Journal of Digital Learning in Teacher Education最新文献

{"title":"Flexible but languishing: What we’ve learned about virtual working and learning","authors":"Denise L. Lindstrom, Denise A. Schmidt-Crawford, Ann D. Thompson","doi":"10.1080/21532974.2021.1936985","DOIUrl":"https://doi.org/10.1080/21532974.2021.1936985","url":null,"abstract":"Almost a year ago we wrote a column about the Society for Information Technology and Teacher Education (STIE) conference’s rapid pivot to an entirely virtual conference. In that column we focused on the benefits of virtual conferences that included expanded opportunities for faculty to attend conferences, decreased carbon footprint of faculty travel, and reduced travel fatigue. However, as the pandemic wore on reports of “Zoom fatigue” and feelings associated with “languishing” emerged as faculty meetings, committee and course work, and advising took place most often in online synchronous settings. Psychologist Adam Grant’s latest op-ed for The New York Times details the experience of languishing as showing up for life but living without purpose and aim. Many seemed to identify with the feeling of languishingand it has quickly become a term used to describe a common outcome of too much time on Zoom and in synchronous learning situations. Because it is predicted that virtual and remote work and learning will become increasingly common, it is critical that we use pandemic experiences to help identify best practices for asynchronous and synchronous learning to avoid burnout, disengagement, and feelings of languishment. Although synchronous is often considered a more engaging and desired course delivery mode, research indicates that asynchronous communication can increase a person’s ability to process information (Hrastinski, 2009). Additionally, despite perseptions that synchronous learning creates a stronger sense of community, one study conducted during the COVID-19 pandemic found that students reported a stronger sense of community in asynchronous online courses. Findings from this study show that because asynchronous classes provide greater flexibility by allowing students to learn anytime and anywhere, they are able to choose an environment in which they have the most emotional support (Lin & Gao, 2020). These findings indicate that asynchronous learning approaches may have more potential for alleviating the languishing effect than synchronous learning. Additionally, while students report challenges in both synchronous and asynchronous learning environments such as being distracted by classmates in synchronous classes or feeling socially isolated in asynchronous online classes (Lin & Gao, 2020), students in asynchronous courses reported being more self-directed and benefited from being able to watch a videotaped lecture repeatedly and using the pause feature of video to take the time needed to search for answers to their own questions before moving forward with the recording. Given asynchronous learning affordances it is not surprising that throughout the pandemic we saw a rapid increase in self-directed learning opportunities through podcasts and webinars that provided people with just-in-time flexible learning experiences. Educators have also learned that engaging content is more important than seat time (Kennedy & Rose, 2021). While educator","PeriodicalId":52191,"journal":{"name":"Journal of Digital Learning in Teacher Education","volume":"37 1","pages":"150 - 151"},"PeriodicalIF":0.0,"publicationDate":"2021-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/21532974.2021.1936985","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47640079","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":"Examining the impact of mathematics teachers’ TPACK on their acceptance of online professional development","authors":"M. Mailizar, M. Hidayat, Abdulsalam Al-Manthari","doi":"10.1080/21532974.2021.1934613","DOIUrl":"https://doi.org/10.1080/21532974.2021.1934613","url":null,"abstract":"Abstract Technological Pedagogical and Content Knowledge (TPACK) is a well-known framework in the field of educational technology. However, there is a dearth of studies that examine the impact of teachers’ TPACK on the acceptance of Online Teacher Professional Development (OTPD). This study aimed to examine if TPACK affected secondary school mathematics teachers’ acceptance of OTPD. A quantitative method with a cross-sectional survey was employed. Two hundred and ten Indonesian secondary school mathematics teachers completed a 40-item questionnaire based on TPACK and Technology Acceptance Model (TAM). Data were analyzed by structural equation modeling. The findings showed that TPACK constructs were strongly interconnected and significantly affected teachers’ acceptance of OTPD. Therefore, this study suggests that TPACK is a valid model to explain teachers’ engagement in OTPD.","PeriodicalId":52191,"journal":{"name":"Journal of Digital Learning in Teacher Education","volume":"37 1","pages":"196 - 212"},"PeriodicalIF":0.0,"publicationDate":"2021-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/21532974.2021.1934613","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43107554","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":"Paradigms lost and