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http://dx.doi.org/10.17703/JCCT.2021.7.4.421

Pre-service Elementary School Teachers' Perceptions on Instructional Design: Based on Lesson Plan Analysis  

Kwon, Hyuk-il (Dept. of Education, Cheongju National Univ. of Education)
Publication Information
The Journal of the Convergence on Culture Technology / v.7, no.4, 2021 , pp. 421-428 More about this Journal
Abstract
This study intended to identify the differences of pre-service elementary school teachers' perceptions on instructional design between face-to-face and online instruction. Lesson plans for face-to-face and online instruction were analyzed by 84 participants who were seniors at C university of education. Results of content analysis indicate that 'Providing Learning Guidance' domain is the biggest domain in terms of the frequency gap between face-to-face and online instruction. Frequency differences by domains between face-to-face and online instruction were found to be significant as a result of Chi-square test. Frequency differences by instructional elements in the 'Providing Learning Guidance' domain between face-to-face and online instruction were found to be statistically significant as well. In conclusion, this study indicates the differences of pre-service elementary school teachers' perceptions on instructional design between face-to-face and online instruction, which implies the necessity for the development and implementation of professional development programs focusing on the perceptions on instructional design of online instruction for pre-service elementary school teachers.
Keywords
Instructional Design; Lesson Plan; Perceptions on Instructional Design; Lesson Plan Analysis;
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