“Just Tell Me What I Need To Know!”: The Potential Mismatch Between Online Pedagogy and Pre-Service Teacher Epistemic Development
Michael A. Evans, Russell Ravert, Indiana University, United States
Society for Information Technology & Teacher Education International Conference, in Albuquerque, New Mexico, USA ISBN 978-1-880094-47-1 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
There is a growing consensus on the advantages of increased use of information technology in pre-service teacher education. Advocates argue that this arrangement permits for the instantiation of certain Constructivist tenets. However, theories of epistemic development suggest that strategies founded on shared knowledge, negotiation and collaboration may be especially challenging, even a mismatch, for undergraduates. Consequently, we discuss the conceptual foundation and pilot testing of an instrument to measure students' preference for online instructor style-a construct we call 'instructional absolutness.' Our hope is that the instrument may prove useful to instructors trying to better match strategies with student epistemic development. To this end, we conclude by offering suggestions for developmentally-appropriate instructional strategies in online courses.
Evans, M.A. & Ravert, R. (2003). “Just Tell Me What I Need To Know!”: The Potential Mismatch Between Online Pedagogy and Pre-Service Teacher Epistemic Development. In C. Crawford, N. Davis, J. Price, R. Weber & D. Willis (Eds.), Proceedings of SITE 2003--Society for Information Technology & Teacher Education International Conference (pp. 2141-2144). Albuquerque, New Mexico, USA: Association for the Advancement of Computing in Education (AACE).