Abstract
Online teacher education is of growing interest and so is the study of motivation as a key factor in technology-mediated learning environments. This study is based on a pre-service language teacher education programme in Patagonia, a southern Argentinian region with no face-to-face training offers, limited Internet access and a large number of unqualified teachers. Our goal is to broaden the understanding of online teacher education programmes at undergraduate level in contexts where most trainees are practicing teachers and where online education is the only possibility for holding a teaching qualification. We focused on the motivating factors that led 71 trainees to enrol and to remain in this online teacher training course. Through a mixed methods approach, the trainees completed an online survey (n 71) and participated in a follow-up interview (n 24). Results showed that obtaining a teaching degree, autonomy, and individual activities were key factors in initial and sustaining motivation. Participants’ experiences challenged collaborative learning in an online environment.
| Original language | English |
|---|---|
| Pages (from-to) | 131-142 |
| Number of pages | 12 |
| Journal | Computers & Education |
| Volume | 76 |
| Early online date | 27 Mar 2014 |
| DOIs | |
| Publication status | Published - 31 Jul 2014 |
Keywords
- computer-mediated communication
- collaborative learning
- distance education