Search results for: E-learning
Page 3/3 28 items
A model was constructed to understand teacher acceptance for e-learning technology. Data from a self-reported questionnaire were collected from 152 in-service teachers who were studying in a part-time teacher education program in Hong Kong. A composite model including five constructs, namely, intention to use, perceived usefulness, perceived ease of use, subjective norm and computer self-efficacy, were formed and tested in the study. The ease of use became the sole determinant to the prediction of intention to use.
Updated: Aug. 27, 2008
Enhancing Case-Based Learning in Teacher Education Through Online Discussions: Structure and Facilitation
This multi-case study compares the experiences of students and instructors participating in three different online discussion formats used to support the collaborative and social aspects of case-based instruction. Results supported prior research findings that online chats and discussions provided opportunities for the students to share, discuss, and modify their case understanding and to support each other in using that knowledge to solve case and classroom problems. Practical implications for instructors using discussion groups in case-based instruction are provided.
Updated: Mar. 23, 2008
The article examines synchronous and asynchronous teaching and learning in an online graduate education course. Students were analyzed and surveys were conducted to better understand the instruction and learning through each mode. Findings suggest instructional practices for online education emphasizing their strengths and minimizing their weaknesses.
Updated: Feb. 26, 2008
A qualitative study of online learning methods for elementary science preservice teachers was conducted with the aim of exploring a 'using yourself as a learning laboratory.' The teaching method was found to reduce student resistance to learning and teaching through inquiry.
Updated: Feb. 17, 2008
The article describes a group of e-learning student teachers who experienced a successful and productive learning process, that was beyond their individual borders. The collaborative project was conducted by means of portfolio, peer learning and learning management system.
Updated: Jan. 14, 2008
The article discusses a study regarding how teachers experienced an online course about online learning. Teachers' reflections on their experiences suggested that online learning provided for situated opportunities for reflection in and on action, but the ways in which teachers engaged with the course varied on individual characteristics such as cultural background, the teachers' understanding of themselves and individual responses to specific course attributes.
Updated: Jan. 14, 2008
E-learning teacher training programs and the use of customized virtual learning environments are the subjects of this article. The study was based on data that was gathered on the impact of e-learning on students and concluded that the success of the programs could be attributed to a balance between face to face and e-learning together with the nature and structuring of the e-learning tasks, as well as other elements, such as the focus on professional learning and its immediate application in the work-place and others.
Updated: Dec. 31, 2007
Student teachers, special educational needs and inclusion education: reviewing the potential for problem-based, e-learning pedagogy to support practice
The article reviews a pilot program that integrated problem-based and blended e-learning pedagogy to support student teachers learning in special needs and inclusion education areas. Findings indicate that carefully constructed programs can effectively support key teaching and learning aspects of preservice training.
Updated: Dec. 18, 2007