This paper reports on the ways that weekly webconferences (WC) facilitated engagement for thirty-two ITES enrolled in a capstone unit in their final semester of study in a teacher education course. Using a descriptive mixed-methods case study approach, the initial teacher educationstudents (ITES) completed questionnaires, participated in follow-up interviews and completed their assessment tasks to shed insight into the impact of the WC. The findings reveal the powerful ways that the WC facilitated engagement for ITES in their studies and helped develop the professional attributes expected of graduates. Importantly, the study revealed that the WC enabled a deeper level of engagement, satisfaction and sense of achievement than alternative activities, including face to face tutorials.

Item Type:	Refereed Article
Keywords:	pre-service, webconferences, online learning, engagement, initial teacher education students
Research Division:	Education
Research Group:	Education systems
Research Field:	Teacher education and professional development of educators
Objective Division:	Education and Training
Objective Group:	Teaching and curriculum
Objective Field:	Teacher and instructor development
UTAS Author:	Dyment, J (Associate Professor Janet Dyment)
UTAS Author:	Downing, J (Dr Jillian Downing)
ID Code:	125986
Year Published:	2018
Web of Science® Times Cited:	1
Deposited By:	Education
Deposited On:	2018-05-17
Last Modified:	2019-08-28
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