Reimagining online teacher education: combining self-directed learning with peer feedback for interaction and engagement

T. Morris, Michael Schön, Michael Charles Drayson
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Abstract

PurposeThere has been an unprecedented increase in online learning worldwide, including in teacher education. However, student lurking can be a common issue, leading to a non-interactive learning environment.Design/methodology/approachThe authors employed a qualitative case study with thematic analysis to examine a novel “self-directed” pre-service teacher online degree module that engaged students in regular peer-feedback, which intended to promote student engagement and interactivity. The research questions were as follows: To what extent did the seminar series represent the principles of self-directed learning and were learning outcomes effective from the process? And, how effective was the use of peer feedback?FindingsThe thematic analysis revealed that student progression and course completion was successful, and it represented some principles of self-directed learning; but (a) it cannot be presumed that pre-service teachers are competent in giving (peer) feedback and (b) pre-service teachers may need specific guidance and training for providing competent feedback.Originality/valueThis paper is highly original in respect of its combination of the self-directed learning framework with use of peer feedback, to engage students in an interactive learning environment. The present paper identifies that peer feedback is a powerful tool in online learning; peer feedback can supplement self- and teacher-assessment; but it should not be assumed that pre-service teachers are competent in providing (peer) feedback – pre-service teachers may need specific training in providing feedback.
重新构想在线教师教育:将自主学习与同伴反馈相结合,促进互动和参与
目的全球在线学习空前发展,包括教师教育。作者采用定性案例研究和主题分析的方法,研究了一个新颖的 "自主式 "职前教师在线学位模块,该模块让学生参与定期的同伴反馈,旨在促进学生的参与和互动。研究问题如下系列研讨会在多大程度上体现了自主学习的原则?研究结果专题分析表明,学生的进步和课程的完成是成功的,它体现了自主学习的一些原则;但(a)不能假定职前教师能够提供(同伴)反馈;(b)职前教师可能需要具体指导和培训,以提供合格的反馈。本文指出,同伴反馈是在线学习的有力工具;同伴反馈可以补充自我评估和教师评估;但不应假定职前教师有能力提供(同伴)反馈--职前教师可能需要在提供反馈方面接受专门培训。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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