Innovative Learning in a Digital Age: Preservice Teachers' Reflections on Their Social, Cognitive, and Teaching Presence in an Online Learning Course

Autor/in	Pedro, Joan Y.
Titel	Innovative Learning in a Digital Age: Preservice Teachers' Reflections on Their Social, Cognitive, and Teaching Presence in an Online Learning Course
Quelle	(2017), (6 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Online Courses; Preservice Teachers; Student Attitudes; Teaching Methods; Communities of Practice; Course Evaluation; Cooperative Learning; Problem Solving; Instructional Innovation; Models; Reflection; Teaching Styles; Teacher Student Relationship; College Faculty; Educational Experience; Feedback (Response) + Suchen Sie Ihr Suchwort? Online course; Online-Kurs; Schülerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Community; Kooperatives Lernen; Problemlösen; Educational Innovation; Bildungsinnovation; Analogiemodell; Lehrstil; Unterrichtsstil; Teacher student relationships; Lehrer-Schüler-Beziehung; Fakultät; Bildungserfahrung
Abstract	The success of online learning depends on interaction, pedagogical approaches and active participation. Garrison, Anderson and Archer (2000) introduced interactive learning through the community of inquiry model (COI). This study used the lens of social, cognitive and teaching presence (Garrison, Anderson & Archer, 2009) to examine the pre-service teachers' reflections of an online course that required field experiences, observations, and assessment activities. Initial findings culled from the COI survey, reflections and evaluations indicated that the strategies used enhanced collaboration among the pre-service teachers. Their reflections indicated that the problems and questions discussed led them to a greater understanding of real and complex issues (Stine, 2009). This study sought to determine if the innovative strategies supported reflective practices by the learners. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01