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Choice, Quality, and Role: Preservice Teachers’ Perceptions and Learning Experiences in a Hybrid and an Online Version of a Reading Methods Course
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, California State University, Long Beach, United States

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Las Vegas, NV, United States ISBN 978-1-939797-35-3 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA

Abstract

This paper reports a study on preservice teachers’ perceptions and learning experiences in a hybrid version (HV) and an online version (OV) of a same reading methods course. The data included pre- and post-surveys, all course assignments, online and in-class activities, and observational notes. The findings indicated that preservice teachers’ perceptions about HV and OV were generally neutral. Their choice of course format mostly based on convenience and flexibility. Preservice teachers in HV experienced more active, engaging learning than their peers in OV, but produced fewer online responses for the instructor to assess their learning. Preservice teachers in both HV and OV perceived themselves playing various roles, such as a learner, a collaborator, a contributor, and a questioner. The study implications include ways of redesigning the online version to facilitate student engagement. Future research needs to focus on providing preservice teachers with quality online learning experiences in a methods course.

Citation

Xu, S. (2018). Choice, Quality, and Role: Preservice Teachers’ Perceptions and Learning Experiences in a Hybrid and an Online Version of a Reading Methods Course. In Proceedings of E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 1309-1314). Las Vegas, NV, United States: Association for the Advancement of Computing in Education (AACE). Retrieved August 18, 2022 from .

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