Geography Student Teachers' Perceptions of Online Problem-based Learning Activities: A Case Study.
As online learning is being embraced in higher education, geography modules that implement problem-based learning can integrate online platforms to support geography curriculum delivery and facilitate student collaboration. The aim of this case study was to explore full-time BEd geography student te...
| Publicado en: | Alternation no. 21; pp. 131 - 159 |
|---|---|
| Autores principales: | , |
| Formato: | Artículo |
| Publicado: |
Alternation, University of KwaZulu-Natal
2018 Special issue
|
| Materias: | |
| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=138164881&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 138164881 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 10231757 L2WQ jtl: Alternation issn: 10231757 maglogo: N pubinfo: dt: 2018 Special issue iid: 21 pid: 43625 pub: Alternation, University of KwaZulu-Natal artinfo: ui: 138164881 10.29086/2519-5476/2018/sp21a7 ppf: 131 ppct: 28 formats: tig: atl: Geography Student Teachers' Perceptions of Online Problem-based Learning Activities: A Case Study. aug: au: Golightly, Aubrey van der Westhuizen, Christo affil: Geography and Environmental Education, School of Mathematics, Science and Technology Education, Faculty of Education, Potchefstroom Campus, North-West University su: Geography education Problem-based learning Google Docs (Web resource) Teacher training Active learning sug: subj: Geography education Problem-based learning Google Docs (Web resource) Teacher training Active learning keyword: active learning community of inquiry online problem-based learning teacher training technology ab: As online learning is being embraced in higher education, geography modules that implement problem-based learning can integrate online platforms to support geography curriculum delivery and facilitate student collaboration. The aim of this case study was to explore full-time BEd geography student teachers' (n = 98) perceptions of online problem-based learning activities in two third-year geography modules. The study used quantitative and qualitative research approaches based on questionnaire applications. The findings of the study indicate that the full-time BEd geography student teachers showed positive perceptions regarding the general aspects of online problem-based learning and the online problem-based learning process. Moreover, these student teachers were specifically impressed with the management of the university's learning management system (Sakai named Efundi), Google Docs, as a collaborative online space on which to compile the problem-based learning report. The student teachers also held positive perceptions of the role-players in online problem-based learning, as well as the assessment rubric used to assess the online problem-based learning activities; hence, these have good correlations with online community of inquiry principles. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y dt: @attributes: year: 2018 holdings: @attributes: islocal: N |
|---|