Practicing what we preach: Creating distance education models to prepare teachers for the twenty‐first century

LeBaron, John; Bragg, Charles A.

doi:10.1080/08923649409526842

Cited by 9 publications

(4 citation statements)

References 4 publications

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“…Students may quickly obtain pertinent information with the assistance of technology, which aids their learning (Hill & Hannafin, 2001). As a result, teachers will be compelled to employ a constructivist approach to instruction (LeBaron & Bragg, 1994). We all know that online learning is not an isolated teaching strategy where students merely interact with their screens.…”

Section: Social Constructivist Learning Theorymentioning

confidence: 99%

Investigating The Academic Experience of Science Education Students with Virtual Laboratory Classes: A Convergent Parallel Approach

Amanio¹,

Legaspino²,

Mondido³

et al. 2022

APJEE

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Virtual laboratories are operative platforms utilised by science education students during the pandemic. The study was designed to determine the virtual laboratory experiences of science education students in terms of usability, quality of service, and sense of reality with an exploration of the contributing factors that affect their experiences. The outcomes were supported by John Dewey’s Social Constructivist Learning Theory, Dave Kolb’s Experiential Learning, and Edgar Dale’s Cone of Experience. This study used a convergent parallel design to understand the subject thoroughly. In the quantitative approach, 100 respondents met the inclusion through a purposive sampling technique. In the qualitative approach, six participants are purposely selected by the snowball sampling technique. Quantitative data in the study were analysed through statistical analysis of Frequency, Mean, Independent T-test, and ANOVA. Moreover, qualitative data were analysed using Thematic Analysis performed through Colaizzi’s Method. Quantitative and qualitative data were integrated using Joint Display Analysis. In quantitative key findings, virtual laboratories for science education students are helpful. The results also revealed that there is no significant difference in the level of assessment of science education students on their academic experience with virtual laboratories when grouped according to gender and year level. On the other hand, qualitative results revealed that science education students have eight contributing factors affecting their assessment of their academic experience with virtual laboratories. The results of this mixed method research design can be a basis for future researchers to undertake either pure qualitative or quantitative research design.

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Section: Social Constructivist Learning Theorymentioning

confidence: 99%

Investigating The Academic Experience of Science Education Students with Virtual Laboratory Classes: A Convergent Parallel Approach

Amanio¹,

Legaspino²,

Mondido³

et al. 2022

APJEE

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“…While there is an immediate need to prepare teachers for the technological age (Le Baron & Bragge, 1994), more and more institutions of higher education are making use of telecommunication technologies in delivering instruction to on-campus as well as off campus learners. (Egan, Sebashan & Welch, 1991) As Dewulf, Biery and Stowietscheck (1987) There are many benefits attributed to the use of ITV in instructional situations.…”

Section: Literature Reviewmentioning

confidence: 99%

“…(Egan, Sebashan & Welch, 1991) As Dewulf, Biery and Stowietscheck (1987) There are many benefits attributed to the use of ITV in instructional situations. According to a variety of researchers, the benefits of ITV lie in the potential of unifying theory and practice (Le Baron & Bragge, 1994), in providing students with immediate talkback capability with the instructor (Whitington, 1987), and in improvement in student-teachers' observation skills (McDevitt,1994;Merkley & Hay, 1985;Merkley & Jacobi, 1993). Moreover McDevitt (1994) suggests that technology-mediated observations, collaboratively planned by college faculty and classroom teachers, can provide more opportunities for pre-service teacher education students to observe veteran teachers implement educationally sound pedagogical practice than the traditiol\j;ll in-person classroom observations where students travel to local elementary and secondary schools.…”

Section: Literature Reviewmentioning

confidence: 99%

Interactive Television and Problem Based Learning

Gibson

1995

AIJRE

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Traditional approaches to teacher education have incorporated on-campus face to face instruction, complemented by occasional forays into schools for classroom practice teaching sessions, demonstration sessions or a combination of microteaching, child studies or associated activities. Many researchers and students believe that participation in teaching experience is the most important source of pre-service knowledge about the teaching profession. To make teacher education courses as meaningful and relevant as possible, the project described in this paper used interactive television (ITV) to present real-life, rural teaching situations as examples of best practice and integrated them with problem based learning (PBL) scenarios focussing on day-to-day dilemmas faced by practicing teachers in multigrade rural classrooms. In past offerings of this class, student research and discussion of these scenarios has integrated the theory and practice from previous study in their teacher preparation course. The incorporation of ITV increased both the real time involvement of student teachers in their chosen profession and enhanced their understanding of concepts and skills central to effective teaching in rural multigraded classrooms. The approach described in this paper encouraged collegial analysis of problem situations and sharing of solutions and allowed various perspectives on a single teaching situation to be analysed and discussed on a professional basis with experts in the field.

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“…The successful use of distance education technologies in educational settings is highly dependent on the preparation of teachers to use the resources appropriately (Beaudoin, 1990;Corporation for Public Broadcasting, 1993;LeBaron & Bragg, 1994;Moore & Thompson, 1989;Schlosser & Anderson, 1994; U. S. Congress, 1989). Most teachers today have had little or no previous experience with telecommunication equipments.…”

Section: Helping Teachers To Use Distance Education Technologiesmentioning

confidence: 99%

Factors related to the adoption of a two-way interactive distance education technology: instrument development, instrument validation, and causal model testing

Abou-Dagga

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Recommended Citation Abou-Dagga, Sanaa Ibrahim, "Factors related to the adoption of a two-way interactive distance education technology: instrument development, instrument validation, and causal model testing " (1995). Retrospective Theses and Dissertations. 10876. https://lib.dr.iastate.edu/rtd/10876 A Bell & Howell informaiion Company 300 North Zeeb Ftoad. Ann Artx)r. Ml 48106-1346 USA 313/761-4700 800/521-0600 Factors related to the adoption of a two-way interactive distance education technology: Instrument development, instrument validation, and causal model testing

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Practicing what we preach: Creating distance education models to prepare teachers for the twenty‐first century

Cited by 9 publications

References 4 publications

Investigating The Academic Experience of Science Education Students with Virtual Laboratory Classes: A Convergent Parallel Approach

Investigating The Academic Experience of Science Education Students with Virtual Laboratory Classes: A Convergent Parallel Approach

Interactive Television and Problem Based Learning

Factors related to the adoption of a two-way interactive distance education technology: instrument development, instrument validation, and causal model testing

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