Active learning and preservice teachers' experiences in an online course: A case study

Abstract

The purpose of this qualitative case study was to examine preservice teachers' experiences and the meaning they gave to their experiences in a "Technology Applications in Education" online course. The theoretical framework was based on the "Rich Environments for Active Learning" proposed by Grabinger and Dunlap(2000). The attributes of rish learning environments for active learning are student responsibility and initiative, generative learning contexts, authentic assessment strategies, and cooperative support.