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Abstract

The proportion of Australian students enrolling in a fully distance,online mode has been increasing over the past decade across arange of courses, including initial teacher education (ITE). TheCOVID-19 pandemic has further increased the need to teach anddesign courses in ways that successfully engage students online.This research set out to gain a deeper understanding of what itmeans for ITE students to be engaged in online learning and howteacher educators can enhance pedagogical practices in the onlinelearning space. Our research tracked the experiences of nine ITE studentsthrough a series of interviews before, during, and at the conclusionof a 13-week semester, enabling us to gain valuable insightsinto the factors that contributed to student engagement throughoutthis length of time. Our findings offer some pragmatic suggestionsfor successfully “hosting” these students as they join and participatein the teacher education community. Using the analogy of hosting aparty, we propose ways to effectively welcome online students intotheir learning community, encourage them to participate, enjoy theexperience, and be less inclined to leave early.

Item Type:	Article
Authors/Creators:	Hopwood, B and Dyment, J and Downing, J and Stone, C and Muir, T and Freeman, E and Milthorpe, N
Keywords:	online learning, online instructor, higher education, initial teacher education, online, student voice, student engagement, qualitative method
Journal or Publication Title:	Journal of Continuing Higher Education
Publisher:	Taylor & Francis Inc.
ISSN:	0737-7363
DOI / ID Number:	10.1080/07377363.2021.1966922
Copyright Information:	Copyright 2021 Association for Continuing Higher Education
Related URLs:	UTAS Profile: Hopwood, B Google Scholar: Downing, J UTAS Profile: Downing, J Google Scholar: Muir, T UTAS Profile: Muir, T Google Scholar: Freeman, E UTAS Profile: Freeman, E Google Scholar: Milthorpe, N UTAS Profile: Milthorpe, N
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