The DOI matches its Crossref record; 40 of the 41 references it cites were found in a registry or an index.
Online or face‐to‐face? Experimenting with different techniques in teacher training
Abstract
Abstract This paper illustrates a 5‐year case study (from 2001 to 2005) regarding a course in educational technology that involved from 100 to 150 student teachers per year for a total of more than 500 trainees. Since the first version of the course, which was entirely based on a face‐to‐face approach, computer mediated collaborative learning techniques have gradually been introduced into the training program. The paper outlines the main problems faced in the various versions of the course, where different combinations were experimented with, and discusses the solutions adopted. The difficulties concern the demands of a large, diversified population and the methodological problems related to the non‐neutrality of the introduction of online learning in the socio‐cultural and organizational context of the study. The solutions include a highly flexible course design and a good balance and strict integration between traditional and online training techniques in the delivery of the course and in the assessment of trainees. Finally, we suggest possible directions for further research aimed at facilitating the infusion of online techniques in initial teacher training.
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“At the time, the students played a crucial role in the impact of online learning practices: those that reported being active, holding an inclusive attitude and trusting each other maximised the possibilities of online channels (Delfino and Persico 2007;Olofsson 2007) and supported power sharing and student ownership of discussions (Thormann et al. 2013).”
From COVID-19 and teacher education: a literature review of online teaching and learning practices (2020) · cites this paper as Delfino and Persico 2007
In the citing paper
“splitting the whole cohort into smaller groups (e.g., through breakout or chat rooms) for undertaking specific tasks (Biasutti and EL-Deghaidy 2014;Delfino and Persico 2007;Ducan and Barnett 2009;Nicholas and Ng 2009), and;”
From COVID-19 and teacher education: a literature review of online teaching and learning practices (2020) · cites this paper as Delfino and Persico 2007
In the citing paper
“focusing on formative assessment to enhance students' learning (Delfino and Persico 2007;Uribe and Vaughan 2017), with a special attention to peer-to-peer forms of assessment to promote learners' participation and meaningful engagement (Gikandi and Morrow 2016;Wen and Tsai 2008);”
From COVID-19 and teacher education: a literature review of online teaching and learning practices (2020) · cites this paper as Delfino and Persico 2007
In the citing paper
“In some studies, however, this was challenged by contextual limitations related to access to internet and technology (Bicen, Ozdamli, and Uzunboylu 2014;Delfino and Persico 2007;Gillies 2008;Heirdsfield et al. 2007), which disrupted students' motivation and learning.”
From COVID-19 and teacher education: a literature review of online teaching and learning practices (2020) · cites this paper as Delfino and Persico 2007
Citations
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Blended learning: Uncovering its transformative potential in higher education
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The Handbook of Blended Learning: Global Perspectives, Local Designs
Bonk, C. J., Graham, C. R., Cross, J., & Moore, M. G. (2005) · Cited by 2,583
Blended learning systems: Definition, current trends, and future directions
Graham, C. R. (2006) · Cited by 1,767
FACE-TO-FACE VERSUS THREADED DISCUSSIONS: THE ROLE OF TIME AND HIGHER-ORDER THINKING
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Tu, C. (2002) · Italian Journal of Educational Technology · doi:10.17471/2499-4324/421 · Cited by 391
Corcoran, P. B., Walker, K. E., & Wals, A. E. J. (2004) · Environmental Education Research · doi:10.1080/1350462032000173670 · Cited by 360
Research works printed but not linked: 8
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Cited by
Items 101–114 of 114
Leveraging Asynchronous Online Instruction to Develop Elementary School Mathematics Teacher-Leaders
Polly, D. (2015) · IGI Global eBooks · doi:10.4018/978-1-4666-8632-8.ch031
Developing a Teacher Training Program with Acquisition, Learning, and Technological Literacy Skills
(2013) · Advances in higher education and professional development book series · doi:10.4018/978-1-4666-5055-8.ch010
Common Standards for Online Education Found in Accrediting Organizations
(2013) · Advances in higher education and professional development book series · doi:10.4018/978-1-4666-5055-8.ch003
Horan, D. A., Hersi, A. A., & Kelsall, P. (2018) · IGI Global eBooks · doi:10.4018/978-1-5225-7507-8.ch049
Evaluation of a Hybrid Mathematics Methods Course for Novice Teachers
Johnston, C. J. (2015) · IGI Global eBooks · doi:10.4018/978-1-4666-8632-8.ch067
Identifying the Differences Between Online and F2F Teaching
(2013) · Advances in higher education and professional development book series · doi:10.4018/978-1-4666-5055-8.ch006
Electrotechnical Blended Learning in the Various Types of Learning StylePreprint
Tambunan, H., Silitonga, M., & Sinaga, N. (2018) · SSRN Electronic Journal · doi:10.2139/ssrn.3305806
Synchronous learning and teaching in engineering education in response to COVID situations
Phung, T. H. (2021) · IEEE International Conference on E-Learning in Industrial Electronics (ICELIE) · doi:10.1109/icelie53900.2021.9765537
นวัตกรรมการบริหารโรงเรียนมัธยมศึกษาเอกชนตามแนวคิดคุณภาพจากภายใน
ควรทรงธรรม, ร. (2019) · Chula Digiverse · doi:10.58837/chula.the.2019.946
Mıhcı, C., & Taçgın, Z. (2024) · Bayburt Eğitim Fakültesi Dergisi · doi:10.35675/befdergi.1321665
Adebayo, E., Adebayo, A., Olumide, A. O., Ogunniyi, A. O., & Fawzi, W. W. (2025) · Research Square · doi:10.21203/rs.3.rs-7012994/v1
Aguirre, J. A. M., Gutiérrez, X. R., Montero, Y. C., & Barrera, L. M. (2011) · Ciencia Unisalle (Universidad de La Salle)
Stefani, D., & Magdalena, S. (2012) · Research Explorer (The University of Manchester)
Metadata
- Authors
- Delfino, M., & Persico, D.
- Affiliations
- National Research Council (IT)
- Corresponding author
- Delfino, M.
- ORCID
- Persico, D.
- Venue
- Journal of Computer Assisted Learning
- Publisher
- Wiley
- Published
- 2007-02-07
- Volume
- 23
- Issue
- 5
- Pages
- 351-365
- ISSN
- 0266-4909 (ISSN-L)
- 1365-2729
- OpenAlex
- W1901082571
- Cited by
- 112
- References
- 41
- Citations by year
- 2024: 4 · 2023: 3 · 2022: 1 · 2021: 11 · 2020: 7 · 2019: 1 · 2018: 4 · 2017: 5 · 2016: 1 · 2015: 11 · 2014: 9 · 2013: 10 · 2012: 8
- FWCI
- 42.72
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Journal of Computer Assisted Learning (publishedVersion)
- Topics
- Social Sciences › Education › Online and Blended Learning
- Physical Sciences › Computer Science › Information Systems › Educational Technology and E-Learning
- Social Sciences › Education › Technology-Enhanced Education Studies
- Keywords
- initial teacher education, online learning, face-to-face teaching, educational technology course, blended learning, course design, trainee assessment, large student cohorts
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Data sources
Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
