Making online classrooms real: engaging pedagogy for online students

Paper


Black, Trevor, Louth, Sharon and Martin, David. 2014. "Making online classrooms real: engaging pedagogy for online students." 2014 Australian Teacher Education Association Conference (2014 ATEA). Sydney, Australia 06 - 09 Jul 2014 Sydney, Australia.
Paper/Presentation Title

Making online classrooms real: engaging pedagogy for online students

Presentation TypePaper
AuthorsBlack, Trevor (Author), Louth, Sharon (Author) and Martin, David (Author)
Journal or Proceedings TitleProceedings of 2014 Australian Teacher Education Association Conference (2014 ATEA)
Number of Pages18
Year2014
PublisherAustralian Teacher Education Association
Place of PublicationSydney, Australia
Web Address (URL) of Paperhttp://www.atea.edu.au/index.php?option=com_content&view=article&id=16&Itemid=137
Conference/Event2014 Australian Teacher Education Association Conference (2014 ATEA)
Event Details
2014 Australian Teacher Education Association Conference (2014 ATEA)
Parent
Australian Teacher Education Association (ATEA) Conference
Delivery
In person
Event Date
06 to end of 09 Jul 2014
Event Location
Sydney, Australia
Abstract

In recent years there has been a move towards offering University courses in an online mode to increase access for marginalised groups of students and to cater for students that wish to complete their studies whilst still continuing to be employed during normal business hours. Students in pre-service teaching programs, like other students, have taken to this form of study in large numbers. This move towards online pre-service courses of study is not without its critics with an often heard comment from practicing teachers being 'how can you prepare students to be teachers when you don’t even get to meet them face to face'. This paper reports on the findings of a group of teacher education academics who implemented synchronous cooperative learning strategies in their online courses with the aim of giving students a face to face classroom experience whilst working in an online medium (Blackboard CollaborateTM). Quantitative and qualitative data were collected using an online survey and online synchronous focus groups. The findings of this study demonstrate the need for students to have access to synchronous interactions with peers and lecturers as well as the need for further investigation into developing engaging pedagogy for online learners. The results provide a stimulus for further discussions and deliberations by higher education practitioners moving towards offering online pre-service education programs.

Keywordsteacher education; online pedagogy; cooperative learning; blackboard collaborate
ANZSRC Field of Research 2020390405. Educational technology and computing
520102. Educational psychology
390102. Curriculum and pedagogy theory and development
Public Notes

This publication is copyright. It may be reproduced in whole or in part for the purposes of study, research, or review, but is subject to the inclusion of an acknowledgment of the source.

Byline AffiliationsSchool of Teacher Education and Early Childhood
Institution of OriginUniversity of Southern Queensland
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