Factors Necessary for Engaging Preservice Teachers Studying in Virtual and Blended Courses

Introduction

The study examined two learning environments: virtual and blended courses. In their encounter with the virtual or blended learning environment, students are liable to grasp the situation as a challenge or as a threat. A situation perceived as positive stimulates activity, whereas a situation perceived as stressful is liable to provoke an emotional response of challenge or threat. When an individual feels threatened, their feelings of uncertainty and lack of self-efficacy are strengthened, and they may renounce carrying out tasks, focusing on defending themselves and preserving the existing situation. This can lead to poor performance of the tasks to which they must attend. The physical separation between teacher and students can lead to “transactional distance” between them, which in turn can lead to a sense of threat, produce anger, gaps in understanding, or misconceptions among learners about themselves and about the learning process. In the current study we asked the question: what are the critical causes for feelings of challenge and threat among student teachers enrolled in virtual and blended courses, and how can these factors be addressed?