Navigating E-Learning and Blended Learning for Pre-Service Teachers: Redesigning for Engagement, Access and Efficiency

Autor/inn/en	Chigeza, Philemon; Halbert, Kelsey
Titel	Navigating E-Learning and Blended Learning for Pre-Service Teachers: Redesigning for Engagement, Access and Efficiency
Quelle	In: Australian Journal of Teacher Education, 39 (2014) 11, Artikel 8 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0313-5373
Schlagwörter	Foreign Countries; Electronic Learning; Blended Learning; Participatory Research; Preservice Teachers; Teacher Education; Curriculum Development; Action Research; Technology Uses in Education; Teacher Educators; Teacher Surveys; Transformative Learning; Feedback (Response); Student Attitudes; Student Participation; Integrated Learning Systems; Instructional Improvement; Student Surveys; Program Implementation; Australia + Suchen Sie Ihr Suchwort? Ausland; Forschungstätigkeit; Lehrerausbildung; Lehrerbildung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Projektforschung; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Teacher education; Education; Pädagogische Transformation; Schülerverhalten; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Unterrichtsqualität; Schülerbefragung; Australien
Abstract	Nebulous combinations of face-to-face and online learning are increasingly common across Australian higher education contexts. This paper reports on part of a redesign project of an undergraduate education subject at a regional university. The aim of the redesign was to enhance e-learning and blended learning environments. An approach that maps the evaluation research activities to the design and development cycle of e-learning tools and learning tasks was adopted (Phillips et al., 2012). The research took a participatory format involving ongoing reflective exchange with pre-service teachers with the aim of transforming practice. The article presents the context of e-learning, blended learning and drivers of curriculum renewal in teacher education at a regional institution and discusses the phases of the redesign project which adopted an action research approach. Finally the paper discusses the implications of the redesign for informing future practice and in approaching e-learning and blended learning curriculum design. (As Provided).
Anmerkungen	Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site: http://ro.ecu.edu.au/ajte/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10