Search results for: Online courses
Page 4/5 42 items
This article describes an approach to online course planning and design. Special attention was paid to creating rich and meaningful student-to-content interactions, as well as student-to-instructor interactions. The instructors approached the design of this course to address personalization (student-to-instructor interaction), meaningful engagement (student-to-content interaction), and ongoing checks of student understanding (student-to-instructor and student-to-content interactions). The authors conclude the article with recommendations for future online course development and implementation in the field of teacher education.
Updated: Jul. 09, 2009
The study explored whether online professional development courses with different levels of support have different impacts on teacher outcomes. Variations of an online course for middle school algebra teachers were created for four experimental conditions. All conditions showed significant impact on teachers’ mathematical understanding, pedagogical beliefs, and instructional practices.
Updated: Jul. 06, 2009
The paper presents a reciprocal model of mentoring as an alternative approach to more traditional mentoring models. A mentor, experienced with online course delivery and pedagogy, worked with six online instructors over two academic terms within a reciprocal mentorship model. The model was designed to build a collaborative learning relationship which would benefit each partner. The mentoring was scheduled on a just-in-time basis in response to each online instructor's needs.
Updated: Feb. 02, 2009
Research suggests that at least half of all students enrolled in online courses are not course completers. Obviously, increasing the percentage of program completers in the distance learning environment is essential. This article details a proven and comprehensive system to achieve this objective, using the authors' experiences at Purdue University Calumet in Hammond, Indiana, as a framework.
Updated: Nov. 09, 2008
A research was conducted of the interactions among students in online small group discussion. The authors argue that three aspects of the online courses impact the way students enter into discussions online, and consequently, what they have opportunities to learn: (a) the subject matter itself, (b) the representations and media through which the subject matter is engaged, and (c) the tasks students are asked to carry out online.
Updated: Nov. 06, 2008
This study compared learner perceptions of two online courses-one using the more traditional approach capitalizing on the affordances of Blackboard and one using the Community of Practice Learning System (COPLS) one-on-one model (Norton, 2003). Results revealed that both environments were perceived as providing a high quality learning experience. In addition, results point to the importance of self-regulation, the role of the instructor/facilitator/mentor, and the role of the group as factors influencing learners' perception of the quality of their learning experience, positive aspects of their learning experience, and challenges that influenced their learning experience.
Updated: Nov. 03, 2008
Online Mathematics Methods Course Evaluation: Student Outcomes, Generalization, and Pupil Performance
In this study, researchers examined the effects of an online mathematics methods class on preservice teachers' knowledge of instructional planning, classroom instructional planning performance; and classroom pupil outcomes in mathematics. Results are discussed in terms of participant acquisition of online course materials, classroom application of course materials, and pupil outcomes in mathematics.
Updated: Sep. 07, 2008
The article describes an online expository writing experience designed to help preservice language arts teachers develop descriptive writing skills. The teachers were asked to describe a target picture within a picture, and their cohorts had to correctly identify the picture, and offer feedback. Teachers' descriptive skills were to improve over time.
Updated: Mar. 24, 2008
The case report describes an online course in biology, designed to help teachers prepare for science certification exams. The study implemented concept maps and pre and post-course examinations. Findings indicate students gained declarative knowledge, but that the course did little to improve complex levels of understanding. Participants' attitudes towards the course also influenced their engagement, and students reported lack of motivation to engage in the course due to busy schedules, and lack of personal accountability.
Updated: Mar. 23, 2008
The article examines synchronous and asynchronous teaching and learning in an online graduate education course. Students were analyzed and surveys were conducted to better understand the instruction and learning through each mode. Findings suggest instructional practices for online education emphasizing their strengths and minimizing their weaknesses.
Updated: Feb. 26, 2008