Using the e-learning life cycle to plan and review and environment to develop reflection in pre-service teachers
Roberts, P. (2012) Using the e-learning life cycle to plan and review and environment to develop reflection in pre-service teachers. In: 27th Annual Research Forum (Western Australian Institute for Educational Research Inc) Transforming practice: The value of educational research, 11 August 2012, University of Notre Dame, Fremantle, Western Australia
There is increased use of e-learning platforms in tertiary education. The challenge is to ensure that units are not simply transferred to an electronic format but that the new design meets the needs of the changing student population. The e-learning life cycle model (Phillips, Kennedy & McNaught, 2011) may provide a framework for the development and evaluation of these environments. This research used a modified implementation of this model within an e-portfolio platform aimed at the development of reflection in pre-service teachers. Through the process of planning and implementing the environment with two cohorts of students, a number of key considerations were identified.
The first implementation highlighted the need for a strong theoretical framework as the basis for the planned environment. The second implementation identified the need for specific strategies to encourage interaction amongst the students to promote reflective discussions and to collect data to determine the value of the environment. Future cycles of the research are planned to address these issues as a means of developing a strong environment for the development of reflective pre-service teachers.
Keywords: e-learning, pre-service teachers, reflection
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