Keeping the Party in Full Swing: Findings on Online Student Engagement With Teacher Education Students

Hopwood, Belinda; Dyment, Janet; Downing, Jillian; Stone, Cathy; Muir, Tracey; Freeman, Elizabeth; Milthorpe, Naomi

doi:10.1080/07377363.2021.1966922

Cited by 5 publications

(2 citation statements)

References 35 publications

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“…In the context of Australian online teacher education, Hopwood et al (2021) emphasize that teaching is a profession centred on personal relationships, trust and support. In consequence, it is challenging to support the acquisition of teaching strategies in online settings that will be applied face-to-face, as in the classroom.…”

Section: Student Engagement During the Transition To Teacher Educationmentioning

confidence: 99%

“…Students are generally sensitive to the theory-practice divide that teachers often face. In their study, Hopwood et al (2021) suggest paying attention to the design of the learning environment, early opportunities to develop relationships, and the use of relevant, engaging activities and assessment tasks, as well as a strong "teacher presence".…”

Section: Student Engagement During the Transition To Teacher Educationmentioning

confidence: 99%

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Factors supporting the engagement of first-semester students in teacher education

Zellweger,

Brahm,

Kocher

2024

SJER

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As the transition to higher education can be challenging for students, it is easy to see how the (partial) closure of higher education institutions during the Covid pandemic posed an even greater challenge to engaging in more self-regulated learning and connecting with faculty and peers. Building on Kahu & Nelson’s (2018) framework, the aim of our study is to better understand student engagement. In the autumn semester of 2020, students on two programmes at a Swiss University of Teacher Education participated in a survey (n=291). Overall, students reported rather low levels of engagement. Our analyses show that factors of the learning environment, such as missed contact with peers as well as educational interface variables (self-efficacy, enjoyment, belonging), can explain differences in engagement.

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Section: Student Engagement During the Transition To Teacher Educationmentioning

confidence: 99%

Section: Student Engagement During the Transition To Teacher Educationmentioning

confidence: 99%

Factors supporting the engagement of first-semester students in teacher education

Zellweger,

Brahm,

Kocher

2024

SJER

View full text Add to dashboard Cite

show abstract

What Am I Waiting for?

O’Shea,

May,

Stone

et al. 2023

First-in-Family Students, University Experience and Family Life

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Entering formal university study as the first person in one’s immediate family to do so is inevitably a major challenge. This chapter discusses some of the key factors that influenced the first-in-family (FiF) students who participated in Study B (as discussed in Chap. 1) to make the decision to undertake formal study at university level. It also examines the process of adjustment for these students and others around them to their new role as students. In the process of becoming a university student and identifying themselves as such, there were significant personal changes and transformations that emerged for these students. These are explored, along with the role that the institution can play in helping to transition the student into this new environment and in continuing to support the student’s journey.

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Presence accounted for? student-teachers establishing and experiencing presence in synchronous online teaching environments

Donlon

Johnson

Doyle

et al. 2022

Irish Educational Studies

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Keeping the Party in Full Swing: Findings on Online Student Engagement With Teacher Education Students

Cited by 5 publications

References 35 publications

Factors supporting the engagement of first-semester students in teacher education

Factors supporting the engagement of first-semester students in teacher education

What Am I Waiting for?

Presence accounted for? student-teachers establishing and experiencing presence in synchronous online teaching environments

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