Search results for: Online courses
Page 1/5 47 items
The paper aims to develop training for teachers to perceive non-verbal cues in online classes. The training is prepared based on a mindmap suggesting alternative tools available in the online platforms to gauge non-verbal cues in online lectures. The findings indicate that after the training, teachers could perceive students’ non-verbal cues during online classes in a better manner.
Updated: Aug. 11, 2022
Understanding and addressing the challenges of teaching an online CLIL course: a teacher education study
This exploratory action research study aims to understand the challenges that a group of pre-service teachers faced while participating in an undergraduate course unit introducing Content and Language Integrated Learning (CLIL) teaching in an online context (Cycle 1), and the way in which they implemented plans of action (Cycle 2) to address issues uncovered in Cycle 1. The study found that the pre-service teachers experienced problems applying appropriate English teaching approaches to promote their pupils’ communicative competence. Four measures were applied in Cycle 2, such as restructuring the training-teaching module, reinforcing the concept of English as a lingua franca to promote students’ communicative skills, selecting authentic materials to enhance students’ motivation, and obtaining administrative support to resolve technological problems. The results from English proficiency tests showed that the pupils improved their reading and listening skills in Cycle 2. Although the actions taken in Cycle 2 were focused on improving pupils’ English abilities, these actions also had the effect of enhancing the pre-service teachers’ CLIL pedagogical concepts, such as the translanguaging approach. The study provides a detailed description of CLIL teaching with online storybooks and adds to the body of much-needed studies of CLIL in practice, especially in the Asian context.
Updated: Jun. 27, 2022
With the arrival of the COVID-19 pandemic in March 2020, teacher colleges across the country suddenly shifted to online. In many cases, faculty, wary of shortchanging students of a meaningful learning experience, leveraged synchronous meetings as a way of compensating for the abrupt removal of face-to-face (F2F) interactions. This mixed-methods self-study explored advanced licensure candidates' perceptions of developing a Community of Inquiry (COI) across three sections of a Spring 2020 online course taught by the same instructor. This course was fashioned as a literature circle about immigrant communities and K-12 schools. In one section, five one-hour synchronous meetings punctuated the shared readings of five book-length ethnographies. The other two sections remained completely asynchronous. Sixty-nine students across the three courses were electronically surveyed at the close of the semester. Fifteen students were subsequently interviewed as an additional layer of data collection. Survey analysis indicated that monthly synchronous meetings did not significantly impact students' perceptions of COI development. Follow-up interviews provided further insights into methods that students perceived as essential for advancing teaching, cognitive, and social presences. The authors conclude with broad and specific recommendations for better practices and future research for COI in graduate teacher education online coursework in and beyond COVID-19.
Updated: Nov. 07, 2021
Network structures of in-service teachers’ collective knowledge construction: An SNA analysis of multiliteracies online course
Multiliteracies is not only concerned with learners’ meaning-making using multiple communication and representation channels but with individuals’ contributions towards a collaborative and participatory culture. However, understanding collective knowledge construction in computer-mediated discussions is challenging due to large and complex digital texts in online contexts. To respond to this challenge, this study investigated the relationships between network structures and potentials for collaborative knowledge construction in a 12-week online multiliteracies professional education course by adopting Knowledge Society Network and Collaborative Knowledge Networks as analytical frameworks and using Social Network Analysis to find which network models the online course followed. Consequently, the network of teacher participants’ interactions showed high participant interaction and low idea interaction.
Updated: May. 18, 2021
Learning, Teaching and Curating: Situated Digital Experience in Museums - A free course during the 2020 Coronavirus global pandemic
MOFET International invites you to attend this free course which will help you create your own online museum to share with your students, colleagues and acquaintances. Museums are the repository of our cultural heritage and thus should become destinations to explore and learn scientific, historic and artistic themes. Students can feel and sense valuable artefacts and handmade objects that shape their lives. The main question is: How do we encourage our visitors to satisfy their curiosity in the museum? Experimental methods and their didactics are the core of this online course. We will see how all museums and heritage sites can be used as places of learning with the UNESCO Best Mobile Practice innovative technology – the Wandering Platform. The free course will begin on April 5 and will include seven synchronized meetings that will take place via the ZOOM™ platform. Notice: This is not a MOOC. As so, the number of participants is limited so hurry and sign up! Free registration ends on 02.04.2020.
Updated: Mar. 29, 2020
Teaching and Learning in the Information Age - A Free Course During the 2020 Coronavirus Global Contingency from MOFET International
With an increasing number of educational institutions shutting down campuses and shifting their learning online to try and contain the spread of coronavirus… The MOFET Institute’s International Department is reaching out to the global community of teachers and teacher trainers, which is partly in isolation or having difficulties maintaining its teaching routine due to the virus crises we are all dealing with. Accordingly, the Online Academy of the International Channel invites you to sign up for free for our online course - Teaching and Learning in the Information Age, taught by Mr. Jay Hurwitz of the MOFET Institute.
Updated: Mar. 20, 2020
Where the Rubber Meets the Road: Exploring the Perceptions of In-Service Teachers in a Virtual Field Experience
This study examines the experiences of teachers enrolled in an online certificate program for K–12 online teaching. Participants blogged weekly regarding their experiences developing and facilitating an online course. Qualitative analysis of the data shows that teachers face many challenges in developing and facilitating an online course; however, they found support from their colleagues enrolled in the program. Additionally, teachers found value in the authentic experience afforded them in the virtual field experience in that it gave them exposure to online learning theory coupled with the opportunity to design and facilitate their own online courses.
Updated: Jan. 26, 2020
The author studies the implementation of a Massive Open Online (MOOC) initiative which involved two distinct teacher education institutions at higher education institutions (HEIs), and where the implementation was led by a governmental body. Her aim was to see in what ways this initiative changed the teacher education involved, in terms of institutional organisation and pedagogics. Based on interviews with stakeholders from the government and from the two HEIs, she found that the process of implementing and piloting the MOOC faced various sorts of resistance. Her study might serve as a contribution to researchers and practitioners involved in development and running MOOCs as cross institutional initiatives, in that it addresses the diversity of challenges new study models are facing within HEIs.
Updated: Sep. 12, 2019
Opportunities and Challenges in Training Elementary School Teachers in Classroom Management: Initial Results from Classroom Management in Action, an Online Professional Development Program
The authors use existing literature to identify the key features that make in-service professional development (PD) effective. The authors present these features as the defining features of a recently developed PD program, Classroom Management in Action, which blends online technology, evidence-based practice in positive behavior support, video modeling, self-paced/step-by-step activities, and tools for aiding and measuring fidelity and behavioral outcomes.
Updated: Feb. 26, 2017
In order to overcome the pedagogical limitations in distance learning environments and to lead the process of change and innovation by means of distance teaching and learning, the 'Mediating Teacher' Model for Distance Teaching and Learning was developed and tested on Israeli high-school students in the framework of the present writer's doctoral dissertation during the years 2010-2015. According to this model, in addition to the distance teacher, a 'mediating teacher' is present in the classroom. From the writer's own personal experience with the project, both the high-school teachers and the students display a great deal of interest in and satisfaction with the course.
Updated: Jan. 30, 2017