gained: Stakeholder experiences of crisis distance learning during the Covid-19 pandemic","authors":"A. Epps, Matthew W Brown, Baldish Nijjar, L. Hyland","doi":"10.1080/21532974.2021.1929587","DOIUrl":"https://doi.org/10.1080/21532974.2021.1929587","url":null,"abstract":"Abstract The physical distancing requirements designed to slow the contagion of COVID-19 instigated sweeping changes to the education sector. School closures in 193 countries brought significant disruption to education and to the lives of children, parents, and teachers. This study explored the experiences of school stakeholders during this period of crisis distance learning (DL). The perspectives of participants in six discrete focus groups of pupils, parents, and teachers at a private school in Dubai, United Arab Emirates, were subject to thematic analysis. Researchers identified three key themes, including ‘a need for stakeholder support’, ‘curriculum delivery implications’, and ‘educational outcomes of crisis distance learning’. Conclusions and recommendations will be of interest to researchers, teachers, school leaders, and teacher education providers.","PeriodicalId":52191,"journal":{"name":"Journal of Digital Learning in Teacher Education","volume":"37 1","pages":"167 - 182"},"PeriodicalIF":0.0,"publicationDate":"2021-06-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/21532974.2021.1929587","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42028323","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":"Pre-service teachers’ enjoyment and ICT teaching self-efficacy in mathematics – an application of control-value theory","authors":"Lars Jenßen, Frederik A. Gierlinger, Katja Eilerts","doi":"10.1080/21532974.2021.1929585","DOIUrl":"https://doi.org/10.1080/21532974.2021.1929585","url":null,"abstract":"Abstract The didactic use of ICT is a major challenge for (pre-service) teachers. They report that they do not feel prepared for this demand. Teacher education has an essential role in enhancing ICT teaching self-efficacy and ensuring that teachers experience pleasant feelings when using ICT. This study examines ICT teaching self-efficacy in mathematics among n = 249 pre-service teachers in light of their experience of enjoyment. In terms of control-value theory, effects of control and value appraisals on enjoyment and ICT teaching self-efficacy in mathematics are examined. Results imply that perceived control is much more important than perceived value of ICT and that enjoyment mediates the relation to ICT teaching self-efficacy. The results are discussed with regard to their significance for teacher education.","PeriodicalId":52191,"journal":{"name":"Journal of Digital Learning in Teacher Education","volume":"37 1","pages":"183 - 195"},"PeriodicalIF":0.0,"publicationDate":"2021-06-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/21532974.2021.1929585","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45372331","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":"Opportunity knocks when you least expect it","authors":"D. McElroy","doi":"10.1080/21532974.2021.1932390","DOIUrl":"https://doi.org/10.1080/21532974.2021.1932390","url":null,"abstract":"","PeriodicalId":52191,"journal":{"name":"Journal of Digital Learning in Teacher Education","volume":"37 1","pages":"148 - 149"},"PeriodicalIF":0.0,"publicationDate":"2021-05-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/21532974.2021.1932390","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46261107","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":"What have we learned and where are we headed?","authors":"D. McElroy","doi":"10.1080/21532974.2021.1893112","DOIUrl":"https://doi.org/10.1080/21532974.2021.1893112","url":null,"abstract":"","PeriodicalId":52191,"journal":{"name":"Journal of Digital Learning in Teacher Education","volume":"37 1","pages":"82 - 83"},"PeriodicalIF":0.0,"publicationDate":"2021-05-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/21532974.2021.1893112","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45903256","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":"Condolences and congratulations: COVID-19 pressures on higher education faculty","authors":"Denise A. Schmidt-Crawford, Ann D. Thompson, Denise L. Lindstrom","doi":"10.1080/21532974.2021.1911556","DOIUrl":"https://doi.org/10.1080/21532974.2021.1911556","url":null,"abstract":"","PeriodicalId":52191,"journal":{"name":"Journal of Digital Learning in Teacher Education","volume":"37 1","pages":"84 - 85"},"PeriodicalIF":0.0,"publicationDate":"2021-05-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/21532974.2021.1911556","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44472861","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":"Perceptions of preparedness for online teaching due to the COVID-19 pandemic as a graduate of an education program at a university in the Midwest","authors":"Megan Reister, Rebecca L. Rook","doi":"10.1080/21532974.2021.1908920","DOIUrl":"https://doi.org/10.1080/21532974.2021.1908920","url":null,"abstract":"Abstract This study examined how prepared teachers felt when shifting to online instruction during the COVID-19 pandemic. The teachers were graduates of an education preparation program