How to Teach Pedagogy Courses Online at University in COVID-19 Pandemic: Search for Answers
DOI:
https://doi.org/10.18662/rrem/12.1sup2/261Keywords:
pandemic, distance learning, teacher training, university, pedagogical disciplines, online learning platforms and tools, mobile learning, interactivityAbstract
The worldwide spread of COVID-19 pandemic poses new challenges to higher education, in general, and to pedagogical education in particular. The transition to distance education can minimize the impact of the pandemic on the teacher training system. The purpose of the article is to share the experience of the complex use of Moodle and Prometheus online platforms, Zoom webinar software, mobile learning technologies and various web servers for teachers in the course of online teaching of pedagogical disciplines to future teachers. Features of their application were identified and didactic effect was determined. The results of the study indicate their flexibility, multidimensionality and ability to provide interactive learning. It has been found that an important condition for the effectiveness of distance learning in quarantine is the provision of educational and information support for teachers and students. Most of the students positively accepted the proposed methodology, and the teachers noted an increase in students’ motivation for learning and their cognitive activity. The results of the study indicate the appropriateness of using the selected platforms and tools to study pedagogical subjects online.
References
Goh, P.S., & Sandars, J. (2019). Digital Scholarship – rethinking educational scholarship in the digital world. MedEdPublish, 8(2), 15. https://doi.org/10.15694/mep.2019.000085.1
Iwai, Y. (2020). Online Learning during the COVID-19 Pandemic: What do we gain and what do we lose when classrooms go virtual? Scientific American. https://blogs.scientificamerican.com/observations/online-learning-during-the-covid-19-pandemic/
Kearney, M., & Maher, D. (2019). Mobile learning in pre-service teacher education: Examining the use of professional learning networks. Australasian Journal of Educational Technology, 35(1), 135-148. https://doi.org/10.14742/ajet.4073
Martin, F., Ritzhaupt, A., Kumar, S., & Budhrani, K. (2019). Award-winning faculty online teaching practices: Course design, assessment and evaluation, and facilitation. The Internet and Higher Education, 42, 34-43. https://doi.org/10.1016/j.iheduc.2019.04.001
Ogienko, O. (2016). Facilitation in the context of pedagogical activities. Advance education, 5, 85-89. https://doi.org/10.20535/2410-8286.70621
Raffaghelli, J.E., Cucchiara, S., Manganello, F., & Persico, D. (2016). Different views on Digital Scholarship: separate worlds or cohesive research field? Research in Learning Technology, 24, 1-17. https://doi.org/10.3402/rlt.v24.32036
Trust, T. (2017). Preparing future teachers to redefine learning with technology. Journal of Digital Learning in Teacher Education, 33(2), 44–45. https://doi.org/10.1080/21532974.2017.1281654
Downloads
Published
How to Cite
Issue
Section
License
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant this journalright of first publication, with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work, with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g. post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g. in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as an earlier and greater citation of published work (See The Effect of Open Access).
Revista Romaneasca pentru Educatie Multidimensionala Journal has an Attribution-NonCommercial-NoDerivs
CC BY-NC-ND
