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 language | English |
|---|---|
| Pages (from-to) | 1-32 |
| Number of pages | 32 |
| Journal | Canadian journal of learning and technology |
| Volume | 41 |
| Issue number | 3 |
| Publication status | Published - 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