Source: Journal of Technology and Teacher Education Volume 23, Number 4, October 2015, 509-533
The authors hypothesized that online professional development might serve not only as a way to gain prerequisite experience but as an important learning venue for preparing future online teachers.
This study combined a quantitative and qualitative research approach to gain insight into how teacher-learners’ experience as an online learner shaped their understanding of online learning and online teaching.
Findings of the study suggested that teacher-learners who participated in two online summer courses not only demonstrated mastery of course content but also learned a great deal from that experience about online learning and teaching. Their online learning experiences served as a third curriculum added to that of the courses’ intended curriculum.
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