Search results for: An Heejung
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In an effort to generate a bottom-up approach for the program-wide implementation of electronic portfolios, this article first reports on the ways in which teacher candidates perceived the benefits and setbacks of this experience, after an initial course. Second, this article reports on whether and how the teacher candidates continued to develop their e-portfolios voluntarily throughout the program, after the initial course. The results indicate that even though the electronic portfolios were initially perceived to be highly beneficial, the voluntary nature of the ongoing process discouraged further development.
Updated: Jun. 13, 2010
This study examined the benefits and difficulties that graduate student teachers perceived while participating in online collaborative group activities during their first year of a masters program. The study discovered the three most prominent perceived learning outcomes. The article describes the difficulties encountered while attempting to achieve these online collaborative tasks.
Updated: Nov. 11, 2009
Teacher Perspectives on Online Collaborative Learning: Factors Perceived as Facilitating and Impeding Successful Online Group Work
The article explores factors facilitating or impeding completion of online group work in a virtual graduate school of education program. Open-ended questions were asked about individual accountability, affective team support, the presence of a positive group leader, consensus building skills, and clear instructions. Recommendations were given for group projects in online environments.
Updated: Nov. 27, 2008