Literaturnachweis - Detailanzeige
| Autor/inn/en | Hathaway, Dawn; Norton, Priscilla |
|---|---|
| Titel | An Exploratory Study Comparing Two Modes of Preparation for Online Teaching |
| Quelle | In: Journal of Digital Learning in Teacher Education, 28 (2012) 4, S.146-152 (7 Seiten)Infoseite zur Zeitschrift
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 2153-2974 |
| Schlagwörter | Online Courses; Professional Development; Intermode Differences; Electronic Learning; Instructional Effectiveness; Teacher Effectiveness; Incidence; Self Disclosure (Individuals); Self Efficacy; Training Methods; Teacher Education Programs; Secondary School Teachers; Teaching Experience; Individual Differences; Comparative Analysis; Cohort Analysis |
| Abstract | Few online high schools report requiring online education for their teachers, and few programs exist to prepare teachers to teach online (Smith, Clark, & Blomeyer, 2005). Professional development for online teachers continues to be a concern, and evaluative research that examines the effectiveness of various types of professional development is needed (Archambault & Crippen, 2009). The purpose of this exploratory study was to compare differences in online teachers' self-reported frequency and confidence in performing online teaching tasks between teachers who had completed a comprehensive preparation program and teachers who participated in a one-day face-to-face workshop. Results found no differences between the groups and challenge conventions related to the nature and role of teacher preparation in online teaching. (Contains 4 tables.) (As Provided). |
| Anmerkungen | International Society for Technology in Education. 180 West 8th Avenue, Suite 300, Eugene, OR 97401-2916. Tel: 800-336-5191; Tel: 541-302-3777; Fax: 541-302-3778; e-mail: iste@iste.org; Web site: http://www.iste.org |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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