E-Learning and Digital Media最新文献

{"title":"Contribution of automated feedback to the English writing competence of distance foreign language learners","authors":"A. Taskiran, Müjgan Yazici, Irem Erdem Aydin","doi":"10.1177/20427530221139579","DOIUrl":"https://doi.org/10.1177/20427530221139579","url":null,"abstract":"In recent years, automated feedback (AF) has greatly increased its applicability as a mean to support development of English as a foreign language (EFL) learners’ writing competence in the context of face-to-face education. This study examines contribution of AF to the development of writing competence of EFL learners in open and distance learning context. Anadolu University, Open Education Faculty learners received regular feedback on their writing tasks by an AF tool, Write & Improve. The contribution of AF to academic writing success was observed by statistically comparing the grades of the learners for their writing tasks at the beginning and at the end of the process and also by correlation analysis between AF frequency and achievement scores. In the second stage of the study, detailed data about learners’ experiences were obtained by interviewing volunteer participants. The quantitative and qualitative findings of the study showed that AF significantly contributed to the development of writing competence of EFL learners at a distance. Interviews with learners revealed themes such as effective learning process, contribution to foreign language development, motivation increase, effective and fast feedback, user-friendly learning environment, support for individual learning, and contribution to distance learning as the strengths of AF. The interviews also included participants’ suggestions on how to use these tools more effectively. Based on the findings, pedagogical implications are discussed regarding the incorporation of AF in distance EFL learning.","PeriodicalId":29943,"journal":{"name":"E-Learning and Digital Media","volume":"59 41","pages":"24 - 41"},"PeriodicalIF":1.9,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139125307","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"E-learning experiences of students in Pakistan during COVID-19: Barriers and perceptions","authors":"Naveeda, Safoora Wajahat","doi":"10.1177/20427530231217945","DOIUrl":"https://doi.org/10.1177/20427530231217945","url":null,"abstract":"The literature reveals that there has been significant research regarding online learning during the pandemic outbreak. This research project was conducted to investigate the experiences of university students by highlighting a few key barriers and perceptions to e-learning in Pakistan. A sample of 253 (age range: 17–31 years) students was recruited through a convenient sampling technique. According to participants the crucial online barriers included social interaction, family support, time, and motivation for studies. The majority of students were satisfied with the internet access and quality of online learning. In addition, the most intensively used web-platforms included Zoom, WhatsApp, Microsoft Teams, and Meet by Pakistani students. Furthermore, the findings revealed that students who sleep after midnight (M = 51.46, SD = 9.61) and wake-up around noon (M = 52, SD = 9.09) experience more online education barriers in comparison to students who sleep (M = 40.33, SD = 16.75) and rise early (M = 49.36, SD = 11.86). Hence, the findings of the current study might be helpful in addressing barriers and challenges faced by universities and the Higher Education Commission during such pandemic outbreaks.","PeriodicalId":29943,"journal":{"name":"E-Learning and Digital Media","volume":"39 13","pages":"1 - 23"},"PeriodicalIF":1.9,"publicationDate":"2023-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138952465","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Role of education 4.0 in innovative curriculum practices and digital literacy– A bibliometric approach","authors":"Yogesh Sharma, Ankit Suri, Rajeev Sijariya, Lokesh Jindal","doi":"10.1177/20427530231221073","DOIUrl":"https://doi.org/10.1177/20427530231221073","url":null,"abstract":"The aim of the research is to investigate the role of Education 4.0 in innovative curricular practices and digital literacy, weaving logically with the central focus of the study on identifying new and emerging areas in the field. The research uses bibliometric analysis and scientific mapping to analyse the body of knowledge already published and to highlight publishing patterns, notable authors, journals, nations, connections, and keywords. The study's conclusions point to five main themes in education 4.0, including creating a blueprint of Education 