[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-597747-105":59,"doc-detail-597747-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","pre-service-perspectives-on-e-teaching-assessing-e-teaching-using-the-epec-hierarchy-of-conditions-for-e-learning-teaching-competence-study-findings-and-framework","Pre-Service Perspectives on E-Teaching: Assessing E-Teaching Using the EPEC Hierarchy of Conditions for E-Learning / Teaching Competence - Study Findings and Framework","","The document presents findings from phase two of a larger study examining pre-service teachers’ experiences with a synchronous live-time platform used in training. Fifty-three students in a blended course completed a teaching simulation via online presentation and provided data through questionnaires and interviews. The EPEC hierarchy—ease of use, psychological safety, e-learning/e-teaching efficacy, and e-learning competence—was applied as the framework for assessing teacher perspectives. Results indicate broad preference for online synchronous e-teaching over in-person presentations, with online presentation quality rated at least as good.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/pre-service-perspectives-on-e-teaching-assessing-e-teaching-using-the-epec-hierarchy-of-conditions-for-e-learning-teaching-competence-study-findings-and-framework/597747/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/pre-service-perspectives-on-e-teaching-assessing-e-teaching-using-the-epec-hierarchy-of-conditions-for-e-learning-teaching-competence-study-findings-and-framework/597747.png","ImageObject",300,407,{"name":92,"@type":93},"SANS","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the purpose of phase two in the study?","Question",{"text":112,"@type":113},"Phase two examines pre-service teachers’ experiences with e-teaching using a synchronous live-time platform within their training.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How were participants assessed during phase two?",{"text":117,"@type":113},"Fifty-three students in a blended course completed an online teaching simulation and then participated in questionnaires and interviews, with both qualitative and quantitative analyses performed.",{"name":119,"@type":110,"acceptedAnswer":120},"What framework was used to assess teacher perspectives?",{"text":121,"@type":113},"The study uses the EPEC hierarchy of conditions for e-learning competency, covering ease of use, psychological safety, e-learning/e-teaching efficacy, and e-learning competence.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},597747,1792189207,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},962090760505,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","Pre-Service Perspectives on E-Teaching: Assessing E-Teaching Using the EPEC Hierarchy of Conditions for E-Learning / Teaching Competence  \nCulture, technologie et instruction en littératie chez les adolescents : points de vue d’élèves adolescents urbains  \nAshley Sisco, Western University Stuart Woodcock, Macquarie University Michelle Eady, University of Wollongong  \nAbstract  \nThis article reports on the findings of phase two of a larger study, which examines pre-service teacher experiences engaging with a synchronous (live-time) platform as a part of their training. While phase one focused on pre-service experiences e-learning with this synchronous platform (Woodcock, Sisco, & Eady, 2015), phase two focuses on their experiences e-teaching with the platform. During phase two, fifty-three students who participated in a blended learning (including both face-to-face and online lectures) course were assessed in a teaching simulation through an online presentation, and participated in questionnaires and interviews about their experiences as e-learners using the platform. The EPEC (ease of use, psychologically safe environment, e-learning/e-teaching efficacy, and e-learning competence) hierarchy of conditions for e-learning competency (Woodcock, Sisco, & Eady, 2015), developed during phase one based on an analysis of pre-service teachers’ experience as e-learners in this same study, was used as a framework to assess teacher perspectives as e-teachers using this technology. Qualitative interview and survey data were collected about students’ experiences using the platform, and analyzed via thematic content analysis. Quantitative survey data were also collected and analyzed via basic statistical analysis. The findings showed that students generally favoured the online e-teaching synchronous platform over in-person presentations, and the quality of online presentations was considered at least as good as in person.  \nRésumé  \nLes adolescents modernes ont, de façon généralisée, intégré les nouvelles technologies à leurs vies, et la technologie est devenue une composante importante de la culture populaire chez les adolescents. Les éducateurs ont signalé la promesse que représente l’exploitation de la technologie pour améliorer les compétences des élèves en langue et en littératie ainsi que leur succès scolaire global. Il n’existe toutefois aucun consensus sur l’effet qu’a la technologie sur les  \nadolescents, et peu d’études qui intègrent les points de vue d’élèves urbains et linguistiquementvariés quant à la faisabilité d’appliquer de nouvelles technologies dans l’enseignement et l’apprentissage de la littératie dans les salles de classe intactes. Cet article rapporte les points de vue des adolescents urbains sur l’usage de la technologie au sein de la culture adolescente, pour l’apprentissage en général et l’instruction relative à la littératie en particulier. Des entrevues en groupes de discussion ont été réalisées auprès d’élèves urbains linguistiquement variés en 6e, 7eet 8e année dans un quartier au revenu relativement faible d’une région du Nord-est américain. Les conclusions principales de l’étude ont été 1) que les adolescents urbains utilisaient les médias sociaux et les appareils technologiques principalement et presque exclusivement pour socialiser avec leurs pairs, 2) qu’ils étaient intéressés par l’utilisation de la technologie pour améliorer leurs compétences en littératie, mais ne semblaient pas intégrer la technologie dans leur apprentissage de façon volontaire ou indépendante et 3) que les élèves de 8e année utilisaient la technologie et formulaient des suggestions d’application de la technologie à l’apprentissage dela littératie de façon nettement plus sophistiquée que les élèves de 6e et de 7e année. Ces conclusions mènent à des suggestions pour le développement d’une instruction efficace en littératie à l’aide des nouvelles technologies.  \nIntroduction  \nE-teaching Illiteracy  \nIn an increasingly digital world, e-tea","cbCaiebyWAXouyO6","https://ap.wps.com/l/cbCaiebyWAXouyO6","pdf",1007623,32,"English","# Abstract\n# Introduction\n## E-teaching Illiteracy\n## Study Background and Literature Review","[{\"question\":\"What is the purpose of phase two in the study?\",\"answer\":\"Phase two examines pre-service teachers’ experiences with e-teaching using a synchronous live-time platform within their training.\"},{\"question\":\"How were participants assessed during phase two?\",\"answer\":\"Fifty-three students in a blended course completed an online teaching simulation and then participated in questionnaires and interviews, with both qualitative and quantitative analyses performed.\"},{\"question\":\"What framework was used to assess teacher perspectives?\",\"answer\":\"The study uses the EPEC hierarchy of conditions for e-learning competency, covering ease of use, psychological safety, e-learning/e-teaching efficacy, and e-learning competence.\"}]","Pre-Service Perspectives on E-Teaching: Assessing E-Teaching Using the EPEC Hierarchy of Conditions for E-Learning / Teaching Competence - Study Findings and Framework | PDF",1792085625,81]