Student perspectives on videoconferencing in teacher education at a distance

Donald Gillies

Research output: Contribution to journalArticle

56 Citations (Scopus)

Abstract

This article reports the findings of a small-scale study exploring student views of the videoconference as a teaching and learning tool in teacher education. The context of this study is a distance education course, run primarily through videoconferencing, for prospective primary school teachers. The use of videoconferencing in this area has not yet been the subject of significant research and so the study aims to make a contribution to the field. The study is part of an ongoing action research project, aimed at improving the quality of the course in question. Taking account of literature on the videoconference format in distance education, the project used a questionnaire to gather student views of the perceived effectiveness and value of videoconferencing, with a particular emphasis on issues relating to teaching approaches and the active engagement of the learner. The article highlights some key findings regarding the efficacy of the format from a student perspective and raises some issues for future pedagogical practice.
Original languageEnglish
Pages (from-to)107-118
Number of pages11
JournalDistance Education
Volume29
Issue number1
DOIs
Publication statusPublished - May 2008

Fingerprint

teacher
education
student
Teaching
action research
research project
questionnaire
school
learning
Values
literature

Keywords

  • engagement
  • interaction
  • pedagogy
  • teacher education
  • videoconferencing

Cite this

@article{36c99f15b6fb4019ae5d402d12adcdcc,
title = "Student perspectives on videoconferencing in teacher education at a distance",
abstract = "This article reports the findings of a small-scale study exploring student views of the videoconference as a teaching and learning tool in teacher education. The context of this study is a distance education course, run primarily through videoconferencing, for prospective primary school teachers. The use of videoconferencing in this area has not yet been the subject of significant research and so the study aims to make a contribution to the field. The study is part of an ongoing action research project, aimed at improving the quality of the course in question. Taking account of literature on the videoconference format in distance education, the project used a questionnaire to gather student views of the perceived effectiveness and value of videoconferencing, with a particular emphasis on issues relating to teaching approaches and the active engagement of the learner. The article highlights some key findings regarding the efficacy of the format from a student perspective and raises some issues for future pedagogical practice.",
keywords = "engagement, interaction, pedagogy, teacher education, videoconferencing",
author = "Donald Gillies",
year = "2008",
month = "5",
doi = "10.1080/01587910802004878",
language = "English",
volume = "29",
pages = "107--118",
journal = "Distance Education",
issn = "0158-7919",
number = "1",

}

Student perspectives on videoconferencing in teacher education at a distance. / Gillies, Donald.

In: Distance Education, Vol. 29, No. 1, 05.2008, p. 107-118.

Research output: Contribution to journalArticle

TY - JOUR

T1 - Student perspectives on videoconferencing in teacher education at a distance

AU - Gillies, Donald

PY - 2008/5

Y1 - 2008/5

N2 - This article reports the findings of a small-scale study exploring student views of the videoconference as a teaching and learning tool in teacher education. The context of this study is a distance education course, run primarily through videoconferencing, for prospective primary school teachers. The use of videoconferencing in this area has not yet been the subject of significant research and so the study aims to make a contribution to the field. The study is part of an ongoing action research project, aimed at improving the quality of the course in question. Taking account of literature on the videoconference format in distance education, the project used a questionnaire to gather student views of the perceived effectiveness and value of videoconferencing, with a particular emphasis on issues relating to teaching approaches and the active engagement of the learner. The article highlights some key findings regarding the efficacy of the format from a student perspective and raises some issues for future pedagogical practice.

AB - This article reports the findings of a small-scale study exploring student views of the videoconference as a teaching and learning tool in teacher education. The context of this study is a distance education course, run primarily through videoconferencing, for prospective primary school teachers. The use of videoconferencing in this area has not yet been the subject of significant research and so the study aims to make a contribution to the field. The study is part of an ongoing action research project, aimed at improving the quality of the course in question. Taking account of literature on the videoconference format in distance education, the project used a questionnaire to gather student views of the perceived effectiveness and value of videoconferencing, with a particular emphasis on issues relating to teaching approaches and the active engagement of the learner. The article highlights some key findings regarding the efficacy of the format from a student perspective and raises some issues for future pedagogical practice.

KW - engagement

KW - interaction

KW - pedagogy

KW - teacher education

KW - videoconferencing

UR - http://dx.doi.org/10.1080/01587910802004878

U2 - 10.1080/01587910802004878

DO - 10.1080/01587910802004878

M3 - Article

VL - 29

SP - 107

EP - 118

JO - Distance Education

JF - Distance Education

SN - 0158-7919

IS - 1

ER -