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Evolution of online interactions while observing classroom situations on video during a distance education course
PROCEEDINGS

, , , Université de Sherbrooke, Canada

Society for Information Technology & Teacher Education International Conference, in Las Vegas, NV, United States ISBN 978-1-939797-13-1 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

The role of an online teacher trainer to support interactions between student teachers is quite complex. He has to set up various types of interactions in order to support the learning that occurs through different cognitive processes. These are influenced by the environment and the social context in which a person is, the practice of reference, the observations he can do, the models that are proposed, the mediation offered by a trainer or a more experienced peer, his ideas or his expectations. Thus we chose to set up a research which overall objective is to understand the evolving capacities of student teachers to analyze videos of class situations, according to peer interventions and those of the trainer, the contextual elements or the characteristics of the training. In this paper, we will discuss the pedagogical models and the interactions that occurred in two courses highlighting similarities and differences. We will present some interpretations and the next steps of the research

Citation

Meyer, F., Gazé, M.A. & Lampron, R. (2015). Evolution of online interactions while observing classroom situations on video during a distance education course. In D. Rutledge & D. Slykhuis (Eds.), Proceedings of SITE 2015--Society for Information Technology & Teacher Education International Conference (pp. 416-421). Las Vegas, NV, United States: Association for the Advancement of Computing in Education (AACE). Retrieved January 21, 2020 from .

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