International Portal of Teacher Education
The online resource of academic content on teacher training and teacher education
Search results for: Online courses
Page 3/5
47 items
21
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.
Published: 2012
Updated: Nov. 03, 2014
22
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.
Published: 2012
Updated: Jul. 30, 2014
23
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.
Published: 2014
Updated: Jul. 23, 2014
24
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.
Published: 2012
Updated: Apr. 13, 2014
25
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.
Published: 2013
Updated: Dec. 22, 2013
26
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.
Published: 2011
Updated: Sep. 03, 2013
27
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.
Published: 2012
Updated: Jun. 25, 2013
28
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.
Published: 2011
Updated: Oct. 10, 2011
29
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.
Published: 2010
Updated: Aug. 23, 2011
30
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
Published: 2010
Updated: Aug. 23, 2011