Pre-service perspectives on e-teaching: assessing e-teaching using the EPEC hierarchy of conditions for e-learning/teaching competence

Ashley Sisco, Stuart Woodcock, Michelle Eady

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    Abstract

    This article examines pre-service teacher perspectives of teaching with an online synchronous (live-time) platform as a part of their training. Fifty-three students who participated in a blended learning (including both face-to-face and online lectures) course were assessed in a teaching simulation through an online presentation, and participated in questionnaires and interviews about their experiences as e-learners using the platform. The EPEC hierarchy of conditions (Ease of use, Psychologically safe environment, e-learning/e-teaching Efficacy, and e-learning Competence) for e-learning competency, developed based on an analysis of pre-service teachers’ experience as e-learners in this same study, was used as a framework to assess teacher perspectives as e-teachers using this technology. Qualitative interview data were collected about students’ experiences using the platform, and analyzed via thematic content analysis. The findings showed that students generally favoured the online e-teaching synchronous platform over in-person presentations, and the quality of online presentations was considered at least as good as in person.
    Original languageEnglish
    Pages (from-to)1-32
    Number of pages32
    JournalCanadian journal of learning and technology
    Volume41
    Issue number3
    Publication statusPublished - 2015

    Bibliographical note

    Version archived for private and non-commercial use with the permission of the author/s and according to publisher conditions. For further rights please contact the publisher.

    Keywords

    • e-teaching
    • online instruction
    • e-learning
    • online learning
    • teacher education
    • synchronous technology

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