Pre-Service Post Graduate Teachers' First Time Experience with Constructivist Learning Environment (CLE) Using MOODLE

Autor/inn/en	Boopathiraj, C.; Chellamani, K.
Titel	Pre-Service Post Graduate Teachers' First Time Experience with Constructivist Learning Environment (CLE) Using MOODLE
Quelle	In: Journal on School Educational Technology, 10 (2015) 4, S.23-27 (5 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0973-2217
Schlagwörter	Preservice Teachers; Student Teachers; Beginning Teachers; Graduate Students; Integrated Learning Systems; Research Methodology; Methods Courses; Education Courses; Online Courses; Teaching Experience; Satisfaction; Electronic Learning; Teacher Education Programs; Learning Experience; Constructivism (Learning); Rating Scales; Questionnaires; Outcomes of Education; Course Evaluation; Foreign Countries; India + Suchen Sie Ihr Suchwort? Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Junior teacher; Junglehrer; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Research method; Forschungsmethode; Methodisch-didaktische Anleitung; Fortbildungskurs; Online course; Online-Kurs; Zufriedenheit; Lernerfahrung; Rating-Skala; Fragebogen; Lernleistung; Schulerfolg; Ausland; Indien
Abstract	The aim of this study is to enlighten and discuss Post Graduate student teachers' first time experiences and their level of satisfaction with the use of Moodle Learning Management System (LMS) during their "Research Methods in Education" course offered online. This study investigated 30 pre-service Post Graduate student teachers' to analyze their first time experiences and satisfaction in a Course Management System (MOODLE). The findings of this study indicated that PG Student teacher's supported and were very interested in learning through the given e-platform. It is also recommended to extend the e-platform for all other courses in teacher education programme. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01