4.0, preparing for future challenges, environmental learning and sustainable development, leadership development, and promoting innovation and creativity. These themes are founded on the bibliometric coupling of works, which offers a thorough comprehension of the field's intellectual structure. The findings emphasise the need for more study on innovative curriculum practices, digital literacy, and the role of Education 4.0 in preparing students for future challenges. Future study is specifically advised to look at how Education 4.0 affects student learning outcomes, the role of instructors in implementing Education 4.0, and the possible advantages of cross-disciplinary collaboration in Education 4.0. This study offers valuable insights for educators, policymakers, and academics on the significance of Education 4.0 in fulfilling the requirements of learners in the 21st century.","PeriodicalId":29943,"journal":{"name":"E-Learning and Digital Media","volume":"417 1","pages":""},"PeriodicalIF":1.9,"publicationDate":"2023-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138974089","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Resources and capability needs for teaching in dynamic technological environments: Evidence from schools in Harare, Zimbabwe","authors":"More Chinakidzwa, L. T. Chamba","doi":"10.1177/20427530231217040","DOIUrl":"https://doi.org/10.1177/20427530231217040","url":null,"abstract":"The COVID-19 pandemic has necessitated the integration of digital technologies into teachers’ practice as most teaching moved online. However, an interrogation of the resource and capability needs for teaching in the dynamic technological environment remains missing. Therefore, the study sought to determine the resource and capability needs for teaching in a dynamic and technological online environment. The study was critical because learner context differs, thereby limiting the applicability of existing knowledge. In addition, existing knowledge remains inconclusive on the influence of various capabilities on teaching in dynamic technological environments. It was, therefore, crucial to provide empirical evidence from the Zimbabwean context. The study adopted a cross-sectional approach to data collection using a structured questionnaire. The population comprised teachers from selected schools in Harare. Due to the COVID-19 restrictions, the sample was conveniently chosen. A structural equation model was conducted using WarpPLS 7.0. The results show that technological capability (TechCap), technological experience (TechExp), and technological access (TechAcc) significantly influence teaching in technological environments (β = 0.41, p < .01; β = 0.31, p < .05 and β = 0.27, p < .01) respectively. Technological will (TechWill) was found not to significantly influence teaching (β = −0.05, p > .05). The study recommended the enhancement of teachers’ technological capability, experience and access. Further, the study made policy recommendations for pre-service and in-service training, capacity and infrastructure development programmes, and technology-integrated teaching and learning framework design.","PeriodicalId":29943,"journal":{"name":"E-Learning and Digital Media","volume":"101 34","pages":""},"PeriodicalIF":1.9,"publicationDate":"2023-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138607914","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"PENERAPAN METODE SIMULASI DAN PEER TEACHING UNTUK MENINGKATKAN PRESTASI BELAJAR SISWA PADA PELAJARAN PRAKTIK BERTELEPON","authors":"ISNA NURILAH","doi":"10.51878/learning.v3i3.2464","DOIUrl":"https://doi.org/10.51878/learning.v3i3.2464","url":null,"abstract":"This research aims to improve student learning achievement in practical telephone lessons by applying simulation and peer teaching methods. This class research was carried out in 2 cycles. Before implementing cycles 1 and 2, students carry out conventional learning with a little simulation. From this pre-cycle learning activity, the average class is only 64, 33% of students have completed it and 67% of students have not completed it. For students who get higher grades than their friends in the pre-cycle, they are appointed as peer tutors in their respective groups. When implementing cycle 1, using the simulation method and peer tutoring, students looked more motivated and there was an increase in gestures, so that student achievement increased to 78, with 67% of students completing. Then in cycle 2, peer tutors take turns in groups to train their friends. When observations and tests were carried out, students seemed more relaxed and more fluent in communicating. So after the test was carried out, the class