Keeping the Party in Full Swing: Findings on Online Student Engagement with Teacher Education Students

Autor/inn/en	Hopwood, Belinda; Dyment, Janet; Downing, Jillian; Stone, Cathy; Muir, Tracey; Freeman, Elizabeth; Milthorpe, Naomi
Titel	Keeping the Party in Full Swing: Findings on Online Student Engagement with Teacher Education Students
Quelle	In: Journal of Continuing Higher Education, 71 (2023) 1, S.40-58 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Dyment, Janet) ORCID (Downing, Jillian) ORCID (Stone, Cathy) ORCID (Muir, Tracey) ORCID (Freeman, Elizabeth) ORCID (Milthorpe, Naomi)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0737-7363
DOI	10.1080/07377363.2021.1966922
Schlagwörter	Foreign Countries; Preservice Teachers; Online Courses; Electronic Learning; Learner Engagement; Distance Education; Teacher Educators; Instructional Improvement; Student Experience; Time; Educational Strategies; Educational Environment; Instructional Design; Australia + Suchen Sie Ihr Suchwort? Ausland; Online course; Online-Kurs; Distance study; Distance learning; Fernunterricht; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Unterrichtsqualität; Studienerfahrung; Zeit; Lehrstrategie; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Lesson concept; Lessonplan; Unterrichtsentwurf; Australien
Abstract	The proportion of Australian students enrolling in a fully distance, online mode has been increasing over the past decade across a range of courses, including initial teacher education (ITE). The COVID-19 pandemic has further increased the need to teach and design courses in ways that successfully engage students online. This research set out to gain a deeper understanding of what it means for ITE students to be engaged in online learning and how teacher educators can enhance pedagogical practices in the online learning space. Our research tracked the experiences of nine ITE students through a series of interviews before, during, and at the conclusion of a 13-week semester, enabling us to gain valuable insights into the factors that contributed to student engagement throughout this length of time. Our findings offer some pragmatic suggestions for successfully "hosting" these students as they join and participate in the teacher education community. Using the analogy of hosting a party, we propose ways to effectively welcome online students into their learning community, encourage them to participate, enjoy the experience, and be less inclined to leave early. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01