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dc.contributor.authorEady, Michelle J
dc.contributor.authorWoodcock, Stuart
dc.contributor.authorSisco, Ashley
dc.date.accessioned2023-07-05T01:31:15Z
dc.date.available2023-07-05T01:31:15Z
dc.date.issued2017
dc.identifier.issn1492-3831en_US
dc.identifier.doi10.19173/irrodl.v18i3.2676en_US
dc.identifier.urihttp://hdl.handle.net/10072/410009
dc.description.abstractAs e-learning maintains its popularity worldwide, and university enrolments continue to rise, online tertiary level coursework is increasingly being designed for groups of distributed learners, as opposed to individual students. Many institutions struggle with incorporating all facets of online learning and teaching capabilities with the range and variety of software tools available to them. This study used the EPEC Hierarchy of Conditions (ease of use, psychologically safe environment, e-learning self-efficacy, and competence) for E-Learning/E-Teaching Competence (Version II) to investigate the effectiveness of an online synchronous platform to train pre-service teachers studying in groups at multiple distance locations called satellite campuses. The study included 58 pre-service teachers: 14 who were online using individual computers and 44 joining online, sitting physically together in groups, at various locations. Students completed a survey at the conclusion of the coursework and data were analyzed using a mixed methods approach. This study's findings support the EPEC model applied in this context, which holds that success with e-learning and e-teaching is dependent on four preconditions: 1) ease of use, 2) psychologically safe environment, 3) e-learning self-efficacy, and 4) competency. However, the results also suggest two other factors that impact the success of the online learning experience when working with various sized groups. The study demonstrates that the effectiveness of a multi-location group model may not be dependent only on the EPEC preconditions but also the effectiveness of the instructor support present and the appropriateness of the tool being implemented. This has led to the revised EPEC Hierarchy of Conditions for E-Learning/E-Teaching Competence (Version III).en_US
dc.description.peerreviewedYesen_US
dc.languageEnglishen_US
dc.publisherAthabasca University Pressen_US
dc.relation.ispartofissue3en_US
dc.relation.ispartofjournalThe International Review of Research in Open and Distributed Learningen_US
dc.relation.ispartofvolume18en_US
dc.subject.fieldofresearchEducation systemsen_US
dc.subject.fieldofresearchcode3903en_US
dc.subject.keywordsSocial Sciencesen_US
dc.subject.keywordsEducation & Educational Researchen_US
dc.subject.keywordse-learningen_US
dc.subject.keywordssynchronous technologyen_US
dc.subject.keywordsmulti-locationsen_US
dc.titleEmploying the EPEC Hierarchy of Conditions (Version II) to evaluate the effectiveness of using synchronous technologies with multi-location student cohorts in the tertiary education settingen_US
dc.typeJournal articleen_US
dc.type.descriptionC1 - Articlesen_US
dcterms.bibliographicCitationEady, MJ; Woodcock, S; Sisco, A, Employing the EPEC Hierarchy of Conditions (Version II) to evaluate the effectiveness of using synchronous technologies with multi-location student cohorts in the tertiary education setting, The International Review of Research in Open and Distributed Learning, 2017, 18 (3)en_US
dcterms.licensehttp://creativecommons.org/licenses/by/4.0/en_US
dc.date.updated2021-11-10T04:18:14Z
dc.description.versionVersion of Record (VoR)en_US
gro.rights.copyright© The Author(s) 2017. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.en_US
gro.hasfulltextFull Text
gro.griffith.authorWoodcock, Stuart


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