“There was nowhere to hide…”: the surprising discovery of how weekly web conferences facilitated engagement for online initial teacher education students
Open accessAbstract
This paper reports on the ways that weekly webconferences (WC) facilitated engagement for thirty-two ITES enrolled in a capstone unit in their final semester of study in a teacher education course. Using a descriptive mixed-methods case study approach, the initial teacher educationstudents (ITES) completed questionnaires, participated in follow-up interviews and completed their assessment tasks to shed insight into the impact of the WC. The findings reveal the powerful ways that the WC facilitated engagement for ITES in their studies and helped develop the professional attributes expected of graduates. Importantly, the study revealed that the WC enabled a deeper level of engagement, satisfaction and sense of achievement than alternative activities, including face to face tutorials.
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Blogs fostered narration, reflective practice and depicted cognition; online forums enabled the sharing of narratives that enhanced the skill of noticing and led to changes in practice; and webconferences allowed students to engage critically with different educational issues.
“Among others, blogs fostered narration, reflective practice and depicted cognition (Farr and Riordan 2015); online forums enabled the sharing of narratives that enhanced the skill of noticing and led to changes in their practice (Fernández, Llinares, and Rojas 2020), and; webconferences allowed students to engage critically with different educational issues (Dyment and Downing 2018).”
From COVID-19 and teacher education: a literature review of online teaching and learning practices (2020) · cites this paper as Dyment and Downing 2018
Interactions took place through different tools that supported participants in affectively engaging with other members of the community and enabled the creation of interpersonal relationships.
“The interactions took place through different tools (e.g., narratives, blogs, chat, forum, web conferences or video conferences, social networks) that supported the participants in affectively engaging with other members of the community ( Dyment and Downing 2018; Dickey 2004; Choi et al. 2016; Farr and Riordan 2015; Gillies 2008) and enabled the creation of interpersonal relationships by”
From COVID-19 and teacher education: a literature review of online teaching and learning practices (2020) · cites this paper as Dyment and Downing 2018
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VYGOTSKY, L. S. (1980) · doi:10.2307/j.ctvjf9vz4 · Cited by 3,123 · see citing works
Broadbent, J., & Poon, W. L. (2015) · The Internet and Higher Education · doi:10.1016/j.iheduc.2015.04.007 · Cited by 1,692 · cited 2× · see citing works
“…& Williams, 2011), lack of support (Heirds fi eld, Davis, Lennox, Walker, & Zhang, 2007), lack of con fi dence or competence in the required technological knowledge (Rovai & Downey, 2010), as well as a struggle to take on a greater level of responsibility for learning (Broadbent & Poon, 2015).”
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COVID-19 and teacher education: a literature review of online teaching and learning practices
Carrillo, C., & Flores, M. A. (2020) · European Journal of Teacher Education · doi:10.1080/02619768.2020.1821184 · Cited by 1,019 · see citing works
- Authors
- Dyment, J., & Downing, J.
- Affiliations
- University of Tasmania (AU)
- Corresponding author
- Dyment, Janet
- Venue
- Asia-Pacific Journal of Teacher Education
- Publisher
- Informa UK Limited
- Published
- 2018-02-27
- Volume
- 46
- Issue
- 4
- Pages
- 399-418
- ISSN
- 1359-866X (ISSN-L)
- 1469-2945
- OpenAlex
- W2794411295
- Cited by
- 10
- References
- 3
- Citations by year
- 2026: 1 · 2024: 3 · 2023: 1 · 2022: 2 · 2020: 2 · 2018: 1
- FWCI
- 2.43
- Type
- journal article
- Language
- en
- Open access
- green
- figshare.com
- Licence
- cc-by
- Locations
- Asia-Pacific Journal of Teacher Education (publishedVersion)
- eCite Digital Repository (University of Tasmania) (acceptedVersion)
- UTAS Research Repository (submittedVersion)
- Figshare (submittedVersion, cc-by)
- Funders
- Department of Education and Training
- Topics
- Social Sciences › Education › Online and Blended Learning
- Social Sciences › Education › Teacher Education and Leadership Studies
- Physical Sciences › Computer Science › Information Systems › Educational Technology and E-Learning
- Keywords
- web conferences, student engagement, initial teacher education, online learning, professional qualities, student satisfaction, sense of achievement, face-to-face tutorials, pre-service teachers
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