Examining Productive Pedagogical Discourse in Asynchronous Online Contexts.

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Given the importance of understanding how teaching and learning occur in online contexts, this study explored how productive pedagogical discourse around problems of classroom practice unfolded in asynchronous online literacy courses. The content analysis of online discussions revealed that participants consistently engaged in pedagogical reasoning by drawing on their experience and knowledge to problem-solve presented issues of practice, positioned students and learning from an asset-based lens, and displayed collegiality and support for one another. At the same time, participants rarely analyzed problems of practice critically from multiple perspectives and problematized each other's claims and ideas. These findings emphasize the utility of tenets of productive pedagogical discourse for analyzing online collaborative discussions and provide relevant implications for teaching and learning online.


San Diego, CA

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