Embedded experts in online collaborative learning: A case study

Abstract

The affordance of online communication and collaboration technology provides a forum for preservice teachers, practicing teachers, and teacher educators to engage in authentic discourse where multiple perspectives can be shared. This qualitative case study explores the perceptions and experiences of embedded experts in a global learning community that occurred over a 12 year period. The study was designed using the Online Collaborative Learning Framework developed by the authors in 2006. The goal of the study was to provide a nuanced understanding of embedded experts in online discussion that engage in real world issues related to today's diverse and digital classrooms. From the thematic analysis of the data, the following three implications emerged: Purposeful selection of technology; orientation and supports for the experts; and design of an organic environment that fosters the development of community including embedded experts.