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A View through the Long Lens: Pre-Service Teachers' Perceptions of Multi-Campus Course Delivery

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Title: A View through the Long Lens: Pre-Service Teachers' Perceptions of Multi-Campus Course Delivery
Language: English
Authors: Walker-Gibbs, Bernadette, Paatsch, Louise, Moles, Janet, Yim, Bonnie, Redpath, Terri
Source: Journal of University Teaching and Learning Practice. 2016 13(5).
Availability: University of Wollongong. Available from: Centre for Educational Development and Interactive Resources. Northfields Avenue, Wollongong, NSW 2522, Australia. Tel: +61-2-4221-3140; Fax: +61-2-4225-8312; e-mail: jutlp@uow.edu.au; Web site: http://ro.uow.edu.au/jutlp
Peer Reviewed: Y
Page Count: 10
Publication Date: 2016
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Preservice Teachers, Student Teacher Attitudes, Multicampus Colleges, Educational Attitudes, Undergraduate Students, Undergraduate Study, Education Courses, Learning Experience, Teaching Experience, Access to Information, Information Retrieval, Instructional Materials, Teacher Student Relationship, Interpersonal Communication, Internet, Student Personnel Services, Rural Areas, Distance Education, Electronic Learning, Foreign Countries, Qualitative Research, Online Surveys
Geographic Terms: Australia
ISSN: 1449-9789
Abstract: This paper explores the results of a survey that was conducted with 277 pre-service teachers studying at two regional university campuses in Victoria, Australia in 2014. Data showed that participants expressed high level of satisfaction with the quality of their undergraduate courses in education including the flexible teaching and learning experiences. However, many reported experiencing frustration with accessing cloud-based learning materials and support services, including communication with lecturers. Challenges in accessing learning materials were mainly attributed to slow internet speed which increased the time taken to download resources. Access to support services and lecturers was made difficult because many key staff were located at the larger, urban campuses, thus sometimes causing delay in communication with them. This study recommends that university faculties review the accessibility of services, facilities and resources for rural and remote students. Recommendations include greater attention to the presentation of online learning materials to ensure accessibility for all students, regardless of internet speed and location. Moreover, findings showed that by closer examination of the accessibility of services to reflect the reality and complexity of students' lives, universities could increase equity for rural and remote students.
Abstractor: As Provided
Number of References: 29
Entry Date: 2016
Accession Number: EJ1124446
Database: ERIC
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  Data: University of Wollongong. Available from: Centre for Educational Development and Interactive Resources. Northfields Avenue, Wollongong, NSW 2522, Australia. Tel: +61-2-4221-3140; Fax: +61-2-4225-8312; e-mail: jutlp@uow.edu.au; Web site: http://ro.uow.edu.au/jutlp
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  Data: This paper explores the results of a survey that was conducted with 277 pre-service teachers studying at two regional university campuses in Victoria, Australia in 2014. Data showed that participants expressed high level of satisfaction with the quality of their undergraduate courses in education including the flexible teaching and learning experiences. However, many reported experiencing frustration with accessing cloud-based learning materials and support services, including communication with lecturers. Challenges in accessing learning materials were mainly attributed to slow internet speed which increased the time taken to download resources. Access to support services and lecturers was made difficult because many key staff were located at the larger, urban campuses, thus sometimes causing delay in communication with them. This study recommends that university faculties review the accessibility of services, facilities and resources for rural and remote students. Recommendations include greater attention to the presentation of online learning materials to ensure accessibility for all students, regardless of internet speed and location. Moreover, findings showed that by closer examination of the accessibility of services to reflect the reality and complexity of students' lives, universities could increase equity for rural and remote students.
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RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 10
    Subjects:
      – SubjectFull: Preservice Teachers
        Type: general
      – SubjectFull: Student Teacher Attitudes
        Type: general
      – SubjectFull: Multicampus Colleges
        Type: general
      – SubjectFull: Educational Attitudes
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      – SubjectFull: Undergraduate Students
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      – SubjectFull: Undergraduate Study
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      – SubjectFull: Education Courses
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      – SubjectFull: Learning Experience
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      – SubjectFull: Teaching Experience
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      – SubjectFull: Access to Information
        Type: general
      – SubjectFull: Information Retrieval
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      – SubjectFull: Instructional Materials
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      – SubjectFull: Teacher Student Relationship
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      – SubjectFull: Interpersonal Communication
        Type: general
      – SubjectFull: Internet
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      – SubjectFull: Student Personnel Services
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      – SubjectFull: Rural Areas
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      – SubjectFull: Qualitative Research
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      – SubjectFull: Online Surveys
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      – SubjectFull: Australia
        Type: general
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