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首页> 外文会议>IEEE Annual Conference International Council for Educational Media >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：在线和远程学习教师教育的可行选择吗？

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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：澳大利亚是教师短缺的抓地力。协助足够的合格教师的供应方式之一是通过在距离提供初始教师教育（ITE）。在学习技术的进步正在迅速改变距离交付ITE，使reimagining和开放和远程教育（ODL）的重新设计。不出所料，新的和灵活的教学和学习规定已经通过ODL并增加ITE的吸引力，因此，科廷大学在经历了通过开放和远程交付模式ITE课程，入学率大幅增加。然而，鲜为人知的是，到目前为止，关于谁选择ITE登记在科廷科技大学通过打开或距离模式提供全面的在线学习者。这种区别是开放之间进行（通过开放大学澳大利亚）和距离（通过科廷大学），因为对于ITE不同的入学要求。这表现在大，多大学学习考察大学生学习各种不同的方式科目学习经验的部分报道。研究的问题如下：什么是开始学生的特点，动机的关注，因为他们走上通过ODL学业？报告的结论是在深入采访前在职教师谁选择通过公开方式在ITE报名参加。定性数据分析是由社会文化理论，具有作为其主要宗旨，意义的社会建设通知。社会文化理论关注社会，文化和历史背景和语言的重要性，以调解的生产知识和见解，并揭开不平等的教育机会的基础上，社会，文化和/或经济因素。这项研究的一个关键原则是收集将允许在一般生活经验和独特的生活方式意味着调查数据作出和价值一度冲高至T-ë不同ITE - ODL经验（在外部/远程开放/提供OUA模式）尤其如此。双方都方便的面试时间安排了研究者和参与者谁同意的后续采访间。在采访期间，在五月三周内2012年总共有22台成功采访了前在职教师通过开放（OUA）模式进行研究进行。结构式访谈的一个重要特点和优势是其可复制性。鉴于较大的研究是在同时在多个地点进行的，这是非常重要的。它还提供了由于内部一致性更高的可靠性和有效性，以收集的数据，。所有的面试问题都是开放式的，非指导。虽然采访是高度结构化的和遇到的问题进行预购计划，有人企图提供其中收集定性数据轻松的气氛。调查结果表明，距离交付ITE不仅是一个可行的选择研究，而是由所有受访者首选的学习模式观看。更重要的是，一些与会者报告说，对他们来说是取得教师资格的唯一途径。虽然许多受访者指出，他们有一个良好的经验和发现体验“好”，“享受”和“回报”，他们提醒导师支持，并且被要求完成课程不切实际的投资时间不一致的问题。大部分注意力都需要给予改进策略，以确保学生提供正确的信息，关于时间的投资，尤其是对在线和OUA学生，谁拥有了许多其他生命的承诺是需要平衡。同样，导师的变化，不仅是节目的在线交付的问题，但可以说是相当令人痛心的老学员，正是因为他们没有简单地步行到导师的机会

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