How Student Teachers Describe the Online Collaborative Learning Experience and Evaluate Its Contribution to Their Learning and Their Future Work as Teachers

Margaliot, Adva; Gorev, Dvora; Vaisman, Tami

doi:10.1080/21532974.2017.1416710

Cited by 17 publications

(20 citation statements)

References 19 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The reform was intended, inter alia, to encourage vocational education providers to adopt measures that reduce discontinuation of studies and to recognize students' previously acquired competence more efficiently. This also means that vocational organizations have more freedom to organize their education (Krumsvik, 2012;Margaliot et al, 2018). Such changes have allowed attention to be paid to other activities and education structures rather than to the competence of educators.…”

Section: Discussionmentioning

confidence: 99%

Health and Social Care Educators’ Competence in Digital Collaborative Learning: A Cross-Sectional Survey

et al. 2020

View full text Add to dashboard Cite

The ongoing change from traditional pedagogy to digital collaborative learning requires a new mode of teaching, learning, and educators’ responsibilities. For competence in digitally mediated teaching, educators need understanding of how to provide appropriate digital environment to learn collectively and individually. The aim of this study was to describe and explore health and social care educators’ perceptions of their current level of competence in digital collaborative learning and identify distinct educators’ profiles. Data were collected via cross-sectional survey from educators in 21 universities of applied science and eight vocational colleges in Finland using an instrument covering two subdimensions: educators’ competence in fostering construction of knowledge in digital collaborative learning, and supporting students in individualized collaborative learning. The data were analyzed by statistical methods. Three significantly differing clusters of educators’ profiles were identified, and a significant association between type of current work organization and their self-reported competence in digital collaborative learning was found. The vocational college educators rated their competence in fostering construction of knowledge in digital collaborative learning as significantly lower than higher education educators. There were also remarkable differences in competence in supporting students’ individual collaborative learning. To provide such support, sufficient competence in teaching in digital learning environment is essential, and our study highlights clear needs to enhance this competence.

show abstract

Section: Discussionmentioning

confidence: 99%

Health and Social Care Educators’ Competence in Digital Collaborative Learning: A Cross-Sectional Survey

et al. 2020

View full text Add to dashboard Cite

show abstract

“…In OCL models, all learners are considered to be stakeholders and learning takes place through collaborative discourse (Coll et al, 2014 ). Some scholars assert that OCL is not restricted to discussions and knowledge sharing; instead, it is an effective way for learners to co-construct new knowledge and develop various skills through online collaboration (e.g., Inayat et al, 2013 ; Margaliot et al, 2018 ). Previous research suggests that, compared to asynchronous learning experiences, learners can be significantly more active and satisfied with collaborative learning, both in terms of group interaction processes and the quality of group discussions (Ku et al, 2013 ; Magen-Nagar & Shonfeld, 2018 ).…”

Section: Literature Reviewmentioning

confidence: 99%

“…OCL can facilitate the development of a more practice-based learning environment for students, which allows participants to learn from their peers, tutors, and on their own. Therefore, OCL can also be considered as an effective way to train future teachers (Anderson, 2020 ; Margaliot et al, 2018 ). Recent research has reported the value of practice-based learning networks for student teachers’ sustained professional development in their careers (Margaliot et al, 2018 ; Park & Son, 2020 ; Twining et al, 2013 ).…”

Section: Literature Reviewmentioning

confidence: 99%

“…Therefore, OCL can also be considered as an effective way to train future teachers (Anderson, 2020 ; Margaliot et al, 2018 ). Recent research has reported the value of practice-based learning networks for student teachers’ sustained professional development in their careers (Margaliot et al, 2018 ; Park & Son, 2020 ; Twining et al, 2013 ). In addition, participating in an online collaborative course develops student teachers’ views of learning and increases student teachers’ knowledge of technology, which may in turn strengthen their positive attitudes toward the use of technology in their own teaching (Hur et al, 2020 ; Magen-Nagar & Shonfeld, 2018 ) and lead to enhanced use of OCL in their future teaching.…”

Section: Literature Reviewmentioning

confidence: 99%

See 1 more Smart Citation

Impact of the COVID-19 pandemic on student teachers: how the shift to online collaborative learning affects student teachers’ learning and future teaching in a Chinese context

Lei

Medwell

2021

Asia Pacific Educ. Rev.

View full text Add to dashboard Cite

In March 2020, universities in China transitioned to online education in response to the COVID-19 pandemic and intensified the focus on collaboration in online learning. However, little is known about the impact of undertaking online collaborative learning (OCL) on student teachers’ views about the process and about their own teaching and learning. This qualitative study examined 18 student teachers’ views about their experience of OCL and the way it affected them as learners and future teachers. The participants reported that OCL helped them develop varied views of learning and had a positive effect on their views about the future use of OCL. They saw their personal experience of OCL as an important aspect of their development as teachers. These findings highlight ways that online learning can shape the views and professionalism of student teachers. Future teacher training programs can provide OCL as a teaching experience at an early stage to help transform student teachers’ self-understanding from that of a student to that of a teacher. The findings of this study further reveal that online collaborative teacher training offers student teachers an opportunity to collaborate, discuss, and reflect on their professional development as teachers. This encourages teacher educators to reconsider how new forms of practice and teaching theories can be woven together more effectively in post-COVID teacher training.

show abstract

“…The advantages indicate good preparation of learners (both pre-service teachers and their future pupils) for the world of employment awaiting them (Caena & Redecker, 2019;Habibi et al, 2018;Weinberger & Shonfeld, 2020). The difficulties relate to the learning, teaching, and assessment processes that are perceived as ineffective and unfocused, and to unconsolidated beliefs about what constitutes good teaching (Durak, 2019;Ertmer & Ottenbreit-Leftwich, 2010;Margaliot et al, 2018;Tondeur et al, 2017). Studies dealing with the integration of technology in education show that the pedagogical beliefs of teachers will influence the meaningful and effective integration of technological tools into their teaching (Tondeur et al, 2017;Zipke, Ingle, & Moorehead, 2019).…”

mentioning

confidence: 99%

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

Margaliot

Gorev

2020

Computers in the Schools

Self Cite

View full text Add to dashboard Cite

Teachers' motivation to collaborate depends on their beliefs about its contribution to learning and teaching. This mixed method study applied cognitive orientation (CO) theory to measure 266 pre-service teachers' willingness to engage in online collaborative learning (OCL) after experiencing it. Willingness to engage in OCL was examined via a digital CO questionnaire regarding four types of beliefs: one's own functionality, one's experience with OCL, the ideal collaborative functioning of the group, and OCL goals. Next, the correlation between these beliefs was determined. A correlation between at least three beliefs indicated a tendency, which we termed a theme. The themes possibly predicting posterior inclusion of OCL were confidence in functioning, perceived value of the collaborative writing process, and relevance of the task sequence to professional development. This research suggests a method for extracting themes indicating willingness to engage in OCL in order to demonstrate ways to enhance that willingness.

show abstract

How Student Teachers Describe the Online Collaborative Learning Experience and Evaluate Its Contribution to Their Learning and Their Future Work as Teachers

Cited by 17 publications

References 19 publications

Health and Social Care Educators’ Competence in Digital Collaborative Learning: A Cross-Sectional Survey

Health and Social Care Educators’ Competence in Digital Collaborative Learning: A Cross-Sectional Survey

Impact of the COVID-19 pandemic on student teachers: how the shift to online collaborative learning affects student teachers’ learning and future teaching in a Chinese context

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

Contact Info

Product

Resources

About