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首页> 外文会议>2013 IEEE 63rd Annual Conference International Council for Educational Media : we Learning: Content, Community and Collaboration >Is online and distance learning a viable option for teacher education?
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Is online and distance learning a viable option for teacher education?

机译：在线和远程学习是否是教师教育的可行选择？

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Australia is in the grip of a teacher shortage. One way to assist in the supply of sufficient qualified school teachers is through the provision of initial teacher education (ITE) at a distance. Advancements in learning technologies are rapidly transforming distance-delivered ITE, enabling the reimagining and redesigning of open and distance learning (ODL). Unsurprisingly, the new and flexible teaching and learning provisions have increased the appeal of ITE through ODL and, as a consequence, Curtin University has experienced a great increase in enrolments in ITE courses delivered through open and distance modes. Nevertheless, little is known, as yet, about the learners who choose to enrol in ITE at Curtin University delivered fully online through either open or distance modes. The distinction is made between open (through Open Universities Australia) and distance (through Curtin University), because of the different entry requirements for ITE. This presentation reports on parts of a large, multi-university study investigating learning experiences of university students studying a variety of subjects in different modes. The research question was as follows: What are commencing students' characteristics, motivations concerns as they embark on their studies through ODL? The findings reported are from in-depth interviews with pre-service teachers who opted to enrol in ITE through open mode. The qualitative data analysis was informed by sociocultural theory, which has, as its primary tenet, the social construction of meaning. Sociocultural theory pays close attention to the importance of social, cultural and historic contexts and language to mediate the production of knowledge and insight and uncover unequal educational opportunities, based on social, cultural, and/or economic factors. A key tenet of the study was to gather data that would allow for an investigation of lived experiences in general and the idiosyncratic ways meaning was made and value was ascribed to t- e different ITE — ODL experience (offered in external/distance and open/OUA modes) in particular. Mutually convenient interview times were arranged between researchers and participants who agreed to the follow-up interview. The interviews were conducted during a three-week period in May 2012. A total of 22 successful interviews were conducted with pre-service teachers studying through the open (OUA) mode. A key feature and advantage of structured interviews is their replicability. Given that the larger study was conducted at multiple locations simultaneously, this was important. It also provides greater reliability and validity to the data collected, because of internal consistency. All interview questions were open-ended and non-directive. Although the interviews were highly structured and the questions and their order pre-planned, an attempt was made to provide a relaxed atmosphere in which to gather the qualitative data. The findings show that distance-delivered ITE is not only a viable study option, but is viewed by all respondents as the preferred study mode. More importantly, a number of participants reported that for them it is the only way to gain a teaching qualification. Although many respondents noted that they had a satisfactory experience and they found the experience ‘good’, ‘enjoying’ and ‘rewarding’, they alerted to issues of inconsistency of tutor support and unrealistic time investments that were required to complete the course. Much attention will need to be given to improvement strategies to ensure that students are provided with correct information concerning time investment, especially for online and OUA students, who have a number of other life commitments that need to be balanced. Similarly, tutor variability is an issue not only for online delivery of programs, but can be quite distressing for OLD students, precisely because they do not have the opportunity to simply walk up to a tutor
机译：澳大利亚的教师短缺。一种帮助提供足够合格学校教师的方法是通过远距离提供初始教师教育（ITE）。学习技术的进步正在迅速改变远距离教学的ITE，从而实现对开放和远程学习（ODL）的重新构想和重新设计。毫不奇怪，新的灵活的教与学条款通过ODL增加了ITE的吸引力，因此，科廷大学通过开放和远程模式提供的ITE课程的注册人数大大增加。然而，对于选择通过开放式或远程模式完全在线提供的选择在科廷大学ITE入学的学习者，目前知之甚少。由于ITE的入学要求不同，开放式（通过澳大利亚开放大学）和远程（通过科廷大学）之间是有区别的。本演讲报告了一项大型，多大学研究的一部分，该研究调查了以不同方式研究各种学科的大学生的学习经历。研究问题如下：在通过ODL进行学习时，学生的特质，动机问题是什么？报告的发现来自对与选择通过开放模式注册ITE的岗前教师的深入访谈。定性数据分析是根据社会文化理论进行的，该理论的主要宗旨是意义的社会建构。社会文化理论密切关注社会，文化和历史背景以及语言在基于社会，文化和/或经济因素的基础上调解知识和见解的产生并发现不平等的教育机会的重要性。这项研究的主要宗旨是收集数据，以便对一般的生活经历进行调查，并且以独特的方式进行含义的确定和价值归因于不同的ITE-ODL体验（在外部/远程和开放/ OUA模式）。在同意后续采访的研究人员和参与者之间安排了相互方便的采访时间。访谈在2012年5月的三周内进行。总共有22项成功的访谈是与通过开放（OUA）模式学习的职前教师进行的。结构化访谈的一个关键功能和优势是可复制性。鉴于较大的研究是同时在多个位置进行的，因此这一点很重要。由于内部一致性，它还为收集的数据提供了更高的可靠性和有效性。所有面试问题都是开放性和非指导性的。尽管访谈是高度结构化的，并且已预先计划了问题及其顺序，但仍尝试提供宽松的氛围来收集定性数据。研究结果表明，远程授课的ITE不仅是可行的学习选择，而且所有受访者都将其视为首选的学习模式。更重要的是，许多参与者报告说，对他们而言，这是获得教学资格的唯一途径。尽管许多受访者指出他们有令人满意的经历，并且发现体验“好”，“享受”和“奖励”，但他们提醒完成课程所需的导师支持不一致和时间投入不切实际的问题。需要特别注意改进策略，以确保向学生提供有关时间投入的正确信息，特别是对于在线和OUA学生，他们还有许多其他生活承诺需要加以平衡。同样，导师的可变性不仅是在线授课的一个问题，而且对于OLD学生而言可能会令人非常苦恼，这恰恰是因为他们没有机会简单地走上导师之路

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