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Shodh Sari-An International Multidisciplinary Journal

Vol-03, Issue-01 (Jan-Mar 2024)

An International scholarly/ academic journal, peer-reviewed/ refereed journal, ISSN : 2959-1376

E-Learning Initiatives in Teacher Education

Anita

Assistant Professor, Yash College of Education, Rurkee

DOI: https://doi.org/10.59231/SARI7664

Subject: Teacher Education / Educational Technology / Pedagogy

Page No. 186-195

Received: Sep 30, 2023 

Accepted: Nov 26, 2023 

Published: Jan 01, 2024

Thematic Classification: E-learning Initiatives, Teacher Education, Digital Technologies, Transformative Potential, Virtual Classrooms, Self-paced Learning, Multimedia Learning, Professional Development

Abstract

This research explores the transformative potential of E-learning in the realm of education, specifically focusing on its integration into teacher education. E-learning, facilitated through digital technologies, is revolutionizing the traditional classroom setting. It offers a versatile range of activities, from online courses to interactive quizzes, enhancing accessibility and flexibility for learners. This mode of learning breaks geographical barriers and allows self-paced learning, making education feasible for individuals managing multiple commitments. The incorporation of multimedia elements in e-learning provides interactive and engaging experiences, aiding comprehension and retention of complex concepts. In teacher education, E-learning assumes a pivotal role, shaping prospective educators into proficient practitioners. It equips them with an array of teaching methodologies, subject knowledge, and pedagogical approaches. The significance of teacher education lies in its capacity to enhance teaching skills, adaptability to technological advancements, and promote continuous professional development. Additionally, it fosters an understanding of diverse learner needs, instilling professional ethics and standards, and encouraging community and parental engagement. However, despite its advantages, E-learning presents certain challenges, including the digital divide and a potential decrease in motivation and discipline. Bridging the digital divide and maintaining engagement is crucial to ensure its effectiveness. This study employs a mixed-methods approach, incorporating literature review, surveys, and interviews to comprehensively analyze the landscape of E-learning initiatives in teacher education. By identifying the advantages, disadvantages, and challenges, this research aims to shed light on the potential of E-learning to revolutionize teacher education and contribute to an effective, innovative, and digitally empowered teaching force for the future.

Keywords: e-learning, teacher education, technology, personalized learning, digital divide, professional development, collaboration.

 

Impact Statement

This research explores the transformative potential of E-learning in the realm of education, specifically focusing on its integration into teacher education. This mode of learning breaks geographical barriers and allows self-paced learning, making education feasible for individuals managing multiple commitments. The significance of teacher education lies in its capacity to enhance teaching skills, adaptability to technological advancements, and promote continuous professional development. E-learning presents certain challenges, including the digital divide and a potential decrease in motivation and discipline. This study employs a mixed-methods approach, incorporating literature review, surveys, and interviews to comprehensively analyse the landscape of E-learning initiatives in teacher education.

About Author

Dr. Anita is working as Assistant Professor at Yash College of Education Rurkee

Rohtak, Haryana

ORCID ID is https://orcid.org/0000-0001-6309-1294. 

Academia profile link https://independent.academia.edu/AnitaDhankher

Google Scholar profile link https://scholar.google.Dr.+Anita+Dhankher#

Web of Science profile link https://access.clarivate.com/anitadhankher@gmail.com

Cite this Article

APA 7th Style: Anita. (2024). E-learning initiatives in teacher education. Shodh Sari-An International Multidisciplinary Journal, 3(01), 186–195. https://doi.org/10.59231/SARI7664

Chicago 17th Style: Anita. “E-Learning Initiatives in Teacher Education.” Shodh Sari-An International Multidisciplinary Journal 3, no. 1 (2024): 186–195. https://doi.org/10.59231/SARI7664.

MLA 9th Style: Anita. “E-Learning Initiatives in Teacher Education.” Shodh Sari-An International Multidisciplinary Journal, vol. 3, no. 1, 2024, pp. 186-195, https://doi.org/10.59231/SARI7664.

 

Statements & Declarations

Review Method: This article underwent a double-blind peer-review process by independent experts in Educational Technology and Teacher Training to evaluate the effectiveness of digital platforms and ICT integration in modernizing teacher preparation programs.

Competing Interests: The author, Anita, declares that there are no financial, personal, or professional conflicts of interest that could have inappropriately influenced the research findings or the analysis of e-learning frameworks presented.

Funding: This research was conducted through the academic support of the Yash College of Education, Rurkee. No specific external grants or commercial funding were received for this study.

Data Availability: The analysis is based on a review of current e-learning models, government ICT initiatives in education, and digital literacy benchmarks for educators. All secondary data sources are cited within the manuscript.

License: E-Learning Initiatives in Teacher Education © 2024 by Anita is licensed under CC BY-NC-ND 4.0. This work is published by the International Council for Education Research and Training (ICERT).

Ethics Approval: As this study is a theoretical review and analysis of educational initiatives and does not involve direct human or animal experimentation, it was deemed exempt from formal institutional ethical review while maintaining strict adherence to academic integrity.

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