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Social presence – connecting pre-service teachers as learners using a blended learning model

Garner, Rosemarie and Rouse, Elizabeth 2016, Social presence – connecting pre-service teachers as learners using a blended learning model, Student success, vol. 7, no. 1, pp. 25-36, doi: 10.5204/ssj.v7i1.299.

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Title Social presence – connecting pre-service teachers as learners using a blended learning model
Author(s) Garner, Rosemarie
Rouse, ElizabethORCID iD for Rouse, Elizabeth orcid.org/0000-0002-2889-5382
Journal name Student success
Volume number 7
Issue number 1
Start page 25
End page 36
Total pages 10
Publisher Queensland University of Technology
Place of publication Brisbane, Qld.
Publication date 2016
ISSN 2205-0795
Keyword(s) Social presence
Summary The national reform agenda for early childhood education and care across Australia has led to an increased demand for qualified early childhood teachers. In response, universities have developed innovative approaches in delivering early childhood teacher educa tion courses designed to support existing diploma qualified educators to gain their teaching qualifications. One such course at a major Australian University incorporated a flexible multi-modal option of study which included community -based, on line e-learning and face -to- face intensive tutorials. This paper reports on a study examining the outcomes for students undertaking their studies using this course delivery mode. The study sought to examine the students’ perceptions of the efficacy of the teaching and learning approach in meeting their learning needs, and the factors that were most influential in informing these perceptions. The findings indicated that it was the inclusion of contact and a social presence in the online learning environment which was most influential.
Language eng
DOI 10.5204/ssj.v7i1.299
Field of Research 130103 Higher Education
Socio Economic Objective 930101 Learner and Learning Achievement
HERDC Research category C1 Refereed article in a scholarly journal
Copyright notice ©2016, The Authors
Free to Read? Yes
Use Rights Creative Commons Attribution licence
Persistent URL http://hdl.handle.net/10536/DRO/DU:30081837

Document type: Journal Article
Collections: School of Education
Institute of Koorie Education
Open Access Collection
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Every reasonable effort has been made to ensure that permission has been obtained for items included in DRO. If you believe that your rights have been infringed by this repository, please contact drosupport@deakin.edu.au.