Search results for: Virtual classrooms
Page 1/2 14 items
Enhancing the Development of Pre-service Teacher Professional Identity via an Online Classroom Simulation
The authors report on a comparative case study of first and final year pre-service teachers enrolled in an undergraduate education degree who engaged with an online classroom simulation. The findings indicated the first year pre-service teachers were able to identify and articulate their emerging teaching philosophy and began to visualise themselves in the role of a classroom teacher. By way of comparison, the final year pre-service teachers were able to draw upon their previous experiences and knowledge whilst engaging with the simulation to articulate their philosophy of teaching and make important connections between their university coursework and field experiences.
Updated: Jul. 23, 2013
Making the Connection: Moore’s Theory of Transactional Distance and Its Relevance to the Use of a Virtual Classroom in Postgraduate Online Teacher Education
The purpose of the current study was to explore students’ perceptions of the virtual classroom in terms of the impact they considered it made on their sense of transactional distance. The author used Moore’s (1997) Theory of Transactional Distance to analyze students' perceptions. The findings reveal that the use of the virtual classroom can potentially, at least, contribute to the development of quality dialogue. However according to Moore’s theory, this dialogue depends on structural aspects and, consequently, student perception of learner autonomy.
Updated: Sep. 19, 2012
The Impact of and Key Elements for a Successful Virtual Early Field Experience: Lessons Learned From a Case Study
In this case study, a pilot field experience centered on the topic of Virtual School (VS) was created and offered virtually. The central purpose of this case study was to understand what impact this virtual early field experience had on the teacher candidates’ understanding of VS. Overall, the results showed that this pilot study had positive impact on the teacher candidates.
Updated: Jun. 27, 2012
The purpose of the two studies reported in this article was to measure the effects of a computerized professional development program for a concept teaching routine. For each study, teachers were randomly assigned to either a virtual workshop group that used a multimedia software program for PD or an actual workshop group that participated in a live PD session. These two studies demonstrate that computerized professional development programs can be designed in ways that teachers gain a great deal of knowledge about an instructional practice and express high levels of satisfaction with what they have learned and how they have learned it.
Updated: Sep. 19, 2011
The current study evaluated the multi-user virtual environment known as Second Life, as an exploratory course delivery platform and for its ability to enable teachers to meet elements of NETS•T. The researcher collected data from 17 graduate students enrolled in a master’s degree program in educational leadership in a southeastern state university. The Second Life multi-user virtual environment appears to be a promising environment that fosters high levels of engagement in adult learners, supports synchronous online class activities.
Updated: Aug. 23, 2011
This study presents Colonial Williamsburg’s Electronic Field Trip program as an instrumental case for generating a conceptual model for authentic VFTs that can be used to support the creation and utilization of additional VFTs in the social studies. The findings from this case provide important information for developing successful virtual field trips. In addition, the ensuing VFT model should be helpful for teachers and VFT developers.
Updated: Aug. 23, 2011
Promoting Awareness of Learner Diversity in Prospective Teachers: Signaling Individual and Group Differences within Virtual Classroom Cases
The authors explored two methods to promote prospective teachers' awareness of learner diversity and application of teaching principles using a problem-based learning environment. In Experiment 1, the authors examined the effects of presenting a conceptual framework about learners' individual and group differences either before or after instruction on teaching principles. In Experiment 2, the authors examined the effects of signaling issues of diversity within a set of worked-out classroom cases that were presented in either text or animated format.
Updated: Jun. 13, 2011
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
This article describes the process of teacher identification, selection, initial training, and on-going professional development that has developed at the Illinois Virtual High School (IVHS) over the past seven years. Some of the issues within the hiring process and professional development that the IVHS continues to struggle are examined including teacher certification and the changing nature of technology. The article concludes with a recommendation that teacher education programs assist in addressing these challenges to support IVHS and other virtual schools.
Updated: Sep. 27, 2010
This article describes a pilot of Virtual Schooling (VS) field experience within an initial teacher education program in the USA as part of a national project, including multimedia appendices. This field experience enabled future teachers to observe how an exemplary VS school teacher taught her course using blended technologies. Future teachers’ reflections revealed that they had overcome concerns and misperceptions about VS. Key elements identified include mirroring the natural setting using similar technologies, external and internal information gathering, guided observations and engagement with the class.
Updated: Sep. 27, 2010