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Feedback as an opportunity to promote lifelong learning in pre-service teachers:a mixed methods study
(Frontiers in Education, 2023-09-04) Matsumoto Royo, Kiomi Loreto; Conget, Paulette; Ramírez Montoya, María Soledad; https://ror.org/05wygq130; https://ror.org/05y33vv83; https://ror.org/03ayjn504
The aim of this study was to investigate whether, within a practice-based curriculum, feedback on the assessment tasks provided during campus coursework offers opportunities to promote lifelong learning dispositions in pre-service teachers. For this, pre-service teachers (n = 231) completed a validated questionnaire regarding lifelong learning dispositions. Then, feedback from assessment tasks (n = 14) was analyzed to identify claims related to curiosity, motivation, perseverance, and self-regulation of learning. Finally, in-depth interviews were conducted with pre-service teachers (n = 8) to explore their perspectives on feedback and lifelong learning dispositions. Data triangulation was used to confirm and add depth to the findings. Feedback on assessment tasks provided during campus course work promotes lifelong learning dispositions when: (i) tied to authentic tasks, (ii) is provide not only by teacher educators but also by peers, (iii) incorporates both positive and negative comments, along with practical advice. The implication of findings for teacher education is discussed.
Evaluation of a virtual campus adapted to web-based virtual reality spaces:assessments of teachers and students
(Frontiers in Education, 2022-06-17) Rocha Estrada, Francisco Javier; Glasserman Morales, Leonardo David; Ruiz Ramírez, Jessica Alejandra; George Reyes, Carlos Enrique; Instituto Tecnológico y de Estudios Superiores de Monterrey
Educational institutions have continuously adapted to new realities in school education, accelerated recently by the COVID-19 pandemic’s transformation of learning modalities. This article analyzes teachers’ and Students’ acceptance of a web-based virtual reality (WebVR) tool called Virtual Campus proposed to overcome the limitations of teaching strategies using video conferencing platforms. To measure the acceptance of the Virtual Campus, we designed an instrument based on the Technology Acceptance Model (TAM) that involves variables related to online contexts, the future perception of using the tool, skills development, and appreciation and recommendation. The results indicate that the participants favorably accepted WebVR technology as an alternative teaching methodology in emerging learning scenarios and intend to use it post-pandemic. The best-valued elements were interactions in the socialization spaces, the simulation of presence, and the environmental dynamics. The principal areas of opportunity for improvement were overcoming technical problems and improving the internet connection quality; however, these did not affect the participants’ recommendations. Future studies should incorporate variables related to analyzing learning mediated by WebVR-based strategies and using different methodological designs to compare the findings.

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