at a small private Midwestern University. We constructed a questionnaire to measure the graduates’ perceptions of preparation in online teaching, as well as their experience of online teaching during the pandemic. The graduates reported the importance of university faculty modeling the use of online tools, effective course management and virtual teaching strategies to preservice teachers, as well as having the opportunity to take a course focused on teaching in virtual contexts. Such preparation enabled the graduates to successfully transition to online instruction during the pandemic.","PeriodicalId":52191,"journal":{"name":"Journal of Digital Learning in Teacher Education","volume":"37 1","pages":"128 - 146"},"PeriodicalIF":0.0,"publicationDate":"2021-05-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/21532974.2021.1908920","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44823994","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":"Online instructional experiences in an unchartered field - The challenges of student-teachers of a Ghanaian College of Education","authors":"Asamoah Debrah, Patrick Yeyie, Ethel Gyimah, Gladys Graham Halm, Francis Owusu Sarfo, T. Mensah, Samuel Kwame, D. Vlachopoulos","doi":"10.1080/21532974.2021.1892553","DOIUrl":"https://doi.org/10.1080/21532974.2021.1892553","url":null,"abstract":"Abstract Student satisfaction is the pinnacle upon which any effective online learning hinges. It is for that reason, educators design course activities that allow students to effectively practice, work together on relevant projects to personalize their learning. In emerging institutions like the Colleges of Education in Ghana that are traditionally inclined toward teachers’ professional development through conventional face-to-face interaction, online education became the medium of interaction for the first time to promote social distancing in response to COVID-19 pandemic while enhancing access and continuous professional development of the human resources for the education sector. This basic qualitative study examined the conduct of online teaching in a traditional face-to-face educational system in Ghana. The analysis of the semi-structured interviews revealed that the basic infrastructure for online teaching and learning is absent. Specifically, student trainees are saddled by poor internet connectivity, high cost of data in an emergency remote teaching environment. Due to these challenges, a significant proportion of the participating student-teachers wouldn’t choose online learning for their work and professional development. In view of this, the study recommends policy makers to institutionalize online education into the curricula of all professional institutions of higher education in Ghana.","PeriodicalId":52191,"journal":{"name":"Journal of Digital Learning in Teacher Education","volume":"37 1","pages":"99 - 110"},"PeriodicalIF":0.0,"publicationDate":"2021-04-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/21532974.2021.1892553","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44390427","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":"Synchronous meetings, community of inquiry, COVID-19, and online graduate teacher education","authors":"Beth Oyarzun, Charlotte R. Hancock, Spencer Salas, Florence Martin","doi":"10.1080/21532974.2021.1890653","DOIUrl":"https://doi.org/10.1080/21532974.2021.1890653","url":null,"abstract":"Abstract With the arrival of the COVID-19 pandemic in March 2020, teacher colleges across the country suddenly shifted to online. In many cases, faculty, wary of shortchanging students of a meaningful learning experience, leveraged synchronous meetings as a way of compensating for the abrupt removal of face-to-face (F2F) interactions. This mixed-methods self-study explored advanced licensure candidates' perceptions of developing a Community of Inquiry (COI) across three sections of a Spring 2020 online course taught by the same instructor. This course was fashioned as a literature circle about immigrant communities and K-12 schools. In one section, five one-hour synchronous meetings punctuated the shared readings of five book-length ethnographies. The other two sections remained completely asynchronous. Sixty-nine students across the three courses were electronically surveyed at the close of the semester. Fifteen students were subsequently interviewed as an additional layer of data collection. Survey analysis indicated that monthly synchronous meetings did not significantly impact students' perceptions of COI development. Follow-up interviews provided further insights into methods that students perceived as essential for advancing teaching, cognitive, and social presences. We conclude with broad and specific recommendations for better practices and future research for COI in graduate teacher education online coursework in and beyond COVID-19.","PeriodicalId":52191,"journal":{"name":"Journal of Digital Learning in Teacher Education","volume":"37 1","pages":"111 - 127"},"PeriodicalIF":0.0,"publicationDate":"2021-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/21532974.2021.1890653","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41456028","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}