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