Orchestrating Evidence-Based Patterns in Technology-Enhanced Teaching
Brief Paper (F2F)
ID: 61811
Abstract: This study explores evidence-based patterns of instructional settings in lectures of pre-service teachers’ education in the subjects of English, Economy, and Biology and the integration of digital tools to prompt learning. The sample includes N = 125 pre-service teachers (N = 53 in Economy, N = 53 in English and N = 15 in Biology). In all three subjects the impact of teaching format (online versus face-to-face/hybrid), its impact on instructional quality and on the use of digital tools to foster learning were investigated. Results indicate that activation and motivation work best in the context of face-to-face/hybrid and that teachers face difficulties in structuring the learning content.
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