Effects of Online Curriculum on Pre-Service Teachers' Placement Performance
Pre-service teachers’ mentors cannot recognize if these candidates are from the online sections. We need question the validity of debating online vs. f2f teacher education.
Presented by:
Jiawen Wang, Eastern Washington University
Abstract:
This study investigates the impact of online versus face-to-face teacher education curricula on pre-service teacher candidates' practicum performance. Despite the convenience of online sections for distant students, questions remain about their quality compared to face-to-face sections. Through surveys capturing mentors' and students' perceptions, the research aims to provide evidence to the ongoing debate among faculty, who generally favor face-to-face education, arguing that future teachers will work in traditional classrooms.
Keywords:
Teacher Education, Online, Face-to-Face
Learning Outcomes:
1. Describe the advantages and disadvantages of online learning.
2. Describe the challenges of online learning for teacher education.
3. Engage in the debate based on teaching performance in the context of pre-service teacher training.
Effects of Online Curriculum on Pre-Service Teachers' Placement Performance
Hear it from the author:
Transcript:
This study examines the impact of online versus face-to-face teacher education curricula
on the practicum performance of pre-service teacher candidates.
Drawing on surveys of both mentors and students, the study reveals that although
supervisors and mentors may not recognize the online vs. f2f attributes based on
placement teaching performance, the pre-service teachers from the two different modes
of instruction may progress at a different speed along the way.
Candidates in face-to-face programs appear to demonstrate greater progress.
Interestingly, students tend to express strong loyalty to the mode of instruction they
selected, while supervisors generally hold more balanced perspectives, with a slight
preference for face-to-face education.
To be (online), or not to be: that WAS the question. Maybe it should still be, given its
potential of accessibility to comparable quality.
References
Cowan, P. (2013). A connectivist perspective of the transition from face-to-face to online teaching in higher education. International Journal of Emerging Technologies in Learning (Online), 8(1), 10-19.
Jones, M., & Ryan, J. (2014). Learning in the practicum: engaging pre-service teachers in reflective practice in the online space. Asia - Pacific Journal of Teacher Education, 42(2), 132
Soffer, T., & Nachmias, R. (2018). Effectiveness of learning in online academic courses compared with face‐to‐face courses in higher education. Journal of Computer Assisted Learning, 34(5), 534-543.
Topper, A. (2007). Are they the same? Comparing the instructional quality of online and face-to-face graduate education courses. Assessment and Evaluation in Higher Education, 32(6), 681.