"It doesn't feel like we’ve had the chance to really connect". The crucial need for social presence in fully asynchronous teacher education

Journal article

Cain, Melissa, Sheehan, Helen and Taouk, Sarah. (2024). "It doesn't feel like we’ve had the chance to really connect". The crucial need for social presence in fully asynchronous teacher education. Teaching and Teacher Education. 152, p. Article 104789. https://doi.org/10.1016/j.tate.2024.104789
AuthorsCain, Melissa, Sheehan, Helen and Taouk, Sarah
Abstract

Fully online asynchronous initial teacher education (ITE) offerings are increasing, yet online learning may negatively impact students' relationships leaving them feeling isolated and disconnected. Despite rigorous attention to the impact of social presence on success in online learning, social connection in fully asynchronous ITE courses is under-researched. This article investigates the experiences of 130 preservice teachers' (PSTs) sense of connection when studying asynchronously online. The data suggest that PSTs value social presence and a pedagogy of care but also highlights a significant disconnect between the parameters of asynchronous learning and PSTs’ expectations, presenting an important consideration for ITE providers.

Keywordsasynchronous online learning; pedagogy of care; social presence; preservice teachers; initial teacher education
Year2024
JournalTeaching and Teacher Education
Journal citation152, p. Article 104789
PublisherElsevier Ltd
ISSN0742-051X
Digital Object Identifier (DOI)https://doi.org/10.1016/j.tate.2024.104789
Scopus EID2-s2.0-85204146687
Open accessPublished as ‘gold’ (paid) open access
Publisher's version
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Open
Output statusPublished
Publication dates
Online13 Sep 2024
Publication process dates
Accepted08 Sep 2024
Deposited21 Jan 2025
Additional information

© 2024 The Authors. Published by Elsevier Ltd. This is an open access article under the CC BY license (http://creativecommons.org/licenses/by/4.0/).

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