Designing Authentic Learning Activities to Train Pre-Service Teachers About Teaching Online

Tian Luo,Helen Crompton,Alexander Murray

doi:10.19173/irrodl.v18i7.3037

Abstract

Online learning is increasingly being used in K-12 learning environments. A concomitant trend is found towards learning becoming authentic as students learn with tasks that are connected to real-world occupations. In this study, 48 pre-service teachers use an online environment to engage in authentic practice as they developed online learning experiences for their future students. Using a design-based research methodology, the researchers were involved in planning, designing, implementing, and evaluating the higher education class across two macro cycles. An authentic learning framework was utilized in the development of the class. Findings explicate the design of the course and how it aligned to the authentic learning framework. It appears that web-based tools were beneficial as the pre-service teachers designed their own K-12 online classes. Findings show that the pre-service teachers' comfort increased when using the using online web building applications in the authentic environment. Furthermore, a high level of engagement in reflective and collaborative learning was uncovered during the activities. This research acts as a springboard for educators who are interested in designing online higher education courses incorporating authentic learning experiences.

Highlights

Teacher training programs have consistently been challenged by their incompetency in preparing preservice teachers for the ever-changing reality of modern classrooms (Blackwell, Futrell, & Imig, 2003; Cusworth & Whiting, 1994)
As changes were made to the instructional design in the macro cycles, RQ 1 show the changes that were made at the completion of macro cycle 2 to better integrate with Herrington et al.’s authentic learning characteristics
All participants used Weebly to construct their own authentic learning context, which was the online course within their specified area of K-12 instruction

Summary

Introduction

Teacher training programs have consistently been challenged by their incompetency in preparing preservice teachers for the ever-changing reality of modern classrooms (Blackwell, Futrell, & Imig, 2003; Cusworth & Whiting, 1994). Traditional methods of teaching, such as lecturing in large-lecture halls, often fail to keep students’ attention and engagement (El-Ghareeb & Riad, 2011). It appears that a dichotomy exists between how pre-service teachers are prepared to teach in classrooms and what teaching is like in the real world. Designing Authentic Learning Activities to Train Pre-Service Teachers About Teaching Online Luo, Murray, and Crompton solving and application, authentic learning that uses a situated learning approach has been deemed an effective method (Snape & Fox-Turnbull, 2013). As students gain opportunities to learn through a contextualized approach, there has been a concomitant positive trend towards students taking advantage of online learning

Objectives

Methods

Results

Discussion

Conclusion