Creating a professional community of reflective inquiry: Tales of reform via the World Wide Web
AbstractIn this paper we explain the ongoing development of our web-based teaching and illustrate how, over 3-4 years, key critical events precipitated the incremental transformation of our online teaching. Our narrative tells how we moved from inviting voluntary student participation in online collaboration to requiring and assessing participation. How we struggled with achieving the right balance between individual and collaborative student learning. How we developed increasingly powerful conceptual tools (metaphor, autobiography, framing, re-visioning) for engaging students in critical reflective inquiry. How we engaged students as managers of their online discourse community. We illustrate how our collaborative action research into the transformative possibilities of innovative web-based teaching has taken us forward as teachers and learners.