Research

Research into the impact of virtual schooling on students and teachers is a really important aspect of what we do at the Monash Virtual School. It not only helps us better understand what works and why, but it also means that we can share this new knowledge with others who may be interested in virtual schooling.

We are proud to present our research at conferences, in journal articles, and in books. Here are some examples of our work so far.

• Shifting the Lens: Exploring the Evolution of Pre-Service Teachers’ Epistemic Frames in Online STEM Education

  A peer reviewed conference paper presented at the ISTEM Conference hosted by the National Institute of Education in Singapore from June 26 - 28, 2024

  This research contributes fresh insights into experiential learning within virtual teaching settings, advocating for an expanded definition of contextual influences that shape teacher knowledges and practices to include considerations of collaborative interactions. Highlighting the online experiential learning's transformative capacity for PSTs, the study has significant implications for future teacher education, suggesting the potential for a shift towards more collaborative and reflective online teaching practices.

• Contextual considerations in TPACK: Collaborative processes in initial teacher education

  A peer reviewed journal article published in Computers and Education Open (Impact Factor 4.1)

  This research highlights the significance of expanding the concept of ‘context’ in TPACK development beyond physical settings, focusing on pre-service teachers collaboratively planning and teaching online STEM classes in the Monash Virtual School. Findings reveal that situated learning processes such as induction, transferability, and positive interdependence are key to shaping PSTs’ TPACK development, emphasizing the importance of collaborative and emotionally safe environments. The study underscores the need for teacher educators to intentionally design learning opportunities that embrace broader contexts, fostering risk-taking and deeper engagement with TPACK.

• Monash Virtual School: Preparing Pre-Service Teachers to Teach Online: A Scoping Review of Skills, Knowledge, Identities, Values and Epistemological Development

  "Monash Virtual School: Preparing pre-service teachers to teach online" is a comprehensive scoping review focusing on the skills, knowledge, identities, values, and epistemological development required for pre-service teachers (PSTs) in online teaching contexts. It outlines the evolving landscape of online education, particularly in K-12 settings, and the increasing need for effectively prepared online educators.

• Empowering Pre-Service Teachers: Leveraging Quantitative Ethnography to Enhance Online Education

  A peer reviewed conference paper accepted for the INTED conference in Valencia, Spain from March 4 - 6, 2024.

  This paper argues for a broader conceptualization of ‘context’ within TPACK, extending beyond physical locations to include collaborative interactions and processes. This research underscores the transformative potential of experiential learning in online teaching contexts for PSTs, with implications for future teacher training programs.

• Training Physics teachers for effective online lessons: A virtual school experience

  A peer reviewed conference paper accepted for the INTED conference in Valencia, Spain from March 6 - 8, 2023.
  
  This paper provides insights into our work developing a teacher education program for Physics teachers working in a virtual school setting. The results show a significant change in the group’s epistemic frames in terms of a more articulated view of the teaching profession, and their willingness to collaborate and innovate.

• Uncovering patterns and (dis)similarities of pre-service teachers through Epistemic Network Analysis

  A peer reviewed conference paper accepted for the Society for Information Technology and Teacher Education in New Orleans, USA from March 13 - 17, 2023.
  
  This paper reports on the impact of our work with pre-service teachers in Australia and Italy and shows similarities and differences through some great visualisations using a new psychometric tool – Epistemic Network Analysis.