Search results for: Teo Yiong H.

This article examines how preservice teachers acquire knowledge through asynchronous discussion. Preservice teachers engaged in collaborative critiquing of videos before they embarked on their video projects to illustrate what constitutes good and bad video production. The online discussion log was content-analyzed together with data from an online survey, reflection log, and interviews. Participant perceptions revealed that their knowledge of video production improved substantially after the discussion.