Journal Articles
Zoom supported emergency remote teaching and learning in teacher education: A case study from Hong Kong
EdLink- Zoom supported emergency remote teaching and learning in teacher education: A case study from Hong Kong
- Knowledge Management and E-Learning, 15(2), 192-213, 2023
- The University of Hong Kong
- 2023
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- Hong Kong
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- 1997.7 onwards
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- Post-Secondary Education
- 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.
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- English
- Journal Articles
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- 20737904
- https://bibliography.lib.eduhk.hk/en/bibs/590773f5
- 2024-01-12
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