Loading...
"It doesn't feel like we’ve had the chance to really connect". The crucial need for social presence in fully asynchronous teacher education
Cain, Melissa Sheehan, Helen Taouk, Sarah
Cain, Melissa
Sheehan, Helen
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.
Keywords
asynchronous online learning, pedagogy of care, social presence, preservice teachers, initial teacher education
Date
2024
Type
Journal article
Journal
Teaching and Teacher Education
Book
Volume
152
Issue
Page Range
Article Number
Article 104789
ACU Department
School of Education
Faculty of Education and Arts
Faculty of Education and Arts
Collections
Relation URI
Source URL
Event URL
Open Access Status
Published as ‘gold’ (paid) open access
License
CC BY 4.0
File Access
Open
Notes
© 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/).