Design of Online Teacher Professional Development in a Statewide Reading First Professional Development System

Autor/inn/en	Roskos, Kathleen; Jarosewich, Tania; Lenhart, Lisa; Collins, Linda
Titel	Design of Online Teacher Professional Development in a Statewide Reading First Professional Development System
Quelle	In: Internet and Higher Education, 10 (2007) 3, S.173-183 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1096-7516
DOI	10.1016/j.iheduc.2007.06.004
Schlagwörter	Constructivism (Learning); Instructional Design; Interaction; Professional Development; Reading Programs; Online Courses; Web Based Instruction; Computer Assisted Instruction; Educational Technology; Cognitive Processes; Research Needs; Reading Teachers; Learning Modalities; Conventional Instruction; Courseware; Course Content; Curriculum Research + Suchen Sie Ihr Suchwort? Lesson concept; Lessonplan; Unterrichtsentwurf; Interaktion; Online course; Online-Kurs; Web Based Training; Computer based training; Computerunterstützter Unterricht; Unterrichtsmedien; Cognitive process; Kognitiver Prozess; Forschungsbedarf; Reading Teaching; Reading teacher; Leseprozess; Lesen; Lehrer; Lehrerin; Lehrende; Lesenlernen; Lernumgebung; Lernsoftware; Kursprogramm; Curriculum; Research; Curriculumreform; Lehrplan; Forschung
Abstract	This study examined the pedagogy of three online teacher professional development (oTPD) modules. Evidence of design features oriented to the "how people learn" framework was the primary research objective. An analytic framework was devised to code knowledge types, levels of cognitive demand, levels of interaction, and sensory details in the learning architecture of each module. All three online modules showed a didactic pedagogy (show and tell) rather than a constructivist one (teaching for understanding). Module content emphasized declarative types of knowledge (facts and concepts), and lower levels of cognitive demand (remember and understanding). The interaction pattern of two modules was largely passive, reflecting a limited level of learner participation, control, productivity, and creativity of experience. A third module, developed after research on the other two, provided learners with more guided and self-initiated interaction. Sensory design of the modules was the most well-developed and supportive of learner engagement. The study confirmed the need for more research on design principles and strategies to support constructivist principles in oTPD modules. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10