The effects of the '5-step' e-model on teachers' modelling of active teaching using multimedia

The rapid evolution of educational technology requires continuous professional teacher development in the areas of instructional design and implementation. The paper presents the findings of research into the effects of implementing the '5-step' model of e-teaching on the development of teachers' competences in designing and planning active instruction. The research involved an experiment conducted with two parallel groups (an experimental group and a control group) who completed an online course; the experimental group was trained using the '5-step' teaching model while the control group completed a course involving the traditional 'content delivery' e-model. The course was successfully completed by 165 teachers (146 women and 19 men). An analysis of research findings shows that there is a statistically significant difference, in favor of the experimental group, in the number of teachers who understand the concept of active teaching, who are more motivated and able to design active teaching scenarios. We have found that the concept of the new teaching model can be effectively adopted by teachers provided they are first given a practical demonstration. Also, teachers must be assigned the role of students in order to be able to gain comprehensive insight into the model. This raises questions about educational policy, specifically, about initial teacher training and teachers' further professional development through practice.

Abstract licence: CC BY-SA

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