Zoom supported emergency remote teaching and learning in teacher education: A case study from Hong Kong

Zoom supported emergency remote teaching and learning in teacher education: A case study from Hong Kong

• Kohnke, Lucas Mathias Alfred The Education University of Hong Kong
• Zou, Di The Education University of Hong Kong
• Zhang, Ruofei The Education University of Hong Kong

Knowledge Management and E-Learning, 15(2), 192-213, 2023

The University of Hong Kong

2023

• M Teachers & Education for Teachers
  • MA Professional Education for Teachers
• F Learning & Teaching
  • FD Application of Communicative Media, IT in Learning & Teaching

Zoom Synchronous Online Learning Synchronous Online Teaching Engagement Emergency Remote Teaching

• Hong Kong

• 1997.7 onwards

• Post-Secondary Education

• View Full Text 全文連結

The shift from face-to-face teaching to emergency remote teaching has become the new normal due to the pandemic in 2020. However, little research has been conducted in Hong Kong to investigate pre-service teachers’ perceptions of the immediate adoption and delivery of online face-to-face teaching. In response to this call, the present research conducted a questionnaire survey with 48 pre-service teachers at a Hong Kong university to examine their perceptions of Zoom as a viable alternative to the suspended traditional face-to-face delivery mode of instruction. It also discussed key factors that lead to better online learning outcomes. The results showed that the participants had overall positive perceptions of Zoom-supported synchronous online education. The Zoom feature that most students considered useful was screen sharing on computers. Zoom-supported synchronous online learning benefited students by helping them to attend class meetings remotely, study course materials and content, communicate and collaborate with their instructors and classmates, and develop a sense of community and social presence. Four main factors may influence learners’ perceptions of synchronous online learning: the quality of online communication and collaboration, learning efficiency, learner autonomy and the usability of technology. Copyright © 2023 Laboratory for Knowledge Management & E-Learning, The University of Hong Kong.

• English

Journal Articles

• 20737904

• 10.34105/j.kmel.2023.15.011

https://bibliography.lib.eduhk.hk/bibs/590773f5

2024-01-12