Degrees of Change: Understanding Academics Experiences with a Shift to Flexible Technology-Enhanced Learning in Initial Teacher Education

Abstract

Technology-Enhanced Learning (TEL) refers to situations in which technology is used to enhance the learners' experiences. This includes online learning, blended learning and other situations in which technology is used to enrich or extend place-based (on campus) teaching and learning. Although TEL is not associated with a particular pedagogical approach, it is often associated with the use of (a) active approaches to learning which involve both creation and use of rich multimedia digital resources, (b) purposefully designed learning tasks which employ technology to promote cognitive engagement with program content, (c) collaborative learning situations in which communication is mediated by technology, (d) the personalisation of learning experiences afforded by the use of flexible learning technologies, (e) improving learners' access to authentic learning and practice contexts with networked technologies, and (f) connecting learners with knowledgeable teachers, coaches, mentors and peers who can support learning.For many academics, the implementation of technology-enhanced learning (TEL) in university degree programs is associated with change, particularly changes to academic work. The suggested change is based on two prevalent assumptions in higher education (HE): first, that the dominant teaching model in HE is direct instruction --didactic, teacher driven and limited with respect to consideration of the particular needs of individual learners; and, second, that by its very nature, TEL represents an improvement over historically established university teaching, based on an emerging track record of learner-centric pedagogies and practices which focus on learners, their experiences and the way technology creates opportunities to cater to a variety of learner needs (see Hannafin & Land, 1997). Thus, a contrast has been created which pits the 'old' (or status quo) and all of the problems that may be associated with current higher education systems against the 'new', in which technology is meant to not only disrupt the status quo, but provide a number of solutions to cure the ills of a 'broken' higher education system which may be slow to change. While this contrast is both an oversimplification and a generalisation, it reflects aspects of current teacher education in Australian Journal of Teacher Education Vol 40, 7, July 2015 44Australia, which is the context from which this formative evaluation is drawn. For reasons both historical and pragmatic, teacher education has tended to favour in-person, face-to-face teaching and learning as the preferred mode of delivery in initial teacher education. This makes the implementation of flexible TEL in the context of initial teacher education particularly interesting as a case for the study of the change associated with the implementation of TEL. This article examines the notion of change associated with the implementation of TEL in one teacher education program in Australia. In this article, the relationship between the implementation of TEL and particular changes in organi...

A Correlational Study Between Learning Motivation and Satisfaction in Online Courses

“…It comprises of students' contribution; learning environment and teaching methods; learning resources; course contents and organization; assessment; quality of delivery; tutor and tutorial. Kehrwald & McCallum (2015) while talking about the online education system highlights the difference between teacher-directed learning and self-directed learning. He says when a teacher directs the student to learn that learning will be narrower and shallow as compared to self-directed learning which will be broader and long-lasting.…”

An evidence-based case for quality online initial teacher education

“…The rise of online ITE has resulted in a diversity of opinions and experiences about its effectiveness. There is general division amongst many academics about whether or not it is possible or appropriate to prepare students for teaching in an online environment (Downing & Dyment, 2013;Kehrwald & McCallum, 2015;Thornton, 2013). Some academics have expressed their distrust for the validity of online learning and concern for professional learning of students (Mills et al, 2009;Thornton, 2013).…”

“…They have reflected that whilst working online results in an increased workload, they became more disciplined, better organised, and more reflective and innovative with all their teaching practices (Stacey & Wiesenberg, 2007). This transition to blended and online teaching has also resulted in improved communications and relationships with students more generally (Kehrwald & McCallum, 2015). Importantly, blended and online teaching and learning in ITE is also informing pedagogy and practice in ways that are positively impacting on pre-service teachers' participation, engagement, and outcomes (Hunt, 2015).…”

“…In addition, more students are engaging in blended modes of oncampus learning. This rapid change in the way that students engage in ITE has some observers very worried (see Stokes, 2018), and has also been reported within literature as being grounds for concern for some involved with the provision of ITE (Downing & Dyment, 2013;Kehrwald & McCallum, 2015;Mills, Yanes, & Casebeer, 2009;Thornton, 2013).…”

Untitled

“…Ahonen, Pyhältö, Pietarinen & Soini, 2015;Mukeredzi, 2015;Vibulphol, Loima, Areesophonpichet & Rukspollmuang, 2015) in traditional teachereducation environments, some of which focuses on the effects of change in the traditional context (e.g., Afshan, 2016;Avalos, 2011;Broadbent & Brady, 2013;Kehrwald, 2015;Korthagen, 2010;Korthagen, Loughran, & Russell, 2006;). Less is known about adult learners' professional growth in the context of non-traditional teacher education, including in alternative certification programmes (ACPs) in higher education.…”