Online Learning Environments: What Early Childhood Teacher Education Students Say

Abstract

As online environments gain an increasing presence in higher education for both oncampus students and distance learners, there is a need to examine how effective these environments are for student learning. Online environments require essentially different teaching and learning strategies from those used in the traditional face-toface contexts (for on-campus students) or with print-based material (for distance learners). This paper identifies early childhood teacher education students' perceptions of their learning experiences with the advent of an online learning environment. Perceptions of on-campus and distance learners are compared, and implications for teacher education staff interested in providing high quality learning environments within an online space are discussed.Online instruction: teaching and learning mediated by educators, using information and communication technologies as the vehicle for connecting, sharing and collaborating, is gaining an increasing presence in higher education due to its perceived benefits. These benefits include speedy and effective delivery of courses across geographical and time constraints, opportunities for improved pedagogical support, increased access for nontraditional students, and claims of cost savings (Bigum & Rowan, 2004;Natriello, 2005; Oblinger, Barone & Hawkins, 2001). For more than a century many universities have made provision for students and teachers separated by time and place. For these "distance education" students, technology (i.e., voice, video, data or print) is used as a bridge for communication (French, Olrech, Hale & Johnson, 2003, p 220). Traditionally, print resources were mailed to students and communication was slow and cumbersome, however, 3 3 in recent years more sophisticated technologies and delivery methods have been adopted (Finger, McGlasson & Finger, 2007). Universities have enhanced both their on-campus and distance-learning courses with online learning-management systems. "The traditional distinctions between distance education and campus-based institutions are blurring, with hybrid modes or 'distributed learning' where technology-mediated instruction provides greater flexibility for students and teaching staff, emerging as the new standard" (Masi & Winer, 2005, p. 149). Distance learning has become a subset of distributed learning which relies on a range of computing and communications technologies to provide extended opportunities for interaction and learning for all students; it can occur both on campus and off campus -anywhere, at any time (Oblinger, Barone & Hawkins, 2001). With institutional commitment to online instruction comes the need for evaluation and quality control to determine best practices in online learning communities. Furthermore, as flexible delivery increases, it is essential that lecturers identify potential barriers or stumbling blocks their students may encounter (Belcheir & Cucek, 2001). Bigum and Rowan (2004) argue that there has been limited attention given to what these new forms of distribu...

The Effect of Blackboard Collaborate-Based Instruction on Pre-service Teachers' Achievement in the EFL Teaching Methods Course at Faculties of Education for Girls

“…Accordingly, Blackboard-based instruction made learning less daunting and helped with revision before exams for the participants. These results provided empirical support for the studies which highlighted the increased accessibility and availability associated with Blackboard-based instruction as a key factor in improving EFL/ESL learners' achievement (Bradford et al, 2007;Heirdsfield et al, 2007;Heirdsfield et al,2 011;Prasad et al, 2013).…”

“…3; view and download course materials and other information and submit assignments online as soon as they are complete. That's why previous research (Bradford et al, 2007;Heirdsfield et al, 2007;Heirdsfield et al, 2011) indicates that it is the increased availability that most appeals to learners. For example, in a study conducted by Heirdsfield et al (2011), learners commented on the importance of having lecture notes available both before the lecture and whenever they were subsequently needed.…”

Blackboard As An Online Learning Environment: What Do Teacher Education Students And Staff Think?

“…In terms of availability, users can access Blackboard via the internet at anytime and anywhere (DeNeui & Dodge, 2006), so students can view and download course materials and other information as well as submitting assignments online as soon as they are complete. Previous research (e.g., Heirdsfield, Davis, Lennox, Walker, & Zhang, 2007) indicates that it is the increased availability that most appeals to students. While students may appreciate the convenience, students are generally less satisfied with online learning compared to traditional face-to-face learning (Pillay, Irving, & Tones, 2007).…”

Online Initial Teacher Education Students' Perceptions of Using Web Conferences to Support Professional Conversations

“…Whilst equivalence in student learning outcomes appears to be increasingly accepted (Allen, Seaman, Poulin, & Straut, 2016;Fayer, 2014;Reeves, 2011), numerous studies have pointed to challenges for the students including feelings of isolation (Murdock & Williams, 2011), lack of support (Heirdsfield, Davis, Lennox, Walker, & Zhang, 2007), lack of confidence or competence in the required technological knowledge (Rovai & Downey, 2010), as well as a struggle to take on a greater level of responsibility for own learning (Broadbent & Poon, 2015). Importantly too, the online environment can make it more challenging for students to feel like they are a part of a learning community.…”