average score in cycle 2 was 86 with completion reaching 94%. After learning cycle 1 and cycle 2, it can be concluded that the simulation method and peer tutoring have a positive effect on improving the achievement of class ABSTRAKPenelitian ini bertujuan untuk meningkatkan prestasi belajar siswa pada pelajaran praktik bertelepon dengan penerapan metode simulasi dan peer teaching. Penelitian kelas ini dilaksanakan dalam 2 siklus. Sebelum dilaksanakan siklus 1 dan 2, siswa melaksanakan pembelajaran konvensional dengan sedikit simulasi. Dari kegiatan pembelajaran prasiklus ini, rata-rata kelas hanya 64, siswa yang sudah tuntas sebanyak 33 % dan siswa yang belum tuntas 67 %. Untuk siswa yang mendapatkan nilai lebih tinggi dari temannya pada prasiklus, ditunjuk menjadi tutor sebaya pada kelompoknya masing-masing. Saat dilaksanakan siklus 1, dengan metode simulasi dan tutor sebaya, siswa terlihat lebih termotivasi dan terdapat peningkatan gesture, sehingga prestasi siswa pun meningkat menjadi 78, dengan siswa yang sudah tuntas sebanyak 67 %. Kemudian pada siklus 2, tutor sebaya bergantian kelompok dalam melatih temannnya. Saat dilkukan observasi dan tes, siswa terlihat semakin relaks dan semakin lancar dalam berkomunukasi. Sehingga setelah dilaksanakan tes, nilai rata-rata kelas pada siklus 2 menjadi 86 dengan ketuntasan mencapai 94 %. Setelah dilaksanakan pembelajaran siklus 1 dan siklus 2 dapat disimpulkan bahwa metode simulasi dan tutor sebaya berpengaruh positif untuk meningkatkan prestasi siswa kelas X Otmatisasi dan tata Kelola Perkantoran 2 SMK Negeri 1 Banjar pada materi berkomunikasi melalui telepon.","PeriodicalId":29943,"journal":{"name":"E-Learning and Digital Media","volume":"51 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135195140","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"IMPLEMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE JIGSAW UNTUK MENINGKATKAN HASIL BELAJAR MATA PELAJARAN PAI PADA SISWA KELAS VI SD NEGERI 8 SUNGAI RAYA","authors":"ERNAWATI ERNAWATI","doi":"10.51878/learning.v3i3.2463","DOIUrl":"https://doi.org/10.51878/learning.v3i3.2463","url":null,"abstract":"This research aims to improve learning outcomes in PAI subjects for class VI students at SDN 8 Sungai Raya by using the jigsaw type cooperative learning model. This research uses classroom action research methods. This research uses a qualitative approach. The subjects in this classroom action research consisted of Class VI students for the 2021/2022 Even Semester Academic Year at SD Negeri 8 Sungai Raya, in the Islamic Religious Education (PAI) subject. Data collection techniques use observation, interviews and test results. Data analysis uses data reduction, data presentation, and drawing conclusions. The learning outcomes of students who use the cooperative learning model, after being given the first cycle of learning actions (cycle I), the average score of student learning evaluation results is 66.67% and is classified as still below the existing ideal score, namely 75%. Meanwhile, in the implementation of cycle II, 86.67% of students obtained scores that reached the KKM from the final evaluation results given. Thus, learning outcomes using the jigsaw type cooperative model in PAI lessons at SD Negeri 8 Sungai Raya are said to be very good and have experienced significant improvement.&#x0D; ABSTRAKPenelitian ini bertujuan untuk meningkatkan hasil belajar mata pelajaran PAI pada siswa kelas VI SDN 8 Sungai Raya dengan penggunaan model pembelajaran kooperatif tipe jigsaw. Penelitian ini menggunakan metode penelitian tindakan kelas. Penelitian ini menggunakan pendekatan kualitatif. subjek dalam penelitian tindakan kelas ini terdiri dari siswa Kelas VI Tahun Pelajaran 2021/2022 Semester Genap SD Negeri 8 Sungai Raya, pada mata pelajaran Pendidikan Agama Islam (PAI). Teknik pengumpulan data menggunakan observasi, wawancara, dan hasil tes. Analisis data menggunakan reduksi data, penyajian data, dan penarikan kesimpulan. Hasil belajar siswa yang menggunakan model pembelajaran kooperatif, setelah diberikan tindakan pembelajaran siklus pertama (siklus I) rata-rata skor hasil evaluasi belajar siswa 66.67% dan tergolong masih dibawah skor ideal yang ada yaitu 75%. Sedangkan pada penerapan siklus II skor yang terdapat 86.67% siswa yang memproleh nilai yang mencapai KKM dari hasil evaluasi akhir yang diberikan. Dengan demikian, hasil belajar dengan menggunakan model kooperatif tipe jigsaw dalam pelajaran PAI SD Negeri 8 Sungai Raya dikatakan sangat baik dan mengalami peningkatan yang signifikan.","PeriodicalId":29943,"journal":{"name":"E-Learning and Digital Media","volume":"40 