Search results for: Online education
Page 1/2 15 items
Online instructional experiences in an unchartered field - The challenges of student-teachers of a Ghanaian College of Education
Student satisfaction is the pinnacle upon which any effective online learning hinges. It is for that reason, educators design course activities that allow students to effectively practice, work together on relevant projects to personalize their learning. In emerging institutions like the Colleges of Education in Ghana that are traditionally inclined toward teachers’ professional development through conventional face-to-face interaction, online education became the medium of interaction for the first time to promote social distancing in response to COVID-19 pandemic while enhancing access and continuous professional development of the human resources for the education sector. This basic qualitative study examined the conduct of online teaching in a traditional face-to-face educational system in Ghana. The analysis of the semi-structured interviews revealed that the basic infrastructure for online teaching and learning is absent. Specifically, student trainees are saddled by poor internet connectivity, high cost of data in an emergency remote teaching environment. Due to these challenges, a significant proportion of the participating student-teachers wouldn’t choose online learning for their work and professional development. In view of this, the study recommends policy makers to institutionalize online education into the curricula of all professional institutions of higher education in Ghana.
Updated: Nov. 11, 2021
As a teacher educator, the author sought to understand how to cultivate care ethics in her online teaching over a three-year period. Through surveys, student work, interviews, her course materials and teaching journal, and video-ed synchronous class sessions with seven cohorts of teacher candidates, the lenses of care ethics revealed particular challenges and possibilities for care with authentic modeling through story, practice and continuity, dialogue, and addressing power and confirmation in assessment. The self-study process helped her uncover her own assumptions to carve out better ways to cultivate caring relationships in the distanced and disembodied online environment.
Updated: Oct. 08, 2021
This article aims to report on a research project concerning a web-based (online) course for mentors of newly qualified teachers (NQTs). The author identified the mentors' concerns about the use of technical tools, although during the course these concerns changed to a mainly positive attitude towards online education. Furthermore, the online course changes the teaching and learning prerequisites for the participants.
Updated: Feb. 06, 2018
This article is based on a two-year project. The purpose of this project was to develop a teacher professional development (TPD) model in Indonesia. The findings show that most teachers prefer face-to-face participation as the mode of TPD. Even so, a number of teachers preferred online TPD. This research suggests that a dual-mode TPD combining complementary face-to-face and online sessions should be the best TPD model. Furthermore, the teachers in this study perceived TPD as a government-owned project rather than as the facilitation of their professional development.
Updated: Nov. 08, 2017
Using edTPA score reports for teacher candidates completing a teacher education program, this study provides data informed evidence of the equivalency of online teacher candidates’ learning outcomes as compared to candidates completing traditional face to face (F2F) programs. Mean and summative performance results suggest that mode of course delivery was not a significant factor in preparing teacher candidates. In general, learning was comparable in either format; however, analyses at the element level offer evidence of differences in achievement outcomes associated with program structure.
Updated: Mar. 29, 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
Prime Online: Developing Grades 3-5 Teachers’ Content Knowledge for Teaching Mathematics in an Online Professional Development Program
This study aimed to investigate the impact of a yearlong, online teacher professional development (oTPD) program, Prime Online, on teachers’ mathematics knowledge for teaching (MKT) and to examine the components of a PD program that impacted participants’ MKT. The analysis indicates latent growth modeling and focus group data indicated growth in participants’ content knowledge and initial growth in knowledge of students from pretest to midtest, with a decline at the end of the program. The authors conclude that that Prime Online has potential to provide teachers with ongoing, rigorous, high-quality learning opportunities for impacting their knowledge of mathematics content and pedagogy and of their students.
Updated: Jul. 22, 2015
The article explores the theoretical underpinnings surrounding quality teaching in online settings as well as practical considerations for what teachers should know and be able to do in online environments. The authors examine state level policy from across the nation aimed toward establishing mechanisms to ensure online teacher quality.
Updated: Aug. 25, 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 explores student identity construction through the narrative life history of one non-traditional student, engaged in teacher education in a non-traditional way – a fully online university degree course. This article explores the challenges for one student created by the need to negotiate this complexity. Through this exploration using narrative life history methods, the authors consider the implications of the experience of becoming a student and a teacher.
Updated: Jan. 20, 2014