Facilitating the process of knowledge construction among preservice teachers through computer-mediated communications

This paper highlights a segment of a larger study that examined the potential for computer-mediated communication (CMC) tools to foster reflective thinking among preservice teachers. Using a mixed-methods research design, the extent to which the CMC among six groups of preservice teachers was influenced by: (a) the focus and structure of the CMC context; and (b) the interactions and social dialogue among peers was examined. Highlighted in this discussion are the patterns of interactions and social dialogue that were made apparent within cognitively in-depth CMC.