Search results for: Norton Priscilla
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The authors hypothesized that online professional development might serve not only as a way to gain prerequisite experience but as an important learning venue for preparing future online teachers. Findings of the study suggested that teacher-learners who participated in two online summer courses not only demonstrated mastery of course content but also learned a great deal from that experience about online learning and teaching. Their online learning experiences served as a third curriculum added to that of the courses’ intended curriculum.
Updated: Feb. 22, 2017
This exploratory study aimed to examine online teachers’ self-reported frequency and confidence in performing online learning tasks. The study compared between two groups of teachers. One group was comprised of teachers who had completed a comprehensive preparation program, the other group comprised of teachers who participated in a one-day face-to-face workshop. This study found no differences between those with extensive preparation for teaching online and those with only a basic understanding of the course design, the structure of online course materials, and expectations and responsibilities.
Updated: Aug. 16, 2015
Video Production and Classroom Instruction: Bridging the Academies and the Realities of Practice in Teacher Education
The authors present five guiding design principles. The authors examine teacher-learners action research reflections to identify what impact the principles had on teacher practice. The results reveal the efficacy of the five design principles and the power of bridging the culture of the academies and the realities of practice for teacher education.
Updated: Jun. 24, 2013
The current study examined teacher-learners’ use of video production in their K-12 classrooms and connections between students’ content learning and teacher-learners’ practice. Findings demonstrated positive content learning outcomes as measured by objective tests, rubrics, and anecdotal evidence. Integrating video production facilitated connections to content, student motivation and engagement, the use of alternative assessment, and shifts in teacher identity. The study concludes that video production, when understood as an instructional strategy and not as an object of study, has an important role to play in K-12 content learning.
Updated: Oct. 20, 2010
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