Search results for: Online courses
Page 3/5 45 items
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
The authors examined the role of student interaction in an online environment and implications for course development and online instruction. The authors describe interaction in three ways: in relation to content; in relation to the instructor; and in relation to other learners. The body of research points to student interaction as an essential component of online learning, and the increase in the level of interactivity directly correlates with a higher the level of student satisfaction and performance.
Updated: Jun. 25, 2013
Reflective Practice in an Online Literacy Course: Lessons Learned from Attempts to Fuse Reading and Science Instruction
The researchers were interested in a prospective science teacher’s reflections on the feedback she received from the course instructors. Furthermore, the researchers were interested to examine how her struggle to make sense of an online content literacy course caused the researchers to reflect on several contradictory discourses in the online course that needed addressing before offering it in subsequent semesters. Implications derived from the study’s findings for literacy educators point to the value of collaborating with colleagues in schools of teacher education who have expertise in teaching their specific discipline’s content.
Updated: Oct. 10, 2011
Professional Development at a Distance: A Mixed-Method Study Exploring Inservice Teachers’ Views on Presence Online
This article examined surveys from online courses that used a unique 5-week distance learning model designed for K–12 educators. This mixed-method study examined the concepts of presence, online interaction, participant satisfaction, and the impact of this online professional development experience on teaching. The findings illustrate a unique portrait of teacher, social, and cognitive presence as they related to this online professional development experience. The authors conclude that the data supports that the online learning environment, quality of instruction, interactions and resources, and design of the model contributed to participant learning and overall satisfaction with this online professional development experience.
Updated: Aug. 23, 2011
Knowledge Growth in Teaching Mathematics/Science with Spreadsheets: Moving PCK to TPACK through Online Professional Development
This study explored the impact of an online course on teacher participants’ developing knowledge for integrating dynamic spreadsheets in teaching at the elementary and middle school levels. The authors asked what is the impact of this online course about integrating dynamic spreadsheets as learning tools in science and mathematics on the teachers’ TPACK? As this study demonstrated, online programs have potential for providing opportunities and access for teachers to expand their knowledge for teaching their content with multiple technologies and thus extend teachers’ PCK to TPACK
Updated: Aug. 23, 2011
In this article, the authors describe four primary needs, articulated as cornerstones, comprising effective mentoring programs for educational leadership adjuncts. Four cornerstones or vitally important elements for the successful online teaching experience of adjuncts faculty members are professional development, effective communication, fostering balance and forming relationships.
Updated: Oct. 19, 2010
The authors share findings, insights, and implications from “Going Virtual! The Status of Professional Development for K12 Online Teachers. This is a report from 2007, which supported by the North American Council for Online Learning. The authors conducted a national survey of 259 K-12 online teachers, administrators, and professional development trainers. This article provides three main insights from the study. The article discusses implications for K12 online teacher professional development practice, policy, and research.
Updated: Oct. 12, 2010
The Southern Regional Education Board (SREB) and the National Education Association (NEA) published in 2006 the “Online teachers’ perceptions of online teaching standards”. Interviews with two teachers from each of the four online schools were studied following an online survey of 49 online teachers from these schools. Overall, participants reported that both sets of standards as being important but found the NEA standards to be slightly more relevant to their practice. The article concludes with recommendations for policy and research.
Updated: Oct. 12, 2010
A Cross-Cultural Study of Teacher Perspectives on Teacher Roles and Adoption of Online Collaborative Learning in Higher Education
The purpose of this study is to understand teachers' perspectives on their roles in higher education, and their views about the adoption of a social-constructivist approach to teaching and learning. Furthermore, the study aims to understand the integration of online collaborative learning in blended learning environments in higher education from a cross cultural perspective. The authors interviewed 60 Chinese teachers from Beijing, China and 30 Flemish teachers from Flanders, Belgium.
Updated: Aug. 01, 2010