Experiencing online pedagogy: a Canadian case study

Abstract

This case study explored the educational experiences of Canadian preservice teachers in a course designed to teach about online teaching. Students gained experience in course design and delivery, and safe and ethical behavior related to technology. Findings indicated that projects in which students actively applied their knowledge were more engaging than threaded discussion; delivery and content must accommodate diverse learning styles; and leadership online must be taught as well as modeled. Students reflected with the instructor and researcher on ways to improve the online experience. The study provided the researchers with a valuable opportunity to dialogue about online teaching.

Keywords:

• preservice teacher education
• K–12 online learning