Once they’ve Experienced it, will Pre-Service Teachers be Willing to Apply Online Collaborative Learning?

Margaliot, Adva; Gorev, Dvora

doi:10.1080/07380569.2020.1834821

Cited by 10 publications

(3 citation statements)

References 29 publications

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“…There are several models used to focus on the pedagogical aspects of online and distance education. This study has utilized the online collaborative learning theory (OCL) [39]. Linda Harasim described the OCL as a new theory of learning.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Learning in the COVID-19 Era: Higher Education Students and Faculty’s Experience with Emergency Distance Education

Alasmari

2021

Int. J. Emerg. Technol. Learn.

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Purpose: The main aim of the study is to student and faculty’s experience with emergency distance education in the higher education system at the time of COVID-19 Research Methodology: This research has employed a quantitative approach where survey questionnaire was used as the instrument for data collection. The data was collected from teachers and students separately. The sample of teachers was 916 and the sample of students was 4623. For both the questionnaires, three point and five point Likert scale was used to record the responses. SPSS was used to analyse the data with the help of frequency analysis and correlation analysis. Findings: The results of this research have indicated that emergency distance education tends to impact learning experience of teachers and students in Jeddah. The quantitative findings of this study have suggested that supportive and efficient infrastructure is important for the purpose of ensuring smooth learning in the COVID-19 era. Limitations/ Implications: This research has been carried out in the context of Jeddah hence the scope of the research was restricted. The results of this research are only applicable for higher education system in that geographical region

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Section: Theoretical Frameworkmentioning

confidence: 99%

Learning in the COVID-19 Era: Higher Education Students and Faculty’s Experience with Emergency Distance Education

Alasmari

2021

Int. J. Emerg. Technol. Learn.

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“…Additionally, current student teachers who will soon be instructors have grown up in a technologically advanced period and are quite familiar with technology's use and applications (Margaliot and Gorev, 2020). However, they encounter challenges in integrating their technological abilities into the workplace when it comes to utilizing their knowledge in active online teaching (Martin et al, 2019).…”

Section: Literature Review 21 Teaching Online Classesmentioning

confidence: 99%

Preservice teachers’ experiences with classroom management in the virtual class: a case study approach

Hojeij

Baroudi

Meda³

2023

Front. Educ.

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The present study explores the experiences of Emirati female preservice teachers who are completing their internship teaching practice virtually due to the COVID-19 pandemic. This qualitative study focuses on virtual classroom management. Participants were preservice teachers (n = 18) completing their undergraduate degrees in Early Childhood Education at a federal university in the United Arab Emirates (UAE). Data collected from interviews resulted in four themes related to classroom management: challenges, opportunities, performance factors, and suggestions for improvement. The findings revealed that the preservice teachers considered virtual learning an opportunity. However, the main challenge was that the preservice teachers had no prior training in online classroom management and had to create their own strategies. Training on the technology used for virtual learning is important for both teachers and students to achieve satisfactory learning experiences.

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“…Educational Data Mining (EDM) studies data patterns emerging from pedagogical environments' databases (Romero and Ventura, 2020). This approach focuses on technological challenges in education and seeks patterns to develop new models that aid teaching and learning processes (Margaliot and Gorev, 2020;Romero and Ventura, 2020). The popularity of EDM has grown since the outbreak of COVID-19, due in part to increased uses of online learning, instrumental auxiliary programs, and the Internet for learning (UNESCO, 2020; Mukuka et al, 2021).…”

Section: Data-driven Instructionmentioning

confidence: 99%

Lifelong learning processes in professional development for online teachers during the Covid era

2023

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IntroductionLifelong learning encompasses four pillars: (1) learning to know; (2) learning to do; (3) learning to be; and (4) learning to live together. These four pillars, which are expanded upon within the current study provide a lens to examine relationships between professional development, use of technology for remote online teaching, and pedagogical efficacy in the age of COVID-19.MethodsThe study examined survey responses from 372 primary school subjects representing six different districts, and interviews with 16 teachers. The responses were analyzed using correlation and MANOVA statistical tests.ResultsTeachers’ professional development processes were found to have a positive impact on the teachers’ pedagogical efficacy, by means of positive perceptions toward the use of technology for remote online teaching. Learning foci predicted the use of technology, and the use of technology predicted learning assessment measurements.DiscussionThe study’s findings reinforce the need for professional development processes based on systematic identification of pedagogical needs that arise in the field, their analysis and the understanding of the added value of pedagogical tools that can support enhanced implementation of teaching - learning - evaluation. The study’s findings point to epistemological elements related to the types of acquired knowledge and to learning methods, which make it possible to differentiate between various processes in teachers’ professional development as well as processes in the use of innovative pedagogical technology.

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Once they’ve Experienced it, will Pre-Service Teachers be Willing to Apply Online Collaborative Learning?

Cited by 10 publications

References 29 publications

Learning in the COVID-19 Era: Higher Education Students and Faculty’s Experience with Emergency Distance Education

Learning in the COVID-19 Era: Higher Education Students and Faculty’s Experience with Emergency Distance Education

Preservice teachers’ experiences with classroom management in the virtual class: a case study approach

Lifelong learning processes in professional development for online teachers during the Covid era

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