.irrodl.org/content/v2.1/fahy.html. (Retrieved 5

July 2005)

Fahy, P.J. (2001). Addressing some common problems in transcript analysis. International Review of Research in Open and Distance Learning, 1(2). http://www.irrodl.org/content/v1.2/research.html#Fahy.

(Retrieved 15 July 2005)

Gunawardena, C. N., Lowe, C. A., & Anderson, T. (1997). Analysis of a global online debate and the development of an interaction analysis model for examining social construction of knowledge in computer conferencing. Journal of Educational Computing Research, 17(4), 397 – 431.

Harasim, L. (1990). Online education: an environment for collaboration and intellectual amplification. In L. Harasim (Ed.) Online Education: Perspectives on a New Environment, 39-64. New York: Praeger

Mason, R. (1991). Moderating computer conferencing. DEOSNEWS, 1 (19).

http://www.emoderators.com/papers/mason.html, accessed on 29 July, 2005.

Nor Azilah Ngah. (1994). Using Computer Network As An Educational Tool: A Case-Study Of Education On-Line. Unpublished doctoral dissertation, Purdue University.

Nor Azilah Ngah & Mona Masood. (2004). Penilaian berterusan mengenai kedudukan pelbagai teknologi pengajaran dan pembelajaran di peringkat sekolah rendah. Proceedings of the 17th Malaysian Educational Technology Association (META) Convention, Paradise Sandy Beach Resort, Penang, 17-20 September, 2004.

Rourke, L., Anderson, T., Garrison, D.R. & Archer, W. (2001). Assessing social presence in asynchronous text-based computer conferencing. Journal of Distance Education 14(21), 50 – 71.

Salmon, G. (2003). Information, interaction, participation: turning the online wheels. Training Journal, 2(1), 34 - 38.

Seels, B.B. & Richey, R.C. (1994). Instructional Technology: The Definition and Domain of the Field. Washington, DC: Association for Educational Communication and Technology.

Zubaidah Abu Bakar (2003). All to become smart schools. New Straits Times. 7 May.

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