Developing the use of computer-mediated communication (CMC) to facilitate reflective journal writing in the professional education of teachers – Online dialogue journals.

Grant type: Development (2000-08)
Round: May 2004
Amount awarded £5,000.00
Completed: May 2005
Leader(s): Moira Hulme
Organisation: School of Education, University of Wolverhampton
Contact Email:
Contact phone: 01902 323241
Address: Gorway Road, Walsall, West Midlands, WS1 3BD
Monica McLean
Oxford University
Robert Hulme
Department of Applied Community Studies, Manchester Metropolitan University
Ruth Pilkington
Department of Education & Social Studies, University of Central Lancashire
Stephen Bostock
Staff Development, Keele University
Start Date: 1 October 2004
End Date: 31 March 2005
Interim report received: 20 January 2009
Final report received: 18 November 2008

This project examines the use computer-mediated communication (CMC) to support reflective writing in the professional education of teachers in post-compulsory education. In a collaborative venture between three HEIs, the project examines the use of CMC to facilitate dialogue and reflection among a sample of teachers who are at different stages in their professional education, geographically dispersed and working in a range of differing contexts. These include pre-service teachers completing a PGCE in Post-Compulsory Education; lecturers in further education colleges and in HE pursuing accreditation and a group of overseas university teachers engaged in an international professional learning project. It is suggested that CMC is one possible strategy to overcome the problems of spatial and temporal dislocation that are potential barriers to shared reflection. The project aims to evaluate the relative effectiveness of using virtual learning environments (VLE) (WOLF[1], WebCT[2] and BSCW[3]) to support reflective journal writing. It seeks to develop guidelines for writers and tutors interested in online mentoring. The project also affords opportunities to explore differences between novice and more experienced practitioners abilities to problematise professional activity (reflective skills) and to examine differences in facilitation strategies designed to support cross-sectoral and cross-national professional learning.

[1] Wolverhampton Online Learning Framework


[3] Basic Support for Collaborative Work