The Electronic Journal of e-Learning provides perspectives on topics relevant to the study, implementation and management of e-Learning initiatives
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Journal Issue
Volume 16 Issue 2 / Oct 2018  pp79‑160

Editor: Rikke Ørngreen, Heinrich Söbke

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Blended Supervision for Thesis Projects in Higher Education: A Case Study  pp79‑90

Thashmee Karunaratne

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Effect of a Metacognitive Scaffolding on Information Web Search  pp91‑106

Adriana Huertas-Bustos, Omar López-Vargas, Luis Sanabria-Rodríguez

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Developing Reflective Skills of Student Teachers in the Virtual Learning Environment  pp107‑121

Zuzana Straková, Ivana Cimermanová

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Abstract

A technology supported environment in the educational context has been identified as a useful work space with the potential to deepen the learning experience. This study focuses on ways of using it for the development of reflection as a key teaching competence within initial teacher training. It is based on the premise that enriched reflection conducted in a technology supported environment will result in more a specific, more profound and thus deeper learning experience of student teachers. The purpose of this study was to measure the level of depth of the reflection conducted in a regular higher education ELT methodology course after a microteaching session and to compare it with the reflection student teachers provided after their experience had been enriched by other classmates´ suggestions within VLE. The study was conducted over 2 semesters and the research sample consisted of 52 undergraduate students. Non‑probability sampling was applied, namely convenience sampling. Both qualitative and quantitative methods were used including content analysis and semi‑structured focus‑group interviews. To increase the internal validity and objectivity in coding the responses and data interpretation multiple researchers were used. The results of the current study suggest that enriched reflection provided student teachers with such a depth of stimuli that their approach towards their own reflection demonstrated a significant difference in comparison with regular reflection conducted in face to face learning. 

 

Keywords: technology supported environment, virtual learning environment, higher teacher education, reflective practice, enriched reflection

 

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A Conceptual Understanding of how Educational Technology Coaches help Teachers Integrate iPad Affordances into their Teaching  pp122‑133

Gail Drennan, Ian Moll

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Assessing Air Force Officers’ Satisfaction on the Use of SOC Virtual Classroom: Input to Professional Military Education e‑Learning Design and Implementation  pp134‑147

Christopher Chua, Joseph Archog

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Factors Influencing the Adoption of e‑Learning in an Open and Distance Learning Institution of Pakistan  pp148‑158

Moiz Uddin Ahmed, Shahid Hussain, Shahid Farid

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Editorial for EJEL Volume 16 Issue 2  pp159‑160

Rikke Ørngreen, Heinrich Söbke

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