Pre-Service Perspectives on E-Teaching: Assessing E-Teaching Using the EPEC Hierarchy of Conditions for E-Learning/Teaching Competence

• Κύριοι συγγραφείς: Ashley Sisco (Συγγραφέας), Stuart Woodcock (Συγγραφέας), Michelle Eady (Συγγραφέας)
• Μορφή: Βιβλίο
• Έκδοση: The Canadian Network for Innovation in Education (CNIE), 2015-10-01T00:00:00Z.
• Θέματα: article
• Διαθέσιμο Online: Connect to this object online.
• Notes: 1499-6677; 1499-6685; 10.21432/T2QG8C
• Keywords: e-teaching; online instruction; e-learning; online learning; teacher education; synchronous technology; Education; L
• Source: Canadian Journal of Learning and Technology, Vol 41, Iss 3 (2015)

This article examines pre-service teacher perspectives of teaching with an online synchronous (live-time) platform as a part of their training. Fifty-three students who participated in a blended learning (including both face-to-face and online lectures) course were assessed in a teaching simulation through an online presentation, and participated in questionnaires and interviews about their experiences as e-learners using the platform. The EPEC hierarchy of conditions (Ease of use, Psychologically safe environment, e-learning/e-teaching Efficacy, and e-learning Competence) for e-learning competency, developed based on an analysis of pre-service teachers' experience as e-learners in this same study, was used as a framework to assess teacher perspectives as e-teachers using this technology. Qualitative interview data were collected about students' experiences using the platform, and analyzed via thematic content analysis. The findings showed that students generally favoured the online e-teaching synchronous platform over in-person presentations, and the quality of online presentations was considered at least as good as in person.