Setting an online co-learning scene for the study of children’s literature

Children’s poem is an integral part of Children’s Literature. How novice readers among pre-service teachers, who are already grown-ups, can be guided to appreciate Children’s poems is the prime concern in the instructional design of the model on Children’s Literature. One of the ways is to adopt online cooperative learning. This paper reports such an attempt. The tutor first organized a task on reading Children’s poems. The participants were to present their thoughts and conduct peer review online. Results of such an attempt demonstrate that active learning has been promoted – the participants read more works on the related discussion topics; the rate of information exchange and interaction increased; the participants’ conceptions modified in the educational process; and the learning objectives of the module achieved.