Review of Foo's paper

Title: Facilitating reflective learning among pre-service teachers through weblogging

Research problem:
ICT have not been effectively integrated in teacher training programmes. Integrating learning with technology helps to reduce digital divide among teachers. There are insufficient well trained instructors who have knowledge in both technology n instructional design.

RQ:
1. What is the focus of reflection in the weblog?
2. What influences the level of reflection in the weblog?

Literature review:
Foo touched on
1. New theories of learning

• deep learning & constructivism
• reflective learning & professional practitioners

2. The design of weblogging

• Dev't of weblogging
• Instructional functions of weblogs

3. Theoretical framework based on related studies

• journaling and reflective learning
• electronic journaling
• weblogging

Her Sampling: Purposive sampling: to investigate into the issue of facilitating reflective learning through weblogging. 6 pre-service teachers- handpicked - to provide significant weblog content (updated regularly, promptly and of acceptable quantity & quality- to ensure meaningful n truthful data which r sufficient to answer the RQ.

Miles and Huberman (1994) argue that sampling strategies for qualitative research should be driven by conceptual question, not by concern for 'representativeness'.

Miles, M. and Huberman, M. (1994). Qualitative Data Analysis. California: Sage

Other useful references :

• Bransford, J.D., Brown, A. L., and Cocking, R. R. (1999) How People Learn: Brain, Mind, Experience and School. Washington: National Academy Press.
• Chi, M. T. H (1997). Quantifying qualitative analyses of verbal data: a practical guide. The journal of the Learning Sciences. 6(3), 271-315
• Cohen, L., Manion, L., and Morrison, K. (2000) Research Methods in Education. London: RoutledgeFalmer
• Frankael, J. R., & Wallen, N. E. (1999). How to design and evaluate research in education. New York: Mc Graw Hill
• Jonassen, D. (1995). Supporting communities of learners with technology: A vision for integrating technology with learning in schools. Educational Technology. 35(4): 60-63
• Moon, J. A. (1999) Learning Journals: A Handbook for Academics, Students and Professional Development. London: Kogan Page, 1999
• Wilson, E.K. and March, G. E. (1995). Social studies and the internet revolution. Social Education 59(4):198-202

Foo's interview protocol- based on RQ 1 and RQ2
eg: prepare 3-4 Qs for each RQ

1. Protocol- establish rapport. Set the group at ease.
2. explain format of interview, open interaction, accept divergent views
3. prompt for more unanticipated answers using open-ended questions
4. issues/constructs outlined to be addressed flexibly - guided by participants' conversation.
   

For content analysis, Foo uses 2 instruments:
For RQ1, she uses coding categories based on the emerging data she collected- (aggregation of data)
For RQ2, she uses 'the reflective learning coding categories (Kember et al., 1999) - (interpretation of data)