International Portal of Teacher Education
The online resource of academic content on teacher training and teacher education
Search results for: Online courses
Page 4/5
47 items
31
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. More
Published: 2009
Updated: Oct. 12, 2010
32
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. More
Published: 2010
Updated: Aug. 01, 2010
33
This paper explores the role of online discussion in the ways it fosters critical literacy by analyzing the online discourse of the teachers in an online literature course. The 13 participants were mostly in-service teachers in K-12 settings throughout New England. Implications relating to both the online nature of teaching and the various strategies to foster critical literacy in everyday classrooms are described. More
Published: 2009
Updated: Feb. 21, 2010
34
A series of four online professional development courses in the form of integrated mathematics content and pedagogy courses was designed to meet the professional development needs of rural middle school mathematics teachers.Results suggested that while teachers’ mathematics content knowledge did not change significantly, pedagogical content knowledge did increase. More
Published: 2009
Updated: Nov. 11, 2009
35
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. More
Published: 2009
Updated: Jul. 09, 2009
36
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. More
Published: 2009
Updated: Jul. 06, 2009
37
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. More
Published: 2008
Updated: Feb. 02, 2009
38
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. More
Published: 2008
Updated: Nov. 09, 2008
39
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. More
Published: 2008
Updated: Nov. 06, 2008
40
The article described a distance education course where inservice teacher enrolled in a science education learned to construct video games as a supplement to their science instruction.
The ultimate objective of this course was to advance student achievement and interest in science by providing teachers with a viable source for integrating video game technology into the curriculum. More
Published: 2008
Updated: Nov. 05, 2008