Virtual School Meanderings

October 19, 2016

AECT 2016 – Online Course on Online Instruction and Virtual Field Experiences on Students’ Self-Efficacy

This is the fifth session that I am blogging from the Association for Educational Technology and Communications 2016 annual convention.

Online Course on Online Instruction and Virtual Field Experiences on Students’ Self-Efficacy

  • In Event: DDL – Learner Behavior

Wed, Oct 19, 1:00 to 2:00pm, Conf Ctr, Pavilion 11

Short Description

15 Graduate students participated in an online course on K-12 online instruction where a virtual field experience was a required part of the course. Students answered a survey before the class on confidence and attitudes towards online instruction. 2 Lesson plans were completed by the students throughout the semester during practicum and analyzed to observe possible changes in students’ self-efficacy on their ability to do online instruction.


  • James Hong, University of Virginia
  • Stephanie L. Moore, University of Virginia

Note that I have a session during this time slot, so I am unable to take notes.  If anyone who attended the session wishes to add their notes to the comments I would welcome that addition.

1 Comment »

  1. Here are the notes that I took. This case study looked at how a virtual practicum experience could improve graduate students’ confidence and competence to teach online. The researchers looked at one graduate course with 15 students.

    To measure confidence, students:

    · kept journals

    · participated in discussions

    · took a pre- and post-survey

    To measure competence:

    · students completed two lessons plans

    · students completed practicum reports

    · students created pre- and post-visualization or mapping exercises on the “online universe”

    · mentoring teachers provided feedback to students

    Survey responses showed a significant increase in students’ confidence to teach online. Mentor teachers also provided largely positive feedback to students but also suggested that they need to improve on:

    · Pacing

    · Varying methods for different learners

    · Managing workload for students and instructors

    Students were also almost all able to create quality lesson plans. Students’ visualizations before the practicum experience focused largely on different types or categories of online learning. After the practicum experience students’ visualizations focused on the elements of quality online learning.

    Comment by Jered Borup — October 19, 2016 @ 2:36 pm | Reply

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