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135246754","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"PENERAPAN MODEL DISCOVERY LEARNING UNTUK MENINGKATKAN KETERAMPILAN MENGGUNAKAN KIT HIDROSTATIKA DAN PANAS KONSEP TEKANAN","authors":"HERNETA FATIRANI","doi":"10.51878/learning.v3i3.2462","DOIUrl":"https://doi.org/10.51878/learning.v3i3.2462","url":null,"abstract":"This research was carried out with the aim of analyzing the skills of class VIII students at SMP Negeri 1 Hulu Sungai Tengah in using the Hydrostatics and Heat KIT on the concept of pressure using the discovery learning model. This type of research includes quantitative descriptive where data about student skills is analyzed descriptively based on the percent value (percentage) achieved. The instrument used in this research was an observation sheet about student skills. The results of the research show that there is an increase in the percentage of skills obtained by students at each meeting and in each cycle from 46.50% in cycle I, meeting 1 in the \"Fair\" category to 95.88% in the \"Very Good\" category in cycle II, meeting 2, so it can be concluded that the application of the discovery learning model in effective learning improves students' skills using the Hydrostatics and Heat KIT on Pressure concepts. ABSTRAKPenelitian ini dilaksanakan dengan tujuan menganalisis keterampilan siswa kelas VIII SMP Negeri 1 Hulu Sungai Tengah dalam menggunakan KIT Hidrostatika dan Panas pada konsep Tekanan dengan menggunakan model pembelajaran discovery learning. Jenis penelitian termasuk deskriptif kuantitatif dimana data tentang keterampilan siswa dianalisis secara deskriptif berdasarkan nilai persen (presentase) yang tercapai. Instrumen yang digunakan pada penelitian ini berupa lembar observasi tentang keterampilan siswa. Hasil penelitian menunjukkan adanya peningkatatan presentase keterampilan yang diperoleh siswa pada setiap pertemuan dan disetiap siklus dari 46,50% pada siklus I pertemuan 1 dalam katagori “Cukup” menjadi 95,88% dengan katagori “Sangat Baik” disiklus II pertemuan 2, sehingga dapat disimpulkan bahwa penerapan model discovery learning dalam pembelajaran efektif meningkatkan keterampilan siswa menggunakan KIT Hidrostatika dan Panas pada konsep Tekanan.","PeriodicalId":29943,"journal":{"name":"E-Learning and Digital Media","volume":"44 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135246896","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"PENERAPAN METODE KOOPERATIF TIPE STAD (STUDENT TEAMS ACHIEVEMENT DIVISION) DALAM MENINGKATAN AKTIVITAS DAN HASIL BELAJAR PAI SISWA KELAS IV SD NEGERI 8 SUNGAI RAYA","authors":"ZULFAH ZULFAH","doi":"10.51878/learning.v3i3.2460","DOIUrl":"https://doi.org/10.51878/learning.v3i3.2460","url":null,"abstract":"This research aims to improve the learning activities and learning outcomes of class IV students at SDN 8 Sungai Raya by implementing the STAD type cooperative method. This research is classroom action research with a qualitative approach. The subjects in this classroom action research consisted of students from SD Negeri 8 Sungai Raya, in the Islamic Religious Education (PAI) subject. The research was carried out during the odd semester of the 2021/2022 academic year which ended in September 2021. Data collection techniques used observation sheets, test results and documentation. Data analysis uses data reduction, data presentation, and drawing conclusions. Based on the data obtained from the results of observations and learning outcomes tests as explained in chapter IV, to answer the problem formulation in this classroom action research the following conclusions can be put forward: Students' activities during the learning process using the STAD method show satisfactory improvement. . This can be seen from the results of the percentage of students in cycle I (first) being 75.7% and meeting in cycle II (second) being 84.1%. The learning outcomes of students at SD Negeri 8 Sungai Raya for the 2018/2019 school year increased for the very good category from 38.7% in the final test at the first meeting to 80% in the final test at the second meeting and to 91%.