Online or face-to-face? Experimenting with different techniques in teacher training.
This paper illustrates a 5-year case study (from 2001 to 2005) regarding a course in educational technology that involved from 100 to 150 student teachers per year for a total of more than 500 trainees. Since the first version of the course, which was entirely based on a face-to-face approach, compu...
| Publicado en: | Journal of Computer Assisted Learning Vol. 23; no. 5; pp. 351 - 366 |
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| Autores principales: | , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Oct2007
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=105269658&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 105269658 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Oct2007 vid: 23 iid: 5 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 105269658 105269658 2010457810 10.1111/j.1365-2729.2007.00220.x 105269658 ppf: 351 ppct: 15 formats: tig: atl: Online or face-to-face? Experimenting with different techniques in teacher training. aug: au: Delfino M Persico D affil: Institute for Educational Technology - Italian National Research Council, Via de Marini, 6- 16149 Genova, Italy; delfino@itd.cnr.it sug: subj: Computer-Assisted Instruction Interpersonal Relations Teachers Education Attitude to Computers Curriculum Development Education, Non-Traditional Educational Measurement Human Outcomes of Education Questionnaires Student Attitudes Time ab: This paper illustrates a 5-year case study (from 2001 to 2005) regarding a course in educational technology that involved from 100 to 150 student teachers per year for a total of more than 500 trainees. Since the first version of the course, which was entirely based on a face-to-face approach, computer mediated collaborative learning techniques have gradually been introduced into the training program. The paper outlines the main problems faced in the various versions of the course, where different combinations were experimented with, and discusses the solutions adopted. The difficulties concern the demands of a large, diversified population and the methodological problems related to the non-neutrality of the introduction of online learning in the socio-cultural and organizational context of the study. The solutions include a highly flexible course design and a good balance and strict integration between traditional and online training techniques in the delivery of the course and in the assessment of trainees. Finally, we suggest possible directions for further research aimed at facilitating the infusion of online techniques in initial teacher training. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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