An evidence-based case for quality online initial teacher education

Abstract

The rapid expansion of fully online delivery of initial teacher education (ITE) seen in the past decade has generated some concerns about impact on teacher quality. This is set within broader, sustained concerns about ITE generally. Much of the criticism of online ITE has been made without sufficient evidence to support the claims, largely due to the still-nascent evidence base. The data presented here contributes to that evidence base by providing demographic and academic achievement insights for cohorts of graduate teachers (N = 2008) across the years 2012 to 2018 who have engaged in fully online ITE at an Australian university. The literature has recognised the traditional barriers to accessing higher education for many of these students, including women, the mature-aged, and those with family and work responsibilities. Performance data for online ITE students within their programs demonstrates that they are breaking through these barriers associated with the digital divide. Analysis of who these people are, where they come from, and how they are performing provides valuable insights into online ITE, at a time when the value of broadening access to education and digital equity are being widely acknowledged.

Does the Expert-based Collective Advising Mechanism Promote Educational Equity? Experience from China

“…Both rural and urban students had equal learning opportunities and were able to obtain the same quantity and quality of educational tutoring. With the major contribution ECAM made to students from different socioeconomic backgrounds, marginalized groups were able to gain equal access to education (Pelliccione et al, 2019).…”

“…ECAM can improve students’ academic performance, and ensure that rural students gain the same degree of enhancement in academic performance as urban students. Studies have shown that ICT can enable students in remote and rural areas to achieve the same degree of learning performance as urban students (Pelliccione et al, 2019). The digital gap between learners has gone beyond access and ability equity and has become more inclusive, thus paving the way for educational result equity (Adhikari et al, 2017).…”

“…Both rural and urban students had equal learning opportunities and were able to obtain the same quantity and quality of educational tutoring. With the major contribution ECAM made to students from different socioeconomic backgrounds, marginalized groups were able to gain equal access to education (Pelliccione et al, 2019). Some studies have pointed out that the digital divide was related to socioeconomic status, the rural and urban environment, gender, education level, and the manner in which digital media was used in families, aside from purchasing power and hardware use (Warschauer & Matuchniak, 2010).…”

Challenges of virtual classroom during COVID-19 pandemic: An empirical analysis of Indian higher education

“…Online teaching can have challenges such as poor internet connectivity, non-availability of appropriate electronic devices, lack of a teaching environment at home, less ICT knowledge among students and teachers can result in less engagement of students and teachers in the teaching and learning process [23]. One of the study found that "poor digital skills of teachers and students, school policies, lack of electricity facilities, less availability and accessibility of internet, connection issues, and inadequate facilities, training, funding, and non-acceptability of technology were the barriers of online education at the time of closure of schools due to COVID-19 pandemic" [24]. These are the examples of digital platforms available at the national level in India "Webs of Active Learning for Young Aspiring Minds" (SWAYAM), "SWAYAM Prabha", "the National Digital Library of India" (NDL), "Free and Open Source Software for Education" (FOSSEE), Online MOOC courses, On Air-Shiksha Vani, Digitally Accessible Information System (DAISY), e-PathShala, e-PgPathShala National Repository of Open Educational Resources (NROER) to develop e-content and energized books, telecast through TV channels, E-learning portals, webinars, chat groups, distribution of books [25].…”

Welcome, How Can I Help You? Design Considerations for a Virtual Reality Environment to Support the Orientation of Online Initial Teacher Education Students

“…Over the decades, as the expansion of online learning environments has informed developments in learning theory [8] and our understanding of the learners' needs has evolved, the quality of the online learning experience has changed [9,10]. The dynamics of online engagement have improved, and technological advancements have contributed to more engaging ways of learning.…”