The Learning experience: training teachers using online synchronous environments

Stuart Woodcock, Ashley Sisco, Michelle Eady

    Research output: Contribution to journalArticlepeer-review


    This study examined the effectiveness of an online synchronous platform used for training preservice teachers. A blended learning approach was implemented. Fifty-three students participated in the course. Qualitative interview data and quantitative survey data were collected about students’ experiences using the platform, and analyzed via thematic content analysis and statistical analysis, respectively. The findings show that e-learning synchronous technology is an effective learning tool in enhancing preservice teachers’ e-learning competency in subject matter and information communication technology skills. However, preservice teachers’ competency to learn and implement e-learning for students is dependent on four hierarchal conditions (a) ease of use, (b) psychologically safe environment, (c) e-learning self-efficacy, and, (d) competency. Implications from the findings and future research recommendations are also presented.
    Original languageEnglish
    Pages (from-to)21-34
    Number of pages14
    JournalJournal of educational research and practice
    Issue number1
    Publication statusPublished - 2015


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