&#x0D; ABSTRAKPenelitian ini bertujuan untuk meningkatkan aktivitas belajar dan hasil belajar siswa kelas IV SDN 8 Sungai Raya dengan penerapan metode kooperatif tipe STAD. Penelitian ini merupakan penelitian tindakan kelas dengan pendekatan kualitatif. subjek dalam penelitian tindakan kelas ini terdiri dari siswa SD Negeri 8 Sungai Raya, pada mata pelajaran Pendidikan Agama Islam (PAI). Penelitian dilaksanakan selama semester Ganjil tahun pelajaran 2021/2022 yang berakhir pada bulan September 2021.Teknik pengumpulan data menggunakan lembar observasi, hasil tes, dan dokumentasi. Analisis data menggunakan reduksi data, penyajian data, dan penarikan kesimpulan. Berdasarkan data yang diperoleh dari hasil observasi dan tes hasil belajar sebagaimana yang telah dipaparkan pada bab IV, maka untuk menjawab rumusan masalah dalam penelitian tindakan kelas ini dapat dikemukakan kesimpulan sebagai berikut: Aktivitas peserta didik selama mengikuti proses pembelajaran dengan menerapkan metode STAD menunjukkan peningkatan yang memuaskan. Hal ini terlihat dari hasil persentase peserta didik pada siklus I (pertama) 75,7% dan pertemjuan siklus II (kedua) menjadi 84,1%. Hasil belajar peserta didik SD Negeri 8 Sungai Raya tahun pelajaran 2018/2019 mengalami peningkatan untuk kategori sangat baik dari 38,7% pada tes akhir pertemuan pertama menjadi 80% pada tes akhir pada pertemuan kedua dan menjadi 91%.","PeriodicalId":29943,"journal":{"name":"E-Learning and Digital Media","volume":"39 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135245763","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"PENGEMBANGAN MODUL PROBLEM BASED LEARNING UNTUK MENINGKATKAN KEMAMPUAN PEMECAHAN MASALAH DALAM MATERI MENGGALI IDE PENDIRI BANGSA TENTANG DASAR NEGARA DI KELAS X SMA NEGERI 1 MALINAU","authors":"ESTIVA ESTIVA","doi":"10.51878/learning.v3i3.2461","DOIUrl":"https://doi.org/10.51878/learning.v3i3.2461","url":null,"abstract":"The PBL approach is used because it encourages students to actively participate in solving real problems that are relevant to the learning material, which in turn will develop problem solving skills, critical thinking, collaboration and creativity. This approach is supported by constructivism and social cognitive theory, which emphasizes the active role of students in constructing their own knowledge through interaction with learning content and social interactions. The results of the limited trial showed a significant increase in post-test scores compared to the pre-test, supporting the concept that active learning, as implemented in the PBL module, can improve student understanding. The process of developing and testing this module reflects a systematic and sustainable approach to designing effective instruction, with the potential to improve the quality of education in Indonesia. ABSTRAKPendekatan PBL digunakan karena mendorong siswa untuk aktif berpartisipasi dalam pemecahan masalah nyata yang relevan dengan materi pembelajaran, yang pada gilirannya akan mengembangkan keterampilan pemecahan masalah, berpikir kritis, kolaborasi, dan kreativitas. Pendekatan ini didukung oleh teori konstruktivisme dan kognitif sosial, yang menekankan peran aktif siswa dalam membangun pengetahuan mereka sendiri melalui interaksi dengan konten pembelajaran dan interaksi sosial. Hasil uji coba terbatas menunjukkan adanya peningkatan yang signifikan dalam nilai post-tes dibandingkan dengan pre-tes, mendukung konsep bahwa pembelajaran aktif, seperti yang diterapkan dalam modul PBL, dapat meningkatkan pemahaman siswa. Proses pengembangan dan pengujian modul ini mencerminkan pendekatan yang sistematis dan berkelanjutan dalam merancang instruksi yang efektif, dengan potensi untuk meningkatkan kualitas pendidikan di Indonesia.","PeriodicalId":29943,"journal":{"name":"E-Learning and Digital Media","volume":"64 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135246884","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"“We were able to get creative”: Examining virtual field experiences during literacy instruction with preservice teachers","authors":"Tala Michelle Karkar Esperat, Chelsey M Bahlmann Bollinger","doi":"10.1177/20427530231202958","DOIUrl":"https://doi.org/10.1177/20427530231202958","url":null,"abstract":"Field experiences are an integral part of teacher education programs because they provide preservice teachers with an opportunity to put the theory, they are learning in their university classrooms into practice. The purpose of this research study was to explore the preservice teachers’ virtual field experiences at two universities during the onset of the COVID-19 pandemic to identify the practices that inform teacher educators’ and course developers’ practices to provide effective and cohesive virtual field experiences. Twenty-seven preservice teachers participated in this study. Results of the study showed that preservice teachers identified experiences with new literacies (technologies), teacher educator’s role, video analysis, assignments, and working with a cooperating teacher (CT)as valuable in virtual field experiences.","PeriodicalId":29943,"journal":{"name":"E-Learning and Digital Media","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136062039","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}