Compare Synchronous and Asynchronous Online Instruction for Science Teacher Preparation
Compare Synchronous and Asynchronous Online Instruction for Science Teacher Preparation
复制标题
比较科学教师准备的同步和异步在线教学
DOI：
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发表时间：
2020
影响因子：
1.9
通讯作者：
Yuanhua Wang
中科院分区：
文献类型：
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作者：
Jianlan Wang;Yuanhua Wang
摘要 在线教师教育是应对师资短缺问题的重要选择。互动的形式对于利用学习者之间的社交和智力联系至关重要。然而，很少有研究探讨在线教师培训中的这个问题。在本研究中，我们研究了两种常用的交互格式：同步交互和异步交互。我们将145名岗前科学教师分为四组，分别进行面对面互动（G1）、在线会议同步互动（G2）、在线论坛异步互动（G3）和无互动个人工作（G4）。四组接受相同的课程，并且教师对同伴互动的影响受到控制。我们使用 5E 模型比较了四组职前教师的社交和认知能力以及他们的科学教学。结果表明，同步互动的两组（G1和G2）在社交存在感、认知存在感和科学教学方面优于异步互动组（G3）和无互动组（G4）。皮尔逊相关数据表明，参与者的社会存在感在很大程度上与认知存在感及其教学实践在一定程度上相关。然而，认知存在与教学实践的相关性较差。研究结果提供了支持在线教学中互动重要性的经验证据。同步性与职前教师与学习社区中同伴的联系呈正相关，这需要更好地与内容互动，但不一定会促进他们的认知学习成果。还讨论了在线教师准备的影响。
ABSTRACT Online teacher education is an important alternative in response to the problem of teacher shortage. The format of interaction is critical in leveraging social and intellectual connection between learners. Yet, few studies have examined this issue in online teacher preparation. In this study, we examined two commonly used interactional formats that are synchronous and asynchronous interaction. We separated 145 pre-service science teachers into four groups experiencing face-to-face interaction (G1), synchronous interaction through online meetings (G2), asynchronous interaction through online forum (G3), and individual work without interaction (G4). The four groups received the same curriculum and the impact of instructors on peer interaction was controlled. We compared pre-service teachers’ social and cognitive presences and their science teaching using the 5E model between the four groups. The results show that the two groups with synchronous interaction (G1 and G2) outperformed the one with asynchronous interaction (G3) and no interaction (G4) in social presence, cognitive presence, and science teaching. Pearson correlation data suggest that the participants’ social presence correlated largely with cognitive presence and their teaching practice to some extent. However, cognitive presence correlated poorly with the teaching practice. The findings provide empirical evidence supporting the importance of interaction in online instruction. Synchronicity was positively related to the pre-service teachers’ connection to peers in the learning community, which entailed better interaction with content but might not necessarily promote their cognitive learning outcome. Implications for online teacher preparation were also discussed.