Search results for: Online learning
Page 1/3 26 items
The Covid-19 pandemic and its effects on teacher education in England: how teacher educators moved practicum learning online
The shutdown of universities and schools in England, due to the Covid-19 pandemic, came just as many pre-service students began their final practicum. This research focuses on the challenges this posed for teacher educators. Using qualitative research methods and concepts from spatial geography, the article explores how pedagogies adapted as the removal of the practicum relocated learning communities to new online spaces. Established practices changed quickly, with educators showing ‘pedagogic agility’. Despite the relocation to newly-formed online spaces, many principles and ‘intentionalities’ of practice remained unchanged, as did the teacher educators’ orientating values. Overall, there was a sense of both sameness and difference in some of the innovative pedagogies developed on the (g)local level. This research has international relevance in considering the spaces in which authentic teacher education can occur and the alternative pedagogies and technologies to support professional learning in the case of a ‘missing’ practicum.
Updated: Apr. 12, 2021
Higher education, and in particular, initial teacher education, has been significantly transformed through the introduction of e-learning. However, online teacher education presents particular challenges in the creative arts, which has traditionally developed student understanding through embodied and collaborative learning experiences. In this qualitative study, in-depth interviews were conducted with eight online arts educators in teacher education programs to understand their perspectives and pedagogy in online arts coursework. Using Engeström’s Activity Theory as an analytical lens, the findings highlight how these academics navigated challenges and opportunities to facilitate authentic, praxis-focused arts experiences to prepare pre-service teachers for the classroom.
Updated: Sep. 24, 2020
Glassner and Back, authors of the new book Exploring Heutagogy in Higher Education: Academia Meets the Zeitgeist, present the principles of Heutagogy approach in which let the students decide what and how to learn, with whom and from what resources. Since the success of this learning method is mostly teacher depended, they present the main two roles of the teachers in Heutagogy as motivators and facilitators. The authors suggest the COVID19 pandemic emphasizes the need to develop self-determined learners who take responsibility for their learning to enriches their knowledge, capabilities and personalities.
Updated: Apr. 30, 2020
Learning, Teaching and Curating: Situated Digital Experience in Museums - A free course during the 2020 Coronavirus global pandemic
MOFET International invites you to attend this free course which will help you create your own online museum to share with your students, colleagues and acquaintances. Museums are the repository of our cultural heritage and thus should become destinations to explore and learn scientific, historic and artistic themes. Students can feel and sense valuable artefacts and handmade objects that shape their lives. The main question is: How do we encourage our visitors to satisfy their curiosity in the museum? Experimental methods and their didactics are the core of this online course. We will see how all museums and heritage sites can be used as places of learning with the UNESCO Best Mobile Practice innovative technology – the Wandering Platform. The free course will begin on April 5 and will include seven synchronized meetings that will take place via the ZOOM™ platform. Notice: This is not a MOOC. As so, the number of participants is limited so hurry and sign up! Free registration ends on 02.04.2020.
Updated: Mar. 29, 2020
Teaching and Learning in the Information Age - A Free Course During the 2020 Coronavirus Global Contingency from MOFET International
With an increasing number of educational institutions shutting down campuses and shifting their learning online to try and contain the spread of coronavirus… The MOFET Institute’s International Department is reaching out to the global community of teachers and teacher trainers, which is partly in isolation or having difficulties maintaining its teaching routine due to the virus crises we are all dealing with. Accordingly, the Online Academy of the International Channel invites you to sign up for free for our online course - Teaching and Learning in the Information Age, taught by Mr. Jay Hurwitz of the MOFET Institute.
Updated: Mar. 20, 2020
Where the Rubber Meets the Road: Exploring the Perceptions of In-Service Teachers in a Virtual Field Experience
This study examines the experiences of teachers enrolled in an online certificate program for K–12 online teaching. Participants blogged weekly regarding their experiences developing and facilitating an online course. Qualitative analysis of the data shows that teachers face many challenges in developing and facilitating an online course; however, they found support from their colleagues enrolled in the program. Additionally, teachers found value in the authentic experience afforded them in the virtual field experience in that it gave them exposure to online learning theory coupled with the opportunity to design and facilitate their own online courses.
Updated: Jan. 26, 2020
This paper reports on interviews with 19 senior teacher educators from 18 universities across Australia who offer fully online courses in initial teacher education (ITE). Teacher educators provided insight into four focus areas related to online ITE: 1) institutional practices; 2) affordances; 3) challenges; and 4) research priorities. Analysis revealed teacher educators perceived that online ITE can not only match on campus delivery but is also able to respond to reform agendas in ITE, including attracting students with attributes and characteristics that are likely to see them succeed as teachers, enabling students to experience contemporary approaches to learning, building strong partnerships between schools and universities, and helping address teacher shortages in rural/regional areas.
Updated: Nov. 21, 2019
This study explores the learning experiences of seven educators who participated in an authentic learning-based, fully online postgraduate certificate programme for teaching in higher education. The author concludes that the findings clearly underline the transformative value of stepping out of the comfort zone instead of accommodating for familiar and preferred ways of learning. The participants who endured through a difficult ‘climax’ in their learning journey described a powerful experience of professional growth. The author argues that the professional growth was caused by the advanced self-regulation skills that the participants demonstrated. The authors recommend on designing online learning environments that promote the development of self-regulation skills as well as strengthening the facilitation of collaborative learning.
Updated: Feb. 21, 2018
The purpose of this study was to assess the impact interactive, online case studies have on learning for preservice teachers. More specifically, it evaluated whether the use of online case studies in instruction could enhance the level of knowledge the preservice teacher gained from the content material.
Updated: Feb. 22, 2017
The authors hypothesized that online professional development might serve not only as a way to gain prerequisite experience but as an important learning venue for preparing future online teachers. Findings of the study suggested that teacher-learners who participated in two online summer courses not only demonstrated mastery of course content but also learned a great deal from that experience about online learning and teaching. Their online learning experiences served as a third curriculum added to that of the courses’ intended curriculum.
Updated: Feb. 22, 2017