The Learning Experience: Training Teachers Using Online Synchronous Environments

Abstract

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.

Pre-Service Perspectives on E-Teaching: Assessing E-Teaching Using the EPEC Hierarchy of Conditions for E-Learning/Teaching Competence

“…Phase one of this study showed that e-learning was preferred equally or above in-person learning among pre-service teachers (Woodcock, Sisco, & Eady, 2015). Overall, pre-service teachers showed a favourable response to e-learning, especially favouring its flexible, engaging, and interactive qualities (Woodcock, Sisco, & Eady, 2015).…”

“…Phase one of this study showed that e-learning was preferred equally or above in-person learning among pre-service teachers (Woodcock, Sisco, & Eady, 2015). Overall, pre-service teachers showed a favourable response to e-learning, especially favouring its flexible, engaging, and interactive qualities (Woodcock, Sisco, & Eady, 2015). Participants reported that the online synchronous platform was easy to use, encourages participation, increases teacher confidence, and is generally a good platform for learning and understanding (Woodcock, Sisco, & Eady, 2015).…”

“…To answer this question, the authors have built upon prior work and adapted the EPEC (ease of use, psychologically safe environment, e-learning/e-teaching efficacy, and e-learning competence) hierarchy of conditions for e-learning competence (Woodcock, Sisco, & Eady, 2015) for an e-teaching context (see Figure 1). Furthermore, the authors have also drawn on the EPEC framework and developed an evaluation of e-teaching experience (see Tables 2-4, Appendix A) for assessing an e-teaching simulation for pre-service teachers.…”

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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.

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“…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.…”