Search results for: Online learning
Page 1/2 19 items
This study explores the learning experiences of seven educators who participated in an authentic learning-based, fully online postgraduate certificate programme for teaching in higher education. The author concludes that the findings clearly underline the transformative value of stepping out of the comfort zone instead of accommodating for familiar and preferred ways of learning. The participants who endured through a difficult ‘climax’ in their learning journey described a powerful experience of professional growth. The author argues that the professional growth was caused by the advanced self-regulation skills that the participants demonstrated. The authors recommend on designing online learning environments that promote the development of self-regulation skills as well as strengthening the facilitation of collaborative learning.
Updated: Feb. 21, 2018
The purpose of this study was to assess the impact interactive, online case studies have on learning for preservice teachers. More specifically, it evaluated whether the use of online case studies in instruction could enhance the level of knowledge the preservice teacher gained from the content material.
Updated: Feb. 22, 2017
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. 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.
Updated: Feb. 22, 2017
This meta-analysis was conducted to examine the effectiveness of both purely online and blended versions of online learning as compared with traditional face-to-face learning. The meta-analysis found that blended approaches have been more effective than instruction offered entirely in face-to-face mode.
Updated: Dec. 10, 2014
Systematic Design of Blended PBL: Exploring the Design Experiences and Support Needs of PBL Novices in an Online Environment
This study aims to inform teacher educators, professional development specialists, and researchers how they can better support teachers in designing blended PBL, especially in online environments. The study focused on an individual project, which required the participants to design a blended PBL lesson for their selected target audience. The results of this study suggest that professional development programs provide PBL novices with (a) an opportunity to design the whole PBL process using a systematic approach, (b) synchronous, interactive questioning sessions and customized scaffolding, (c) concise and easy-to-understand guidelines and checklists, and (d) opportunities to have a successful experience with PBL design.
Updated: Sep. 10, 2014
An Online High School “Shepherding” Program: Teacher Roles and Experiences Mentoring Online Students
This case study analyzed a “shepherding program” at Mountain Heights Academy, a fully online high school. The authors found that the shepherding program enabled fully online teachers to provide their students with many of the services typical of on-site facilitators. The roles of the shepherding program included building caring relationships, facilitating content interaction, and providing students with the communication links they needed to be successful. In addition, the shepherding program increased teachers’ job satisfaction, responsibility, motivation, and mental peace.
Updated: Jul. 20, 2014
This article addresses the current gap in understanding of what is entailed in the roles of facilitators, and how those roles might vary by context (i.e., face-to-face or asynchronous online). Qualitative analysis revealed that although professional development facilitators attended to similar issues irrespective of the context, the actions they engaged in to attend to these issues varied by context. Further exploration and synthesis of the findings suggests that shifting from traditional face-to-face to online professional development presents several design and instructional tensions that can impact how facilitators carry out their roles to support teacher learning.
Updated: Jun. 24, 2014
Assessment of a University-Based Distance Education Mentoring Program from a Quality Management Perspective
In this article, the authors describe and evaluate the efficacy of a unique program designed to mentor university faculty in online instruction. In the DEMP, learning about teaching online takes place when faculty members who possess superior knowledge of instructional design serve as mentors. The mentors engage with protégés, professors who are newer or less experienced in online education. The results of this study indicate that the DEMP is effective.
Updated: May. 29, 2012
This article presents a case study investigated the educational experiences of Canadian preservice teachers. These preservice teachers participated in a course designed to teach about online teaching. Students gained experience in course design and delivery, and safe and ethical behavior related to technology. Findings indicated that projects in which students actively applied their knowledge were more engaging than threaded discussion.
Updated: Jun. 13, 2011
A Mentoring Model for Interactive Online Learning in Support of a Technology Innovation Challenge Grant
The Lewis & Clark Rediscovery Project is a technology professional development program designed to help teachers restructure teaching and learning practices in the classroom. The project also help teachers to foster technology use in the schools. Fundamental to the success of the project was the development of a model to mentor teachers in the field and to help facilitate outreach and peer mentoring of technology infusion across many districts. The authors have included in this review a description of the major Rediscovery professional development model strategies and activities, as well as lessons learned and emerging trends and movements in interactive online teaching and learning.
Updated: Dec. 28, 2009