Making the Transition from On-Campus to Online Learning: Pre-Service Teachers' Experiences of Online Learning as a Result of COVID-19

Autor/inn/en	Muir, Tracey; Livy, Sharyn; Murphy, Carol; Trimble, Allison
Titel	Making the Transition from On-Campus to Online Learning: Pre-Service Teachers' Experiences of Online Learning as a Result of COVID-19
Quelle	In: Journal of University Teaching and Learning Practice, 19 (2022) 5, Artikel 3 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1449-9789
Schlagwörter	Preservice Teachers; COVID-19; Pandemics; Electronic Learning; Educational Technology; Educational Change; Learner Engagement; Student Attitudes; Foreign Countries; Communities of Practice; Inquiry; Mathematics Education; Teacher Student Relationship; Interpersonal Relationship; Australia + Suchen Sie Ihr Suchwort? Unterrichtsmedien; Bildungsreform; Schülerverhalten; Ausland; Community; Mathematische Bildung; Teacher student relationships; Lehrer-Schüler-Beziehung; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Australien
Abstract	Online learning is rapidly becoming the preferred study option for many higher education students, due to its accessibility, convenience and flexible teaching arrangements. For other students who have access to a university campus, their preferred option is to attend on-campus classes, where advantages include synchronous interaction with peers, lecturers and access to practical experiences, materials, and resources. The impact of COVID-19 resulted in interruptions to social, economic, cultural, and educational life, with social distancing measures and health and well-being concerns leading to widespread restrictions in numerous different contexts. Universities throughout Australia restricted access to campuses and shifted their teaching of classes to purely online delivery. This shift posed many challenges for students and staff as ways of teaching and learning were reconceptualised. This paper examines the experiences of two different cohorts of pre-service teachers from two different universities who were studying full-time on-campus at the time when the restrictions were applied and reports the impact the shift to online had on cognitive, social and teaching presence within a model of community of inquiry. The findings indicate that despite the challenges involved with the rapid transition to online delivery, participants were able to identify the presence of core elements of the model, and how these factors impacted upon their engagement with the course. (As Provided).
Anmerkungen	University of Wollongong. Available from: Centre for Educational Development and Interactive Resources. Northfields Avenue, Wollongong, NSW 2522, Australia. Tel: +61-2-4221-3140; Fax: +61-2-4225-8312; e-mail: jutlp@uow.edu.au; Web site: https://ro.uow.edu.au/jutlp/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01