Lights, Camera, Action? A Reflection of Utilizing Web Cameras during Synchronous Learning in Teacher Education

Autor/inn/en	Day, Jamie; Verbiest, Courtney
Titel	Lights, Camera, Action? A Reflection of Utilizing Web Cameras during Synchronous Learning in Teacher Education
Quelle	In: Teacher Educators' Journal, 14 (2021), S.3-21 (19 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Videoconferencing; Web Based Instruction; Online Courses; Electronic Learning; COVID-19; Pandemics; Distance Education; Teacher Education; Doctoral Students; Student Attitudes; Personal Autonomy; Synchronous Communication; Expectation; Affordances; Virginia + Suchen Sie Ihr Suchwort? Web Based Training; Online course; Online-Kurs; Distance study; Distance learning; Fernunterricht; Lehrerausbildung; Lehrerbildung; Doctoral studies; Doctorate studies; Student; Students; Doctoral candidate; Doktorandenprogramm; Schüler; Schülerin; Studentin; Doktorand; Doktorandin; Schülerverhalten; Individuelle Autonomie; Expectancy; Erwartung
Abstract	The onset of the COVID-19 world pandemic caused an unanticipated transition from face-to-face to virtual teaching in higher education. This health crisis impacted teacher education professors and students alike, as education classes shifted from in-person instruction to synchronous digital instruction. However, a significant observation was made during this transition: some education students elected to turn-on their web cameras during synchronous instruction, while others chose to turn theirs off. Therefore, an issue in digital teacher education arises. What are the advantages of students turning on their web cameras? What are the disadvantages of expecting students to turn them on? To address this critical issue, two doctoral education students reflect on their personal experiences during the virtual learning shift. Implications are also shared on the benefits of student choice in teacher education. The reflections are concluded with a call to action for research needed to address this notable research gap in digital teacher education. (As Provided).
Anmerkungen	Association of Teacher Educators in Virginia. Shenandoah University, Winchester, VA 22601. e-mail: ehthomps@ehc.edu; Web site: https://www.ateva.org/journal-1/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01