Operational Efficiency of Interactive E-Learning among Post-Graduation Students in Teacher Education

Autor/in	Chellamani, K.
Titel	Operational Efficiency of Interactive E-Learning among Post-Graduation Students in Teacher Education
Quelle	In: Journal on School Educational Technology, 10 (2014) 1, S.44-48 (5 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0973-2217
Schlagwörter	Graduate Study; Teacher Education; Learning Strategies; Reflection; Interaction; Electronic Learning; Technology Uses in Education; Skill Development; Teacher Qualifications; Student Participation; Program Effectiveness; Thinking Skills; Critical Thinking; Logical Thinking; Problem Solving; Writing Skills; Teaching Skills; Foreign Countries; India + Suchen Sie Ihr Suchwort? Aufbaustudium; Graduiertenstudium; Hauptstudium; Lehrerausbildung; Lehrerbildung; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Interaktion; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Kompetenzentwicklung; Qualifikationsentwicklung; Lehrqualifikation; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Denkfähigkeit; Kritisches Denken; Problemlösen; Writing skill; Schreibfertigkeit; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Ausland; Indien
Abstract	This study is set in the context of a Post Graduate course for Teacher Education where the participants were exposed to a systematic reflective learning strategy facilitated by a structured interactive e-learning platform. The e-platform was used for students to share, reflect and they had demonstration of skills in class. The researcher intended to develop generic skills as well as the professional skills of a teacher. e-platform illustrates the roles of students' participation and its impact over the development of both personal and professional skills. The reflections of the students before and after the program reveal the achievement of learning outcomes. It envisages the recommendations of NCFTE (National Curriculum for Teacher Education, 2009) and OECD (2013) at global level. The findings reveal the skill development of the students in terms of generic skills (critical thinking, analytic reasoning, problem solving and written communication) as well as professional skills (knowledge on advanced methods of teaching and delivery in classroom). (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01