Morris, T.H 
ORCID: 0000-0002-0100-6434, Schön, M and Drayson, M.C
(2023)
'Reimagining online teacher education: combining self-directed learning with peer feedback for interaction and engagement.'
Journal of Research in Innovative Teaching & Learning.
doi: 10.1108/JRIT-07-2023-0086
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Abstract
Purpose:- There has been an unprecedented increase in online learning worldwide, including in teacher education. However, student lurking can be a common issue, leading to a non-interactive learning environment. Design/methodology/approach:- The authors employed a qualitative case study with thematic analysis to examine a novel “self-directed” pre-service teacher online degree module that engaged students in regular peer-feedback, which intended to promote student engagement and interactivity. The research questions were as follows: To what extent did the seminar series represent the principles of self-directed learning and were learning outcomes effective from the process? And, how effective was the use of peer feedback? Findings:- The thematic analysis revealed that student progression and course completion was successful, and it represented some principles of self-directed learning; but (a) it cannot be presumed that pre-service teachers are competent in giving (peer) feedback and (b) pre-service teachers may need specific guidance and training for providing competent feedback. Originality/value:- This paper is highly original in respect of its combination of the self-directed learning framework with use of peer feedback, to engage students in an interactive learning environment. The present paper identifies that peer feedback is a powerful tool in online learning; peer feedback can supplement self- and teacher-assessment; but it should not be assumed that pre-service teachers are competent in providing (peer) feedback – pre-service teachers may need specific training in providing feedback.
| Item Type: | Article |
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| Divisions: | School of Education |
| Date Deposited: | 07 Nov 2023 16:33 |
| Last Modified: | 22 Jan 2024 02:25 |
| ISSN: | 2397-7604 |
| URI / Page ID: | https://researchspace.bathspa.ac.uk/id/eprint/15815 |
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