I have looked at chpt 5, just wondering if you feel that
you have answered the "So what?" question.
Were you able to bring the literature and the theory
to support your discussion and conclusion.
all the best.
What is the implication of this research. Refer back to your significance of study.
How is this finding going to be useful to anybody who would like to set up a CoP
for teachers or students. What are the things that you can recommend to them
based on your experience and research findings.
You may want to add more to the conclusion. What lesson did you learn,
how is this going to be of use to anyone. Please elaborate on the
Please look at the tracking in the documents to see my comments and if there is any suggestions for improvement on specific table, or figure or section, please do it for all . Your report can be improved by:
1. Using an appropriate APA style and be consisten.
2. The language structure and style of writing to be consistent.
3. The belending of data to support each other, instead of reporting interview and content analysis separately.
4. Interpretation and implication of each stage of the report
5. Summarize each stage of data reporting.
6. Recommendations and conclusions need to be beefed up.
7. Chapter 5, think about the "so what question" that your readers may ask after reading your report. Is it useful? how does it contribute to the field, to the practitioners, to other people who woul dlike to carry out similar exercise.
Carboni (1999)
investigated the use of an online discussion forum to support practicing elementary
school teachers' professional development in mathematics. The forum was structured
around teachers' sharing, discussing, and reflecting on elementary mathematics
teaching. The forums helped the teachers make sense of teaching mathematics, helped
them support and share with each other as a learning community.
Carboni, L. W. (1999). How might an online discussion forum support teachers'
professional development in mathematics? ERIC Document Reproduction
Service No. ED444853.
In another study, the pilot Teacher Dialogue Forums provided Georgia teachers
with an opportunity to learn about current research on teaching and the teaching
profession, share views and learn from colleagues, and let their voices be heard and
used to shape practice and policy in teaching. The teachers appreciated the Forums and
the opportunity to discuss teaching in the light of current research (Fletcher, 1999).
Fletcher, G. (1999). Teacher dialogue forums. ERIC Document Reproduction Service
No. ED446062
In a third study, the professional development experiences of 28 practicing
teachers in ten Chicago suburban schools involved in a two-year technology-supported
Problem-Based Learning curriculum development effort were explored by Hawkes &
Romiszowski (2001). Asynchronous computer-mediated communications (CMC) were
featured as teacher communication tools of the project. It was concluded that the value
of CMC lies in its ability to facilitate professional collaboration between teachers and
encourage critical reflection on educational policy and practice.
Hawkes, M. & Romiszowski, A. (2001). Examining the reflective outcomes of
asynchronous computer-mediated communication on inservice teacher
development. Journal of Technology and Teacher Education, 9, 2, 285-308.
McAteer & Harris (2003) indicated that success is influenced by purpose, i.e., the
reasons for introducing CMC, the content, tasks, intended outcomes, group profile and
support systems available.
McAteer, E. & Harris, R. (2003). Computer-mediated conferencing, In LTSN starter
guide. http://www.swap.ac.uk/elearning/using6.asp
Hough & Evertson (2004) added that clearly articulating
purposes for discussions, framing the kind of participation expected, including both
experienced and beginning teachers, and establishing trust among participants shape the
kinds of issues and depth of thinking revealed.
Hough, B. W., Smithey, M. W. & Evertson, C. M. (2004). Using computer-mediated
communication to create virtual communities of practice for intern teachers.
Journal of Technology and Teacher Education, 12, 3, 361-386.
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.
I would appreciate it so much if you could answer the questions below to help me to get further insights of my data analysis. Thanks a million.
For number 1, you may choose as many answers as you like but please rank them from no 1 to 5 (no 1=most true)
1. What driven you to participate in the online forum? A. ____ your rapport with the moderator B. ____you believe in life long learning and want to improve yourself C. ____the reward offered ( Noritake tea set) D. ____the persistent emails you received from the moderator E. ____other reasons (please state) ___________________
For questions number 2 onwards, you may want to refer to the website @
