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E-learn 2014, Tuesday , October 28 2:10-2:30 PM Room 5

A study on an e-learning curriculum in teacher training education: considering a different strategy. E-learn 2014, Tuesday , October 28 2:10-2:30 PM Room 5. Context. Teacher Training Institute < 2012 T wo programs: F2F and E-learning: entirely self-study

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E-learn 2014, Tuesday , October 28 2:10-2:30 PM Room 5

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  1. A study on an e-learning curriculum in teacher training education: considering a different strategy E-learn 2014, Tuesday, October 28 2:10-2:30 PM Room 5

  2. Context • Teacher Training Institute • < 2012 Two programs: F2F and E-learning: entirely self-study • > 2012 Two programs: F2F and E-learning: partly collaborative, partly self-study

  3. Characteristics of both E-learning programs < 2012 Self-study courses: • Commercial provider • Low instructor involvement • Content same as F2F • Self paced (unlimited) > 2012 Collaborative courses: • Highly elaborated teaching role • Social presence of students • Content designed for e-learning • Highly structured • (not self paced) Self-study courses: • Highly structured • Content designed for e-learning • (self paced)

  4. Research • Exploratory research: knowlegde producing, by monitoring: • Students' approval of teacher moderation, communication and feedback & learning materials • Student experiences • 6 reports over a 1,5 year period

  5. Results: Students' approval of teacher roles

  6. Results: Students' approval of learning materials

  7. Results: students' experiences

  8. Results: students’qualitative remarks "Feedback on vague questions often came back just as vague." • “Clearinstruction! Clearlyexplainedwhatto do!” “I thought it was a great course. The teacher’s feedback on assignments was appropriate. Students were also collaborating. N@tschool displayed the learning materials in neat way. No problems with uploading of assignments. In brief, I am more than happy with this course.” "Quite a lot of materials for 2 credits. The teacher put a lot of effort into good guidance.” “It's a mess in N@tschool. Everything seem to be thrown into it. It is almost impossible to find the documents.” “'There was not much reason for the teacher to interfere. No feedback, because it was not necessary. So no unnecessary interference. Good! "

  9. Conclusions

  10. Results: quick scanning courses (looking for collaboration)

  11. Discussion • This exploratory research answered the question: “How was the new E-learn approach implemented?” • Many questions are answered, however, new ones were raised: “Why?” • Future explanatory research focus on: • -Teachers' competencies • -Students' competencies • -Course design • - Suggestions?

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