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Operational Efficiency of Interactive E-Learning among Post-Graduation Students in Teacher Education
ARTICLE

Journal on School Educational Technology Volume 10, Number 1, ISSN 0973-2217

Abstract

This study is set in the context of a Post Graduate course for Teacher Education where the participants were exposed to a systematic reflective learning strategy facilitated by a structured interactive e-learning platform. The e-platform was used for students to share, reflect and they had demonstration of skills in class. The researcher intended to develop generic skills as well as the professional skills of a teacher. e-platform illustrates the roles of students' participation and its impact over the development of both personal and professional skills. The reflections of the students before and after the program reveal the achievement of learning outcomes. It envisages the recommendations of NCFTE (National Curriculum for Teacher Education, 2009) and OECD (2013) at global level. The findings reveal the skill development of the students in terms of generic skills (critical thinking, analytic reasoning, problem solving and written communication) as well as professional skills (knowledge on advanced methods of teaching and delivery in classroom).

Citation

Chellamani, K. (2014). Operational Efficiency of Interactive E-Learning among Post-Graduation Students in Teacher Education. Journal on School Educational Technology, 10(1), 44-48. Retrieved July 23, 2019 from .

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Keywords