Using Computer-mediated Communication to Establish Social and Supportive Environments in Teacher Education

Authors

  • Nike Arnold University of Tennessee
  • Lara Ducate University of South Carolina
  • Lara Lomicka University of South Carolina
  • Gillian Lord University of Florida

DOI:

https://doi.org/10.1558/cj.v22i3.537-566

Keywords:

Computer-mediated Communication (CMC), Virtual Learning Community (VLC), Social Environments, Social Presence, Foreign Language (FL) Teacher Education

Abstract

This article examines social presence in virtual asynchronous learning communities among foreign language teachers. We present the findings of two studies investigating cross-institutional asynchronous forums created to engage participants in online dialogues regarding their foreign language teacher preparation experiences in and out of the classroom. Both studies took place during Fall 2003 and were conducted between first-time teacher/graduate students in four methodology courses at three large state universities. In the first study, students participated in weekly online exchanges in the form of dialogue journals for reflective teaching. In the second study, students were provided with specific topics to address using a discussion board, related both to theoretical language learning issues as well as pedagogical classroom-related concerns. The data analyzed here consist of the contributions and responses submitted by all participants on their respective online forums. We analyze these data qualitatively using Rourke, Anderson, Garrison, and Archer's (2001) framework in order to gain a better understanding of the element of social presence--specifically affective, interactive, and cohesive indicators as they occur during asynchronous online discussion. This study marks an important contribution to the literature as it examines how virtual discussion takes shape, how the notion of social presence is defined in these foreign language teacher communities, as well as the implications for language teacher education in computer-mediated communication.

Author Biographies

  • Nike Arnold, University of Tennessee

    Nike Arnold is Assistant Professor of German at the University of Tennessee and directs the lower division German program. Her research focuses on individual learner differences, computer-mediated communication, and teacher training.

  • Lara Ducate, University of South Carolina

    Lara Ducate is a Visiting Assistant Professor of German at the University of South Carolina and basic courses director of the lower division German program. Her research interests focus on teacher training, web logs, computer-mediated communication, and sociocultural theory.

  • Lara Lomicka, University of South Carolina

    Lara Lomicka is Assistant Professor of French at the University of South Carolina. Her research interests include telecollaborative environments, online learning, web logs, and teacher education. She has published several articles on technology as well as an edited volume entitled Teaching with Technology.

  • Gillian Lord, University of Florida

    Gillian Lord is Assistant Professor of Spanish and Linguistics at the University of Florida, where she also directs the Intermediate Spanish program. Her interests include technology in language teaching, teacher training, and second language acquisition. She has published articles relating to collaborative learning and technology as well as other aspects of language acquisition.

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Published

2013-01-14

Issue

Vol. 22 No. 3 (2005)

Section

Articles

How to Cite

Arnold, N., Ducate, L., Lomicka, L., & Lord, G. (2013). Using Computer-mediated Communication to Establish Social and Supportive Environments in Teacher Education. CALICO Journal, 22(3), 537-566. https://doi.org/10.1558/cj.v22i3.537-566