Search results for: Online courses
Page 2/5 43 items
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
This article reports on the progress of users through 16 Coursera courses taught by University of Pennsylvania faculty for the first time between June 2012 and July 2013. This study advances knowledge by considering two definitions of massive open online course (MOOC) users - registrants and starters.Furthermore, the study compared two approaches to measuring student progress through a MOOC course, and examined several measures of MOOC outcomes and milestones.
Updated: Mar. 15, 2015
Authentic Project-Based Design of Professional Development for Teachers Studying Online and Blended Teaching
This article describes an authentic project-based learning. The article overviews the approach and impact of an online professional development course for those in education and training, including school teachers and their schools in New Zealand and abroad. The data show that practice with online and blended learning during this course appears to have contributed to participants’ rate of adoption of similar approaches in their own professional contexts. The authors argue that the design of this postgraduate course can be seen to enhance relative advantages of online and blended learning in each student’s professional work, while also reducing the complexity of these innovations.
Updated: Dec. 31, 2014
Pre-service Teachers’ Perceptions of the Internet and Online Courses: The Case of an American Pacific Island University
This paper reports the results of a questionnaire-based survey, which examined how pre-service teachers perceive online education. The questionnaire focused on the degree to which teacher candidates consider the Internet useful for coursework, and their level of preparedness for taking online courses. The results may support the University’s commitment to ensure that teacher education prepares its pre-service teachers to apply and integrate technology in their own future teaching.
Updated: Dec. 23, 2014
This article describes a project that sought to provide meaningful remote early field experiences for teacher candidates enrolled in distance teacher education courses. The focus of this study was to examine how candidates experienced the online field component, which was consistently structured for both methods courses. The findings reveal that a multitude of themes emerged: shared viewing that enhanced field experiences by making them more meaningful and relevant, created opportunities for social learning and reflection, and served as a bridge between classroom learning and experiences in the field. The authors argue that collaboration may be the key to survival in an age where economic conditions find teachers competing for positions and evaluated based on their ability to function as a leader within professional learning communities.
Updated: Nov. 03, 2014
This article presents a brief overview of scenario-based instruction in Child, Family and Community online course. The results show that student and faculty feedback, as well as student learning outcomes, have revealed that the scenario and case-based aspects of the course design have been useful and helpful in achieving the course goals. Instructors reported that there was a noticeable difference between the students who participated in the scenario-based classes versus the students that participated in the traditional format of the course in terms of the depth and breadth of their work.
Updated: Jul. 30, 2014
The authors present new approaches to describing and understanding user behavior in massive open online courses (MOOCs). They argue that the data from massive open online courses (MOOCs) are not only plentiful and different in kind but require reconceptualization—new educational variables or different interpretations of existing variables.
Updated: Jul. 23, 2014
Comparing Online and Face-to-Face Presentation of Course Content in an Introductory Special Education Course
This article describes an instructional content, which was presented differently in two introductory special education course sections. In a face-to-face (f2f) section, the instructor met with students on regularly scheduled days and times and presented content in person. In the other section, content was presented using enhanced podcasts, consisting of the instructor narrating while PowerPoint slides and other visuals were shown in flash movies that students could download from the Internet at days and times of their choosing. The findings reveal that although data associated with student achievement and student satisfaction were slightly more favorable for the f2f section, the discrepancies may have been related to demographic differences in the student populations of the two sections.
Updated: Apr. 13, 2014
An Analysis of Cultural Diversity and Recurring Themes in Preservice Teachers’ Online Discussions of Epstein’s Six Types of Parent Involvement
The present study examined integration of Joyce Epstein’s six typologies of family involvement in responses to discussion questions for an online parent involvement course. The findings reveal that the participant responses demonstrated varying degrees of effective integration of each of Epstein’s six types of involvement. Participants demonstrated comprehensive understanding of communication methods and barriers and benefits of community involvement. However, they failed to recognize relationships between involvement types or effectively integrate personal knowledge and anecdotes.
Updated: Dec. 22, 2013
Teaching teachers how to conduct an observation is a vital step in the analysis of teaching that perhaps is often skipped. To address this gap in teacher preparation, the researchers developed an online workshop for teacher trainees. Data collected from teacher candidates’ observation worksheets and responses to open-ended questions after each of the three online modules indicated that they were able to see, code, and describe the behavior that they were being directed to observe. Therefore, the results showed that this training led to an increased awareness of the teacher’s actions in terms of how they related to or created student involvement.
Updated: Sep. 03, 2013