Voice over distance: a case of podcasting for learning in online teacher education

Abstract

This paper reports on a case study of an online pre-service teacher education course in a New Zealand university aimed at exploring the potential of student-generated podcasts as a form of interactive formative assessment at a distance. The study was part of a wider two-year funded project with the overall goal of documenting, developing, and disseminating effective and innovative e-learning practice. Findings from lecturer and tutor interviews, student focus group discussion and course evaluations indicated that the podcasting task provided opportunities for the course lecturer, tutors and students to learn and share ideas with one another. The experience empowered students to develop the skills and confidence to initiate more independent inquiry into technologies to support their pedagogical purposes. The study contributes to a better understanding of the skills, dispositions and knowledge needed to prepare teacher candidates for teaching-learning contexts where ICTs are increasingly pivotal.

Online teaching placement during the COVID-19 pandemic in Chile: challenges and opportunities

“…ITE programmes need to urgently develop strategies to oversee and monitor this online placement in collaboration with schools in order to make it a meaningful and enriching learning experience. Also, teaching degrees have to pave the way to incorporate ICT literacy into their curricula not only for student teachers' learning, but also for their future teaching careers (Forbes and Khoo 2015).…”

“…Online teacher education also enables student teachers to actively engage in the search for new tools for learning and teaching that would contribute to their teaching careers. Forbes and Khoo (2015) expand on this point by arguing that it is of paramount importance for ITE to provide technical support to enhance student teachers' digital literacy in order to incorporate ICTs to their teacher learning and their future teaching practices. Gillies (2008) studied student teachers' views on the use of videoconference while enrolled in an online teacher education programme, where teachers-to-be mentioned several benefits of distance education, such as the minimal disruption to their family lives, the supportive small online discussion groups and the possibility of undertaking school placements in a familiar environment.…”

Impact of Online Remote Education on the Learning Process among Nursing Students

“…Also, Hsu, et al, [20] asserted that it is beneficial to evaluate these skills regularly. In addition, the results of Forbes and Khoo [21] indicated that the experience enabled the teachers to assist in students' training for developing their skills and self-confidence to initiate more free inquiry into technology to support the pedagogical objectives through a study aimed to exploring the potential of students' generated podcasts as a method of communicating formative assessment at a distance.…”

COVID-19 and teacher education: a literature review of online teaching and learning practices

“…However, from a pedagogical standpoint, additional intervention strategies included: to clearly outline participation requirements of the course, to ask questions addressing the integration of ideas, and to play a visible role in guiding students towards the achievement of learning goals (Pawan et al 2003). By placing more responsibility on the students to drive their own learning (Forbes and Khoo 2015;Regan et al 2012), the role of the teachers in effective online environments was more about facilitation than about knowledge transfer (Chigeza and Halbert 2014). Some teachers also provided students with the opportunity to perform as discussion moderators (Chieu, Herbst, and Weiss 2011;Phirangee 2016), enhancing their active role in the online process and making them coresponsible of both their own and peers' learning.…”