Technology supported face-to-face collaborative knowledge building

Abstract

This study explores the collaborative knowledge building (CKB) among ESL (English as a Second Language) teacher trainees during lesson plan discussion activity in a Microteaching course through technology supported face-to-face (TF2F) collaborative discussion. This hybrid network-based microteaching or TF2F CKB represents a learning environment where trainees are co-located and at the same time communicate face-to-face and use technology concurrently to collaborate. Loopholes have been identified in text based asynchronous or synchronous Computer Supported Collaborative Learning (CSCL) and Computer Mediated Communication (CMC) discussion in contributing to the natural settings of how interaction should take place, thus affect optimum efforts in discussion and knowledge construction. TF2F could reflect its potential contribution to be one of the most important elements in closing that gap. Collaborative cognitive involvement in discussing a lesson plan prior to the real teaching is probably crucial to ensure optimum knowledge sharing among ESL teacher trainees. This study presents and suggests framework architecture of TF2F CKB classroom activity phases integrating specific transformative conversation process representation that results in evidence of collaborative knowledge building among ESL teacher trainees. By looking at activity as the unit of analysis in a TF2F environment and minimal conversational analysis technique, this study explored how TESL trainees as a group could assist each other towards building pedagogical knowledge. Through interpretive process of qualitative method, Transana software was used to aid in transcribing, coding and categorizing audio captures of trainees’ assistance. The outcome of discussion reflected phases of knowledge building (on lesson planning) during the discussion. With digitized documentation of work evidence and trainees’ personal impression, this study indicated a promising method of learning and knowledge building. This may suggest a potential move towards a credible framework for a hybrid network based environment. Theoretically and methodologically, the study specifically provides some implication to the ESL teacher training instruction and to the field of SLA in general. This study manages to enhance the current face-to-face learning without compromising the alternative method of learning using technology to collaborate.