Search results for: Online learning environments
Page 1/2 15 items
The present study investigates the effect of the Flipped Classroom (FC) model on the academic achievement and motivation levels of preservice teachers enrolled on the Teaching Principles and Methods (TPM) course, which is a higher education-level knowledge course in the teaching profession. A quasi-experimental design was adopted for the study, and the opinions of the participants of the course were taken at the end of the implementation process. The experimental group took the 14-week TPM course based on a FC model, while no intervention was made in the control group, which completed the process based on the current curriculum. In the experimental group, an interactive and controlled online learning environment was used to access the FC videos. Based on the findings of the study, it was found that the academic achievement and motivation levels of the preservice teachers in the experimental group were significantly higher than those in the control group. The preservice teachers expressed that the FC model provided them with the opportunity to put their knowledge into practice, while also improving their teaching skills and ensuring their active participation in the lesson. Their criticisms of the model, on the other hand, related mostly to the technical problems they encountered.
Updated: Oct. 11, 2021
The aims of this paper are to explore novice teachers’ experiences in the Covid-19 crisis, and to examine their professional identity construction process. During the global crisis, novice teachers had to deal with unexpected challenges and take advantage of new opportunities. This study is based on 32 narratives of novice teachers in Israel who took part in a one semester online Zoom induction in two workshops. The open conversations narratives in the meetings were recorded and transcribed, and then subjected to categorical content analysis. The findings show the challenges and opportunities related to three central categories: technological, pedagogical and educational system in the novice teachers’ experiences. The main contributions of this study are: understanding the novice teachers’ experiences in the uncertainty and turmoil of the crisis, and learning about professional dilemmas and tensions which gave rise to various challenges and opportunities that that supported the construction their professional identity.
Updated: Apr. 12, 2021
This study investigated the properties of an online course and it aims to examine how the ICT environment develops academic writing ability in a course on sociolinguistics – the study of the relationship between language and society and society and language with regard to topics such as second language acquisition, mother tongue, linguistic diversity, dialects, diglossia, language and identity, linguistic policy, and linguistic-educational policy. The preliminary research findings demonstrate that the online course accords actual added value to learning and contributes to the sum total of the quality of self-learning and its compatibility with the spirit of today's demands. The online course enriches the ways of learning and empowers the study experience.
Updated: Aug. 10, 2016
This article describes the ways opportunities and constraints in online mathematics teacher education (OMTE) and the authors' view of learning encouraged a deeper consideration of the role of environment in their teaching practice. Central to this discussion are the authors' values and the understandings mathematics teacher educators (MTEs) bring to OMTE and the conflicts between understandings of the online environment and views of learning that undergirded the instructional activities created. This article focuses on the MTEs’ development as teachers in online environments.
Updated: Aug. 11, 2015
Prime Online: Developing Grades 3-5 Teachers’ Content Knowledge for Teaching Mathematics in an Online Professional Development Program
This study aimed to investigate the impact of a yearlong, online teacher professional development (oTPD) program, Prime Online, on teachers’ mathematics knowledge for teaching (MKT) and to examine the components of a PD program that impacted participants’ MKT. The analysis indicates latent growth modeling and focus group data indicated growth in participants’ content knowledge and initial growth in knowledge of students from pretest to midtest, with a decline at the end of the program. The authors conclude that that Prime Online has potential to provide teachers with ongoing, rigorous, high-quality learning opportunities for impacting their knowledge of mathematics content and pedagogy and of their students.
Updated: Jul. 22, 2015
Promoting Deep Learning in a Teacher Education Programme through Self- and Peer-Assessment and Feedback
The current study examined the impact of a deeper approach to learning on pre-service teachers’ critical thinking and metacognitive skills. The study also examined the impact on student learning outcomes within a project based module with a significant design element. The findings reveal that the quality of students’ reflections through peer feedback and overall satisfaction with the module remained high despite students’ citing a preference for instructor feedback.
Updated: Jan. 11, 2015
The main purpose of this study was to investigate exemplary online teachers’ transition to online teaching with a specific focus on the successful practices. The findings show that when teachers described their successful practices, they often attended to their changing roles and representation of their “selves” within an online classroom. The authors found that teachers struggled to make themselves visible and heard in online environments by constantly challenging their already established roles and assumptions toward learning and teaching. They build their teacher personas by drawing their knowledge and experiences from different sources, such as their own experiences as learners in online classrooms and observations of other online teachers.
Updated: Oct. 16, 2013
GeoThentic, an online teaching and learning environment, focuses on engaging teachers and learners in solving real-world geography problems through use of geospatial technologies.This article describes the evolution of the GeoThentic learning environment, how GeoThentic was designed using TPACK framework, and how teacher TPACK assessment models have been designed and integrated within the environment to assist social studies teaching and learning.
Updated: Jun. 13, 2010
Online Asynchronous Collaboration in Mathematics Teacher Education and the Development of Mathematical Knowledge for Teaching
The authors’ goal was to improve their online environment by testing and modifying it to support teachers' development of deep, connected understandings of school mathematics and to find ways to make use of the teachers' learning as a context for subsequent mathematical and pedagogical development. The authors propose a model for developing mathematical knowledge for teaching (MKT) in an online environment. The authors believe that their model for Online Asynchronous Collaboration (OAC) is a promising practice in teacher education.
Updated: Feb. 21, 2010
University Teacher Roles and Competencies in Online Learning Environments: A Theoretical Analysis of Teaching and Learning Practices
The aim of this article is to clarify the university teacher roles and competencies in online learning environments, with a view to assisting in the design of professional development activities. This referential framework results from an extensive review of the literature and from analyzing professional development designed in different European universities.
Updated: Oct. 13, 2009