Search results for: Online courses
Page 1/5 43 items
The author studies the implementation of a Massive Open Online (MOOC) initiative which involved two distinct teacher education institutions at higher education institutions (HEIs), and where the implementation was led by a governmental body. Her aim was to see in what ways this initiative changed the teacher education involved, in terms of institutional organisation and pedagogics. Based on interviews with stakeholders from the government and from the two HEIs, she found that the process of implementing and piloting the MOOC faced various sorts of resistance. Her study might serve as a contribution to researchers and practitioners involved in development and running MOOCs as cross institutional initiatives, in that it addresses the diversity of challenges new study models are facing within HEIs.
Updated: Sep. 12, 2019
Opportunities and Challenges in Training Elementary School Teachers in Classroom Management: Initial Results from Classroom Management in Action, an Online Professional Development Program
The authors use existing literature to identify the key features that make in-service professional development (PD) effective. The authors present these features as the defining features of a recently developed PD program, Classroom Management in Action, which blends online technology, evidence-based practice in positive behavior support, video modeling, self-paced/step-by-step activities, and tools for aiding and measuring fidelity and behavioral outcomes.
Updated: Feb. 26, 2017
In order to overcome the pedagogical limitations in distance learning environments and to lead the process of change and innovation by means of distance teaching and learning, the 'Mediating Teacher' Model for Distance Teaching and Learning was developed and tested on Israeli high-school students in the framework of the present writer's doctoral dissertation during the years 2010-2015. According to this model, in addition to the distance teacher, a 'mediating teacher' is present in the classroom. From the writer's own personal experience with the project, both the high-school teachers and the students display a great deal of interest in and satisfaction with the course.
Updated: Jan. 30, 2017
Releasing the Hidden Academic? Learning from Teacher-Educators’ Responses to a Writing Support Programme
This article describes the initiation of a writing support programme for teacher educators in a new university and analyses its impact. A key finding has been that supporting staff to write is not simply a case of ‘hurrying them along’ but requires understanding of the particular barriers to writing for this group.
Updated: Sep. 28, 2016
By adopting a scenario-based approach, teacher educators and others designing online environments can help prepare students for the types of challenges they will face in communities and classrooms after graduation.. Solving complex problems inherent in a scenario-based approach affords students the opportunity to tackle ill-formed problems, integrate multiple perspectives, and use higher order thinking. These outcomes were among the goals of a redesign of online courses in an early childhood education degree program.
Updated: Aug. 31, 2016
This study investigated the properties of an online course and it aims to examine how the ICT environment develops academic writing ability in a course on sociolinguistics – the study of the relationship between language and society and society and language with regard to topics such as second language acquisition, mother tongue, linguistic diversity, dialects, diglossia, language and identity, linguistic policy, and linguistic-educational policy. The preliminary research findings demonstrate that the online course accords actual added value to learning and contributes to the sum total of the quality of self-learning and its compatibility with the spirit of today's demands. The online course enriches the ways of learning and empowers the study experience.
Updated: Aug. 10, 2016
Exploring the Written Dialogues of Two First-Year Secondary Science Teachers in an Online Mentoring Program
The purpose of this study was to investigate the changes and learning processes beginning science teachers made in their online mentoring experiences, specifically when written dialogues were used as the primary modes of communication between mentors and mentees. The results reveal that the two pairs of mentee–mentors showed different participation patterns that affected the intensity of the creation of new realities, and affected whether the mentees tried/vetted new teaching practices suggested by their mentors. However, the two beginning science teachers shared teaching practices they had learned during their teacher education programs, and discussed how these practices were different from those currently in use by more experienced teachers at their schools.
Updated: Dec. 15, 2015
More Than Words: Investigating the Format of Asynchronous Discussions as Threaded Discussions or Blogs
In this study, the authors examined how they structure their classroom discourse —discussion boards versus blogs— in two online classes and whether the structures of these discussions affected the type of learning community the students experienced. The findings revealed that the format of the discussions altered the patterns of discourse, affected student engagement, and contributed differently to the development of learning communities.
Updated: Sep. 09, 2015
This study aimed to investigate undergraduate preservice teacher candidates’ perceptions regarding variables related to instructor presence in online courses. The findings reveal that participants in online education courses require timely responses, clear instructions, and instructors who design good courses and who are available to them. The point is that if students understand when to expect a response, they may be more satisfied with their online learning experiences.
Updated: Aug. 19, 2015
This exploratory study aimed to examine online teachers’ self-reported frequency and confidence in performing online learning tasks. The study compared between two groups of teachers. One group was comprised of teachers who had completed a comprehensive preparation program, the other group comprised of teachers who participated in a one-day face-to-face workshop. This study found no differences between those with extensive preparation for teaching online and those with only a basic understanding of the course design, the structure of online course materials, and expectations and responsibilities.
Updated: Aug. 16, 2015