Recent research has provided evidence of the potential benefits of fusing both synchronous and asynchronous online conversations in face-to-face, mixed-mode, and online classes. However, research has also suggested that these benefits are not inherent just by adopting online discussions into classroom work. In this paper, we draw from a larger literature review to discuss both the positive and negative aspects of electronic conversations. We then present research that showcases the possibilities of online conversations in teacher education methodology classrooms. We conclude with a second research study that addresses the notion of student uptake, highlighting implications far teacher educators who want to successfully implement discussion forums in their curricula.
Journal of Research on Technology in Education
Ferdig, Richard E; Roehler, Laura R. (2003). Student Uptake in Electronic Discussions: Examining Online Discourse in Literacy Preservice Classrooms. Journal of Research on Technology in Education 36(2) 119-136. doi: http://dx.doi.org/10.1080/15391523.2003.10782408. Retrieved from https://oaks.kent.edu/ldespubs/23