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Training Teachers for Virtual Classrooms: A Description of an Experimental Course in Online Pedagogy
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Author(s): Wayne Journell (University of North Carolina at Greensboro, USA), Melissa Walker Beeson (University of North Carolina at Greensboro, USA), Jerad J. Crave (University of North Carolina at Greensboro, USA), Miguel Gomez (University of North Carolina at Greensboro, USA), Jayme Nixon Linton (University of North Carolina at Greensboro, USA)and Mary O. Taylor (University of North Carolina at Greensboro, USA)
Copyright: 2013
Pages: 24
Source title:
Teacher Education Programs and Online Learning Tools: Innovations in Teacher Preparation
Source Author(s)/Editor(s): Richard Hartshorne (University of Central Florida, USA), Tina L. Heafner (University of North Carolina at Charlotte, USA)and Teresa Petty (University of North Carolina at Charlotte, USA)
DOI: 10.4018/978-1-4666-1906-7.ch007
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Abstract
The increased demand for online instruction within higher and K-12 education has created a need for teacher education programs to provide pre-service and practicing teachers with training in online pedagogy; however, research has shown that such courses are rare within most teacher training programs. This chapter describes “Theory and Practice in Online Education,” an experimental course designed to train teachers for virtual instruction that was offered by the first author in Spring 2011. In this course, students explored the history of online education, online learning theories, the creation of online communities, online assessments, and ways to differentiate online courses for learners with special needs. Students were then able to put this theoretical knowledge into practice by experiencing various forms of synchronous and asynchronous communication and designing their own online course. The authors provide this description in hopes that others may use it as a starting point to create their own courses in online pedagogy.
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