Search results for: Online education
Page 2/2 15 items
This study investigates the demographic nature and experiences of K–12 online teachers. Findings show that online teachers are experienced in the traditional classroom, as indicated by their years of experience and the level of their advanced degrees. These teachers seek a better means to engage with students and a greater sense of community. Furthermore, they also look for the ability to teach without the constraints of traditional teachings, such as a bell schedule or issues of classroom management.
Updated: Jul. 02, 2009
In this paper, the authors sought to understand how teachers chose to integrate a hybrid online education program in their classrooms, how students responded to this choice, and how students' experiences were influenced by the integration model chosen by the teachers. The authors discuss four integration models in the context of hybrid online education and particularly in adventure learning. Finally, the authors provide recommendations for the design, development, implementation, and integration of hybrid online education programs.
Updated: Nov. 17, 2008
The study investigated the effects of an online practicum using quantitative date to assess professional growth, and identify the quantitative components of the practicum experience. Findings indicated that teachers did change instructional practices as a result of the practicum experience, and identified three critical components of the online practicum: (a) use of meaningful learning activities, (b) collaborative learning communities, (c) structure of the practicum project.
Updated: Nov. 10, 2008
The article examines an experimental web-based learning environment in which beginning teachers reproduce the assumptions with which they started out, rather than re-inspect them. Findings show the need for structural interventions within a priori hypothesized, linearly ordered, stages in reflection models.
Updated: Mar. 13, 2008
This paper describes some of the rather unique QA processes used at Universitas 21 Global (U21G), one of the new breed of online academic institutions, and its relation to 21pedagogica, the independent agency that approves U21G's programmes. These distinctive QA processes relate to five main areas, namely, content authoring, courseware development, adjunct faculty recruitment, pedagogy and delivery. The authors believe that these QA processes have contributed significantly to student satisfaction and student retention at U21G.
Updated: Jan. 24, 2008