Research Article
Xiaochen Zhang, Sirirat Petsangsri, Jirarat Sitthiworachart, Jon-Chao Hong
CONT ED TECHNOLOGY, Volume 18, Issue 3, Article No: ep678
ABSTRACT
Virtual reality (VR) has become an increasingly valuable tool for learning because it can transform abstract ideas into concrete, meaningful concepts. However, students’ perceptions of this emerging approach are crucial for developing an effective VR-based teaching model. This study aimed to explore the perceptions of intermediate-level Chinese as a foreign language (CFL) students toward a VR-embedded station rotation learning model. A qualitative case study design was employed, using focus group interviews and open-ended questionnaires with 30 intermediate-level CFL students from a college in China who participated in the VR-embedded station rotation model for one semester. Data were collected at mid-semester and at the end of the semester. The findings revealed seven themes: five positive—VR technology, vividness, practice, personalization, and receiving help—and two negative—challenging tasks and technology use. Students appreciated the immersive VR experiences, interactive activities, and personalized feedback, but also encountered difficulties with task complexity and technical issues.
Keywords: VR-embedded station rotation learning model, case study, Chinese as a foreign language, student perceptions
Research Article
Hatice Sancar Tokmak, Turkan Karakus
CONT ED TECHNOLOGY, Volume 2, Issue 4, pp. 319-332
ABSTRACT
The purpose of this qualitative study is to investigate how well initial teacher training in ICT prepare pre-service teachers to teaching profession. Eight pre-service teachers attending to the “School Experience” course from the Computer Education and Instructional Technology Department at the Middle East Technical University took part in this case study. Observation and interview methods were employed to gather data. Moreover, pre-service teachers’ lesson plans prepared for teaching activity were analyzed. The results showed that initial teacher training courses provided several affective teaching skills such as developing awareness about the importance of being well-prepared for each class, being calm for unexpected situations, and understanding the reasons of students’ misbehaviors in the class. However, according to ICT pre-service teachers, practical aspect of these courses was not enough. Most of them stated that they could not apply different strategies in different contexts. In addition, due to the lack of experience on classroom management they had difficulty in completing subjects although they left extra time for each activity in their lesson plans.
Keywords: Teaching practice, Initial teacher training, Case study, ICT pre-service teachers.