Active Learning and Preservice Teachers’ Experiences in an Online Course: A Case Study
Selma Vonderwell, Cleveland State University ; Sandra Turner, Ohio University
Journal of Technology and Teacher Education Volume 13, Number 1, ISSN 1059-7069 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA
The purpose of this qualitative case study was to examine preservice teachers' experiences and the meaning they gave to their experiences in a "Technology Applications in Education" online course. The theoretical framework was based on the "Rich Environments for Active Learning" proposed by Grabinger and Dunlap (2000). The attributes of rich learning environments for active learning are student responsibility and initiative, generative learning activities, authentic learning contexts, authentic assessment strategies, and cooperative support. The study findings imply that the online learning/teaching environment requires reconstruction of student and instructor roles, relationships, and practices. Student experiences showed that the online environment influenced their learning. Preparing students for active engagement in learning and collaboration needs to be emphasized in both face-to-face and online environments. Understanding student expectations and motivations, and the personas they may take during online learning can help support active learning. Instructor guidance and support as well as peer support are important for improved communication that can enable active learning.
Vonderwell, S. & Turner, S. (2005). Active Learning and Preservice Teachers’ Experiences in an Online Course: A Case Study. Journal of Technology and Teacher Education, 13(1), 65-84. Norfolk, VA: Society for Information Technology & Teacher Education.
© 2005 Society for Information Technology & Teacher Education