Facilitating Active Learning and Collaboration in Online Mathematics Content Courses for Secondary Teachers

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Author(s): Michelle Homp (University of Nebraska – Lincoln, USA)
Copyright: 2019
Pages: 17
Source title: Handbook of Research on Blended Learning Pedagogies and Professional Development in Higher Education
Source Author(s)/Editor(s): Jared Keengwe (University of North Dakota, USA)
DOI: 10.4018/978-1-5225-5557-5.ch008

Keywords: Blended & Mobile Learning / Education / Higher Education / Information Science Reference

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Abstract

This chapter reviews teachers' perceptions of the collaborative learning experiences when enrolled in an online course to determine strategies for engaging teachers in active learning and meaningful collaboration in an online learning environment. A survey was designed to solicit feedback from mathematics teachers of Grades 6-12 who have completed online mathematics content courses at the University of Nebraska – Lincoln (UNL) for professional development or for graduate credit. The survey specifically addresses the teachers' perceptions of the collaborative learning experiences during their online course. Combined with feedback from numerous course evaluations and the experiences of several online mathematics instructors from UNL's Department of Mathematics, results of the survey are utilized to determine strategies for engaging teachers in active learning and meaningful collaboration in an online learning environment.

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Facilitating Active Learning and Collaboration in Online Mathematics Content Courses for Secondary Teachers

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