يجب تسجيل الدخول أولا
How Do Female Preservice Teachers Experience Learning Using the Learning Blog, Recorded Lectures and Reflective Assignment and Feedback in Educational Technology Courses?
| المصدر: | مجلة كلية التربية |
|---|---|
| الناشر: | جامعة بنها - كلية التربية |
| المؤلف الرئيسي: | Alsofyani, Mohammed M. (Author) |
| المجلد/العدد: | مج34, ع133 |
| محكمة: | نعم |
| الدولة: |
مصر |
| التاريخ الميلادي: |
2023
|
| الشهر: | يناير |
| الصفحات: | 1 - 19 |
| ISSN: |
1110-2411 |
| رقم MD: | 1427600 |
| نوع المحتوى: | بحوث ومقالات |
| اللغة: | الإنجليزية |
| قواعد المعلومات: | EduSearch |
| مواضيع: | |
| كلمات المؤلف المفتاحية: |
Female Pre-Service Teachers | Learning Blogs | Recorded Lectures | Reflective Writing and Feedback | Educational Technology Courses
|
| رابط المحتوى: |
عدد مرات التحميل
1
| المستخلص: |
This study reports on the qualitative results of female pre-service teachers experience for using a blend of learning blog, recorded lectures and reflective assignments and lecturer’s feedback for educational technology courses. There are limited studies that explored this blend for pre-service teachers’ preparation. This study surveyed female pre-service teachers after teaching them for one semester, using the proposed blend. Three research questions addressed related to learner’s experience with using learning blogs instead of the paper book, recorded lectures instead of synchronous content presentation and reflective writing with lecturer’s feedback. Data was collected using questionnaire items with open ended answers. 98 female students completed the questionnaire. The major findings of this study showed a highly appreciation experience by the students with using learning blogs, recorded lectures and reflective writing and feedback. The implication of this study supports they use of the proposed blend to teach educational technology courses. More quantitative studies should be conducted with different types of students to extend the results of this study to the entire pre-service teachers. |
|---|---|
| ISSN: |
1110-2411 |
عناصر مشابهة
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