Examine Interactional Formats in an Online Methods Course for Science Teacher Preparation

• In Event: Imagining and Examining STEM Practice and Preparation

Abstract

Online teacher education is an important alternative in response to the current situation of coronavirus pandemic. In this study, we examined synchronous and asynchronous interactions that are commonly used in online settings. We separated 145 pre-service science teachers into four groups experiencing face-to-face interaction, synchronous interaction through online meetings, asynchronous interaction through online forum, and individual work without interaction. The four groups received the same curriculum and the impact of instructors on peer interaction was controlled. 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.

Authors

• Jianlan Wang, Texas Tech University

• Yuanhua Wang, West Virginia University