This study examined the effectiveness of an online synchronous platform used for training preservice teachers. A blended learning approach was implemented. Fifty-three students participated in the course. Qualitative interview data and quantitative survey data were collected about students’ experiences using the platform, and analyzed via thematic content analysis and statistical analysis, respectively. The findings show that e-learning synchronous technology is an effective learning tool in enhancing preservice teachers’ e-learning competency in subject matter and information communication technology skills. However, preservice teachers’ competency to learn and implement e-learning for students is dependent on four hierarchal conditions (a) ease of use, (b) psychologically safe environment, (c) e-learning self-efficacy, and, (d) competency. Implications from the findings and future research recommendations are also presented.

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This article reports on the findings of phase two of a larger study, which examines pre-service teacher experiences engaging with a synchronous (live-time) platform as a part of their training. While phase one focused on pre-service experiences e-learning with this synchronous platform (Woodcock, Sisco, & Eady, 2015), phase two focuses on their experiences e-teaching with the platform. During phase two, fifty-three students who participated in a blended learning (including both face-to-face and online lectures) course were assessed in a teaching simulation through an online presentation, and participated in questionnaires and interviews about their experiences as e-learners using the platform. The EPEC (ease of use, psychologically safe environment, e-learning/e-teaching efficacy, and e-learning competence) hierarchy of conditions for e-learning competency (Woodcock, Sisco, & Eady, 2015), developed during phase one based on an analysis of pre-service teachers' experience as e-learners in this same study, was used as a framework to assess teacher perspectives as e-teachers using this technology. Qualitative interview and survey data were collected about students' experiences using the platform, and analyzed via thematic content analysis. Quantitative survey data were also collected and analyzed via basic statistical analysis. The findings showed that students generally favoured the online e-teaching synchronous platform over in-person presentations, and the quality of online presentations was considered at least as good as in person. RésuméLes adolescents modernes ont, de façon généralisée, intégré les nouvelles technologies à leurs vies, et la technologie est devenue une composante importante de la culture populaire chez les adolescents. Les éducateurs ont signalé la promesse que représente l'exploitation de la technologie pour améliorer les compétences des élèves en langue et en littératie ainsi que leur succès scolaire global. Il n'existe toutefois aucun consensus sur l'effet qu'a la technologie sur les CJLT/RCAT Vol. 40 (3) Pre-Service Perspectives on E-Teaching 2 adolescents, et peu d'études qui intègrent les points de vue d'élèves urbains et linguistiquement variés quant à la faisabilité d'appliquer de nouvelles technologies dans l'enseignement et l'apprentissage de la littératie dans les salles de classe intactes. Cet article rapporte les points de vue des adolescents urbains sur l'usage de la technologie au sein de la culture adolescente, pour l'apprentissage en général et l'instruction relative à la littératie en particulier. Des entrevues en groupes de discussion ont été réalisées auprès d'élèves urbains linguistiquement variés en 6 e , 7 e et 8 e année dans un quartier au revenu relativement faible d'une région du Nord-est américain. Les conclusions principales de l'étude ont été 1) que les adolescents urbains utilisaient les médias sociaux et les appareils technologiques principalement et presque exclusivement pour socialiser avec leurs pairs, 2) qu'ils étaient intéressés par l'utilisation de la techno...

As e-learning maintains its popularity worldwide, and university enrolments continue to rise, online tertiary level coursework is increasingly being designed for groups of distributed learners, as opposed to individual students. Many institutions struggle with incorporating all facets of online learning and teaching capabilities with the range and variety of software tools available to them. This study used the EPEC Hierarchy of Conditions (ease of use, psychologically safe environment, e-learning self-efficacy, and competence) for E-Learning/E-Teaching Competence (Version II) to investigate the effectiveness of an online synchronous platform to train pre-service teachers studying in groups at multiple distance locations called satellite campuses. The study included 58 pre-service teachers: 14 who were online using individual computers and 44 joining online, sitting physically together in groups, at various locations.Students completed a survey at the conclusion of the coursework and data were analyzed using a mixed methods approach. This study's findings support the EPEC model applied in this context, which holds that success with elearning and e-teaching is dependent on four preconditions: 1) ease of use, 2) psychologically safe environment, 3) e-learning self-efficacy, and 4) competency. However, the results also suggest two other factors that impact the success of the online learning experience when working with various sized groups.The study demonstrates that the effectiveness of a multi-location group model may not be dependent only on the EPEC preconditions but also the effectiveness of the instructor support present and the appropriateness of the tool being implemented. This has led to the revised EPEC Hierarchy ofConditions for E-Learning/E-Teaching Competence (Version III).

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