Search results for: Face-to-face learning
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Most research has examined flipped learning (FL) within the context of face-to-face (F2F) instruction. However, previous research has not effectively explored the possibility of how online synchronous flipped learning influences pre-service teachers (PSTs) in teacher education programs during Coronavirus disease (COVID-19). Recognizing the gap in the literature, this paper explored three aspects of online synchronous flipped learning by understanding 1) PSTs' learner engagement, 2) self-directed learning, and 3) learner satisfaction in a Korean university. The data was collected from Korean PST's interviews, reflection notes, and course evaluations. The thematic analysis was used to analyze qualitative data sources. The study findings showed that PSTs favored a synchronous online FL because it encouraged them to engage in various collaborative activities through Zoom breakout sessions. Also, pre-class materials from online FL can positively enhance the PSTs' self-directed learning process. Based on these findings, this study provides suggestions on how to effectively implement online synchronous flipped learning in teacher education programs.
Updated: Jul. 12, 2022
Using edTPA score reports for teacher candidates completing a teacher education program, this study provides data informed evidence of the equivalency of online teacher candidates’ learning outcomes as compared to candidates completing traditional face to face (F2F) programs. Mean and summative performance results suggest that mode of course delivery was not a significant factor in preparing teacher candidates. In general, learning was comparable in either format; however, analyses at the element level offer evidence of differences in achievement outcomes associated with program structure.
Updated: Mar. 29, 2017
This meta-analysis was conducted to examine the effectiveness of both purely online and blended versions of online learning as compared with traditional face-to-face learning. The meta-analysis found that blended approaches have been more effective than instruction offered entirely in face-to-face mode.
Updated: Dec. 10, 2014
This article addresses the current gap in understanding of what is entailed in the roles of facilitators, and how those roles might vary by context (i.e., face-to-face or asynchronous online). Qualitative analysis revealed that although professional development facilitators attended to similar issues irrespective of the context, the actions they engaged in to attend to these issues varied by context. Further exploration and synthesis of the findings suggests that shifting from traditional face-to-face to online professional development presents several design and instructional tensions that can impact how facilitators carry out their roles to support teacher learning.
Updated: Jun. 24, 2014
Evaluating Modes of Teacher Preparation: A Comparison of Face-to-Face and Remote Observations of Graduate Interns
This study compared between two modes of teaching observations: face-to-face observations and synchronous remote observations of graduate interns in a southern university at USA. The authors evaluated the differences between the two observational modes and whether these differences affected the quality of teacher preparation. The data suggest that each mode of observation has both benefits and limitations, but neither process was overall a more effective method of evaluating the quality of teaching.
Updated: May. 08, 2013
Teaching Online Made Me a Better Teacher: Studying the Impact of Virtual Course Experiences on Teachers Face-to-Face Practice
Anecdotal accounts from teachers have long suggested the possibility that virtual teaching experiences have a positive impact on face-to-face teaching practices. Data which collected as part of a statewide evaluation of a virtual school, offered an opportunity to explore this impact.
Updated: Jun. 25, 2009
Are they the same? Comparing the instructional quality of online and face-to-face graduate education courses
This study looks at response rates and compares instructional quality, using student course evaluations along with additional data from online and face-to-face graduate education courses, to evaluate the effectiveness of instruction. A statistical analysis of students' course evaluations showed no significant difference in instructional quality based on the format used. Together with comparisons of student work, these results provide additional evidence in support of the finding of no significant difference between formats in the area of instructional quality.
Updated: Jan. 15, 2008