Search results for: Web-based instruction
Page 2/2 18 items
This article explores what current charter policies govern Cyber charter schools (CCSs). Furthermore, the paper outlines the practices in these schools that might illuminate future policy needs. The study shows how state leadership is vital to coordinate student enrollment across geographic boundaries, funding mechanisms, and conflicts between CCSs and established stakeholders. Finally, CCSs in this study serve unique, niche student populations that opt out of the traditional school system
Updated: Oct. 10, 2011
A Study of Teacher-Mediated Enhancement of Students’ Organization of Earth Science Knowledge Using Web Diagrams as a Teaching Device
The research examined teacher implementation of a novel teaching strategy called “web diagramming”. This teaching strategy is a form of network mapping, in a secondary school earth science class. The authors report evidence for student improvement in knowledge networking, questionnaire-based reports by the students on the merits of web diagramming in terms of interest and usefulness, and information on the collaborating teacher’s perceptions of the process of implementation, including implications for teacher education.
Updated: May. 13, 2011
How Asynchronous Discussion Boards Mediate Learning Literacy Methods Courses to Enrich Alternative-Licensed Teachers' Learning Experiences
The purpose of this study is to explore the alternative-licensed teachers' (ALTs) perceptions of how an asynchronous discussion board mediated learning literacy methods courses. Forty-four ALTs from Southern California were enrolled in the two courses and taught literacy teaching methods using the asynchronous discussion hoard as a tool of extending learning. The findings indicated that the technology has the potential to generate positive structure and support for learning. Furthermore, complement their responses with class discussions encouraged the participants to adopt multiple voices and and viewpoints that were different from theirs and made their own voices heard. Finally, the author discusses the implications of the findings.
Updated: Mar. 13, 2011
A Comparison Study of Web-Based and Traditional Instruction on Preservice Teachers’ Knowledge of Fractions
The goal of this study was to compare the effectiveness of Web-based instruction (WBI) and traditional teaching methods on preservice elementary teachers’ fraction knowledge. Students’ knowledge of fractions was measured using a Fraction Knowledge Test. The test was administered as pre and posttests to a total of 42 preservice teachers in two classes at the same university. One of the classes was randomly assigned as the experimental group and was given WBI. The other class was assigned as a control group and was given traditional instruction. The analysis of results showed a statistically significant difference between the experimental and the control groups’ posttest mean scores in favor of the experimental group.
Updated: Jun. 13, 2010
To be effective, teacher education programs need to engage teachers in learning experiences grounded in classroom practice and guidance to develop as professionals. New web-based communication tools such as real-time video conferencing and blogs have the potential to improve the connection between universities and classrooms. An innovative course for new mentor teachers was designed to guide teacher learning, encourage collaboration, and support partnerships.
Updated: Apr. 20, 2009
Using an activity theory framework, the authors examine how preservice teachers and middle school students utilized instant messaging in educational contexts. They also examine the impact of instant messaging on the development of community among preservice teachers.Qualitative results from six focus groups and two personal interviews indicate that instant messaging enhanced the development of community among the preservice teachers. It also facilitated the breakdown of teacher-student social barriers while being predominantly exploited as a social rather than an academic medium.
Updated: Mar. 09, 2009
One of the main factors which influence the effectiveness of the learning process is the interaction that exists between the teacher and the student. The current research indicates that different interactions have different effects. There are two methods used for implementing distance learning systems, i.e. synchronous and asynchronous. The present study refers to the cognitive interaction and differentiates between surface processes and deep processes. The interaction level between the students and the teacher and among the students was found to be a significant factor in determining the effectiveness of the teaching method.
Updated: Dec. 01, 2008
Perceptions of Graduate Students on the Use of Web-based Instruction in Special Education Personnel Preparation
This study examined the perceptions of graduate students on the use of Web-based instruction in preparing special education personnel. Findings supported Web-based instruction as a convenient way for students to pursue their education. Furthermore findings indicated that Web-based courses with increased structure and organization resulted in improved learning outcomes. Finally, technological problems and a lack of user-friendly technology jeopardize the effectiveness of Web-based instruction.
Updated: Nov. 10, 2008