Time After Time Online: An Extended Study of Virtual Coaching During Distant Clinical Practice

New Search

Print Abstract

E-mail Abstract

Full Text

Save to My Collections

Export Citation

Rock, M., Gregg, M., Gable, R., Zigmond, N., Blanks, B., Howard, P. & Bullock, L. (2012). Time After Time Online: An Extended Study of Virtual Coaching During Distant Clinical Practice. Journal of Technology and Teacher Education, 20(3), 277-304. Chesapeake, VA: SITE.
Retrieved from http://www.editlib.org/p/38623.

• Share:
• 
• 
• 
• 
• 
• 
• 

Journal Information

Journal of Technology and Teacher Education
ISSN 1059-7069
Volume 20, Issue 3, July 2012
Society for Information Technology & Teacher Education  Chesapeake, VA

More Information on JTATE

Authors

Marcia Rock, University of North Carolina at Greensboro, United States; Madeleine Gregg, University of Alabama, United States; Robert Gable, Old Dominion University, United States; Naomi Zigmond, University of Alabama, United States; Brooke Blanks, Radford University, United States; Pamela Howard, University of Alabama, United States; Lyndal Bullock, University of North Texas, United States

Abstract

For the past decade, general and special teacher education faculties have incorporated technology-mediated online learning and distance education coursework into preparation programs with relative ease. However, supervising and supporting students’ clinical experiences from a distance, which is the other critical component of effective teacher training, has posed some tremendous challenges. In this mixed methodology inquiry, we extended Rock et al.’s (2009) pioneering study of advanced online Bug in Ear (BIE) technology as an approach to supervise and to provide 13 teachers in training with virtual coaching feedback online, in real-time, during their distant clinical experiences. All virtual coaching sessions were captured electronically, and performance data were analyzed. The results confirmed that improvements in participants’ use of research-based instructional strategies were achieved, in part, through immediate virtual coaching feedback delivered from a distance, using advanced online BIE technology. Implications for practice are discussed within the context of online learning and distance education. Keywords: virtual coaching, online bug-in-ear technology, supervision, online learning/distance education, teacher preparation

Also Read

• Designing with and for Technological Pedagogical Content Knowledge: The Evolution of GeoThentic
• Using e-Learning Technologies in Developing Remeditainment Products for the Treatment of Children with Central Auditory Processing Disorder (CAPD)
• Post degree online course in Haematopathology and e-Learning: description of an innovative curriculum in e-Learning
• Podcasts in Higher Education: What Students Want, What They Really Need, and How This Might be Supported
• Using RSS in Collaborative Course Development
• Teaching for Success: Technology and Learning Styles in Preservice Teacher Education
• Reducing E-Learning Development Costs Using a Streamlined XML-based Approach
• Using Authentic Situations and Avatars to Build Knowledge in an E-Learning Environment
• Inspiring Learning and Teaching: Using e-tools to Facilitate Change
• Scenario making support in PBL

Tags