Skip to main content
placeholder image

Pre-service perspectives on e-teaching: Assessing e-teaching using the EPEC hierarchy of conditions for e-learning/teaching competence

Journal Article


Download full-text (Open Access)

Abstract


  • This article examines pre-service teacher perspectives of teaching with an online synchronous (live-time) platform as a part of their training. Fifty-three students who participated in a blended learning (including both face-to-face and online lectures) course were assessed in a teaching simulation through an online presentation, and participated in questionnaires and interviews about their experiences as e-learners using the platform. The EPEC hierarchy of conditions (Ease of use, Psychologically safe environment, e-learning/e-teaching Efficacy, and e-learning Competence) for e-learning competency, developed based on an analysis of pre-service teachers’ experience as e-learners in this same study, was used as a framework to assess teacher perspectives as e-teachers using this technology. Qualitative interview data were collected about students’ experiences using the platform, and analyzed via thematic content analysis. The findings showed that students generally favoured the online e-teaching synchronous platform over in-person presentations, and the quality of online presentations was considered at least as good as in person.

Authors


  •   Sisco, Ashley (external author)
  •   Woodcock, Stuart (external author)
  •   Eady, Michelle J.

Publication Date


  • 2015

Citation


  • Sisco, A., Woodcock, S. & Eady, M. (2015). Pre-service perspectives on e-teaching: Assessing e-teaching using the EPEC hierarchy of conditions for e-learning/teaching competence. Canadian Journal of Learning and Technology, 41 (3), 1-32.

Ro Full-text Url


  • http://ro.uow.edu.au/cgi/viewcontent.cgi?article=2822&context=sspapers

Ro Metadata Url


  • http://ro.uow.edu.au/sspapers/1823

Number Of Pages


  • 31

Start Page


  • 1

End Page


  • 32

Volume


  • 41

Issue


  • 3

Place Of Publication


  • Canada

Abstract


  • This article examines pre-service teacher perspectives of teaching with an online synchronous (live-time) platform as a part of their training. Fifty-three students who participated in a blended learning (including both face-to-face and online lectures) course were assessed in a teaching simulation through an online presentation, and participated in questionnaires and interviews about their experiences as e-learners using the platform. The EPEC hierarchy of conditions (Ease of use, Psychologically safe environment, e-learning/e-teaching Efficacy, and e-learning Competence) for e-learning competency, developed based on an analysis of pre-service teachers’ experience as e-learners in this same study, was used as a framework to assess teacher perspectives as e-teachers using this technology. Qualitative interview data were collected about students’ experiences using the platform, and analyzed via thematic content analysis. The findings showed that students generally favoured the online e-teaching synchronous platform over in-person presentations, and the quality of online presentations was considered at least as good as in person.

Authors


  •   Sisco, Ashley (external author)
  •   Woodcock, Stuart (external author)
  •   Eady, Michelle J.

Publication Date


  • 2015

Citation


  • Sisco, A., Woodcock, S. & Eady, M. (2015). Pre-service perspectives on e-teaching: Assessing e-teaching using the EPEC hierarchy of conditions for e-learning/teaching competence. Canadian Journal of Learning and Technology, 41 (3), 1-32.

Ro Full-text Url


  • http://ro.uow.edu.au/cgi/viewcontent.cgi?article=2822&context=sspapers

Ro Metadata Url


  • http://ro.uow.edu.au/sspapers/1823

Number Of Pages


  • 31

Start Page


  • 1

End Page


  • 32

Volume


  • 41

Issue


  • 3

Place Of Publication


  • Canada