Abstract:
Classroom management (CM) research suggests prospective teachers customarily view CM skill acquisition as a fundamental component of
pedagogical knowledge development (Emmer & Stough, 2001; Merrett & Wheldall, 1993). Dissemination of critical concepts has traditionally occurred
in face-to-face classrooms supported by school-based field experiences. However, circumstances have fueled student demand for flexible scheduling
and convenient online courses (Ellis, 2009; Fink, 2003). Professors are challenged to deliver CM instruction virtually; utilizing multiple tools for online
delivery to emulate traditional and educational training experiences. This qualitative study explored emergence of reflective skills in blogs, wikis, and
scaffolded assignments in an online CM course.
