Virtually Field-Based Teacher Education: Can It Work?
Lauren Cifuentes, Yu-Chih Doris Shih, Texas A&M University, United States
IJET Volume 6, Number 4, ISSN 1077-9124 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
We asked, "Can virtual meetings via interactive videoconfer-encing systems and desktop videoconferencing systems be as rewarding as face-to-face meetings?" One hundred and two preservice teachers met with three mentor-teachers to forma-tively evaluate multimedia lessons. We compared partici-pants' sense of reward from (a) interactive videoconferenc-es, (b) desktop videoconferences, and (c) face-to-face meet-ings. Quantitative analyses revealed no significant differences between groups regarding the criteria examined. In addition, outcomes in multimedia development skills were the same across treatments. Qualitative data showed that students in all groups learned about instructional design and felt that they had authentic mentoring experiences. Findings indicated that virtu-al meetings effectively simulated face-to-face meetings for cer-tain purposes of school/university partnerships.
Cifuentes, L. & Shih, Y.C.D. (2000). Virtually Field-Based Teacher Education: Can It Work?. International Journal of Educational Telecommunications, 6(4), 287-302. Charlottesville, VA: Association for the Advancement of Computing in Education (AACE).
© 2000 Association for the Advancement of Computing in Education (AACE)