E-Learning approach in Teacher Education

2018 ◽  
Vol 3 (S1) ◽  
pp. 14
Author(s):  
D. Sivalingam ◽  
R. Balachandar ◽  
P. Ajith
Keyword(s):  
Teacher Training ◽  
Training Programs ◽  
Learning Approach ◽  
Computer Access ◽  
Web Based ◽  
New Approach ◽  
Teacher Training Programs ◽  
E Learning ◽  
Attitude Scales ◽  
Large Groups

There has been an increasing interest in e-learning in teacher training at universities during the last ten years. With the developing technology, educational methods have differed as well as many other processes. Firstly, a definition on e-learning as a new approach should be given. E-learning could shortly be defined as a web-based educational system on platform with Internet, Intranet or computer access. In this model, the lessons planned were simulations and software’s for students on polymers and metals. Nine experiments were designed on the topic. Students were interviewed and administered laboratory attitude scales at the end of the experiments.  The study concluded that the experiments in the new model were appropriate to teacher training programs and could successfully be administered to large groups.

scholarly journals Using Blended Learning in Teacher Training Programs: Perspectives of Pre-service Teachers

2021 ◽  
Vol 11 (2) ◽  
pp. 115
Author(s):  
Phuong Thi Le ◽  
Hien Thu Thi Pham
Keyword(s):  
Online Learning ◽  
Teacher Training ◽  
Blended Learning ◽  
Quantitative Research ◽  
Training Programs ◽  
Learning Approach ◽  
Face To Face ◽  
Teacher Training Programs ◽  
Face To Face Learning ◽  
Teachers Perspectives

Blended learning (the combination of face-to-face and online learning) has become increasingly favored in teacher education. This learning approach has been identified as an effective method of providing opportunities for pre-service teachers to work in both online and face-to-face environments. This paper employed a quantitative research design to explore the pre-service teachers’ perspectives regarding the use of blended learning in their training programs. This study surveyed 624 pre-service teachers in different fields at multiple universities with teacher training programs in Vietnam. The results revealed that pre-service teachers favored the blended learning method. In addition, teachers engaging in the blended learning approach used teaching methods and technologies appropriately. The study also investigated the relationship between online and face-to-face learning implemented in the blended learning approach. Compared to face-to-face or online learning alone, blended learning was observed to be more effective. In conclusion, Vietnamese pre-service teachers reacted positively and preferred the use of blended learning in their training programs.   Received: 13 November 2020 / Accepted: 19 January 2021 / Published: 5 March 2021

Opportunities and Challenges of E-Learning in Jordan

2021 ◽  
pp. 246-264
Author(s):  
Mofeed A. Abu Mosa
Keyword(s):  
Teacher Training ◽  
Future Development ◽  
Educational System ◽  
Training Programs ◽  
Historical Review ◽  
Learning Platform ◽  
Teacher Training Programs ◽  
E Learning ◽  
Learning Development

This chapter surveys the opportunity and challenges of e-learning in Jordan. Jordan is a kingdom ruled by the Hashemite family, known as the Hashemite Kingdom of Jordan. The author surveys its educational system in general and analyses e-learning's opportunities and challenges in light of Khan's framework. Moreover, the author collected a historical review of e-learning development in the eight components of Khan's framework. Statistics and a case study about e-learning infrastructure, its usage in the country, barriers of implementation in education provide a clear picture of e-learning. The chapter further explores the case of Arab Open University (AOU) as a comprehensive example of the powerful e-learning platform. Also, it discusses information on teacher training programs before and within COVID-19. Finally, the author presents his view about the future development of e-learning in Jordan. A comprehensive bibliography on e-learning scholarship related to the country, including government reports and websites, appears at the end of the chapter.

scholarly journals PEMANFAATAN E-LEARNING SEBAGAI ALTERNATIF PENGGANTI PELATIHAN TATAP MUKA BAGI PENDIDIK DAN TENAGA KEPENDIDIKAN PENDIDIKAN NONFORMAL

2009 ◽  
Vol 4 (2) ◽  
pp. 189-196
Author(s):  
Putu Ashintya Widhiartha
Keyword(s):  
Teacher Training ◽  
Information And Communication Technologies ◽  
Communication Technologies ◽  
Quality Of Education ◽  
Computer Access ◽  
Web Based ◽  
Educator Training ◽  
Information And Communication ◽  
E Learning

Recently, there have been massive efforts in E-learning implementation for educator training around the world. E-learning could shortly be defined as a web-based educational system on platform with Internet,  Intranet or computer access. This article describes the possibility to implement E-learning for non-formal teacher training in Indonesia. Non-formal teachers have to realize that they face new challenge to improve their competencies and must be able to make appropriate use of Information and Communication Technologies (ICT). This is a challenge that has caused non-formal teachers to reflect on how they adapt to new educational changes without compromising the quality of education. In addition E-learning also could be used to reduce the enormous cost of conventional non-formal teacher training.

Meeting the Needs of Rural Teachers of Visually Impaired Students

1987 ◽  
Vol 81 (5) ◽  
pp. 204-209 ◽  
Author(s):  
M.J. Bina
Keyword(s):  
Teacher Training ◽  
Visually Impaired ◽  
Training Programs ◽  
Rural Teachers ◽  
Sense Of Humor ◽  
Itinerant Teachers ◽  
Teacher Training Programs ◽  
Visually Impaired Students

A survey of itinerant teachers in Texas found that, despite the numerous shortcomings of the job, the respondents believed there were many advantages. The respondents further identified the much needed ability to adjust to change, to put things in perspective, to modify their expectations, and to exercise a healthy sense of humor. This article details these shortcomings and advantages, suggests strategies for overcoming obstacles, and discusses the implications of the findings for administrators of schools and personnel of teacher-training programs.

Public School and University Teacher Training Programs for Behaviorally Disordered Children: Are They Compatible?

1980 ◽  
Vol 5 (3) ◽  
pp. 151-155 ◽  
Author(s):  
Kenneth Kavale ◽  
Alfred Hirshoren
Keyword(s):  
Public School ◽  
Teacher Training ◽  
Training Programs ◽  
Behavior Disorder ◽  
Theoretical Models ◽  
School Behavior ◽  
Behaviorally Disordered ◽  
School Programs ◽  
Teacher Training Programs ◽  
University Teacher Training

The findings from a survey of public school programs for behaviorally disordered children are presented suggesting that a majority considered their theoretical focus to be behavioral. If a majority of university teacher-training programs in behavior disorder also consider their primary theoretical focus to be behavioral as previous research suggested, then the two would appear to complement each other. Another portion of the survey, however, indicated that the pragmatic approaches to treatment found in public school behavior disorders programs cover techniques reflecting a wide variety of theoretical models. Consequently, there exists a mismatch which prevents maximum effectiveness in both teacher training and service delivery for behaviorally disordered children. It was concluded that university teacher training programs should reflect a more eclectic stance by carefully synthesizing assorted theoretical components into a composite which meets the diverse pragmatic demands of public school programs for behaviorally disordered children.1

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