Online Intervision to Enhance Workplace Learning for Student Teachers: Online Professional Development of Student Teachers in an International Context

By Roelina Wierda and Ronald Marc Barendsen.

Published by Ubiquitous Learning: An International Journal

Format Price
Article: Print $US10.00
Article: Electronic $US5.00

In this paper we will describe an experimental research project aimed at establishing how an online intervision tool may enhance the output of workplace learning by second year student language teachers. This research project was the first of a series of pilot projects carried out within the framework of the lectorates “ICT and workplace learning” and “Open Innovation” of the NHL University of Applied Sciences in the Netherlands. In this first pilot study designed and built an online intervision tool and we researched how students scored the added value of this online intervision compared to traditional “physical” peer intervision or counselling.
For the purpose of our research we asked 28 students who had followed the physical and online intervision trajectory to fill out a questionnaire, the results of which will be described below. Where 100 % of the students are of the opinion that workplace learning and face-to-face intervision are excellent to develop most of their teaching competencies, 68% indicate that they see online peer intervision as a valuable addition to the more traditional face-to-face approach. In qualitative terms students indicated that online intervision is a valuable addition a. since it gives a chance to elaborate on dilemmas outside the classroom and b. since it gives the dilemmas a more permanent status. Most students pointed to the fact that the online intervision tool would need to be improved in terms of functionalities and structure.

Keywords: Authentic Tasks, Peer Consultation, E-didactics, Global E-citizenship, Online Coaching, Community of Learners

Ubiquitous Learning: An International Journal, Volume 3, Issue 2, pp.149-162. Article: Print (Spiral Bound). Article: Electronic (PDF File; 740.979KB).

Drs. Roelina Wierda

Teacher Trainer/Curriculum Development, Teacher Training Faculty, NHL University of Applied Sciences, Leeuwarden, Netherlands

Roelien Bos-Wierda (Leeuwarden 1955) studied English language and literature at Groningen University and works as a senior lecturer and curriculum developer at the Noordelijke Hogeschool Leeuwarden, University of Applied Sciences in the North of the Netherlands. Her special fields of interest are: activating ICT didactics, especially the role of social software in secondary and higher education. As a teacher trainer she strongly believes in the impact of authentic tasks both in secondary and higher education and in the “boundless” opportunities that Web 2.0 tools offer in this respect. She has been involved in several International projects concerning the development and implementation of a competency-based curriculum both within her own Institute and in other Universities.

Ronald Marc Barendsen

Teacher Trainer/IT Coordinator, Teacher Training Faculty, NHL University of Applied Sciences, Leeuwarden, Netherlands

Ronald Marc Barendsen (Heerlen 1959) studied Geography at the NHL University of Applied Sciences. After his studies he had his own software company - specialized in serious games - for many years. He now works as a senior lecturer and curriculum developer for the Noordelijke Hogeschool Leeuwarden. His special fields of interest are: e-learning, e-portfolio, activating ICT didactics and the role of social software in secondary and higher education. As a teacher trainer he strongly believes in the impact of authentic tasks both in secondary and higher education and in the “boundless” opportunities that Web 2.0 tools offer in this respect. He has acted as IT-expert in several International projects concerning the development and implementation of profession oriented higher education.