Designing for Framing in Online Teacher Education: Supporting Teachers’ Attending to Student Thinking in Video Discussions of Classroom Engineering

2021 ◽  
pp. 002248712110565
Author(s):  
Jessica Watkins ◽  
Merredith Portsmore
Keyword(s):  
Teacher Education ◽  
Theory Development ◽  
Student Thinking ◽  
Online Course ◽  
Written Text ◽  
Making Sense ◽  
Online Teacher Education ◽  
Online Teacher ◽  
Engineering Pedagogy ◽  
Supporting Teachers

Participating in discussions of classroom video can support teachers to attend to student thinking. Central to the success of these discussions is how teachers interpret the activity they are engaged in—how teachers frame what they are doing. In asynchronous online environments, negotiating framing poses challenges, given that interactions are not in real time and often require written text. We present findings from an online course designed to support teachers to frame video discussions as making sense of student thinking. In an engineering pedagogy course designed to emphasize responsiveness to students’ thinking, we documented shifts in teachers’ framing, with teachers more frequently making sense of, rather than evaluating, student thinking later in the course. These findings show that it is possible to design an asynchronous online course to productively engage teachers in video discussions and inform theory development in online teacher education.

Promoting Collaborative Learning in Online Teacher Education

2013 ◽  
pp. 145-166
Author(s):  
Vassiliki I. Zygouris-Coe
Keyword(s):  
Teacher Education ◽  
Collaborative Learning ◽  
Course Design ◽  
Teacher Preparation Programs ◽  
Online Course ◽  
Preparation Programs ◽  
Online Teacher Education ◽  
Online Teacher ◽  
Further Development ◽  
Education Courses

Online learning continues to grow as a learning option for millions of students in US colleges and universities. Collaboration plays an important role in student learning. This chapter presents information on how collaborative learning was designed and implemented in a comprehensive online course in reading for pre-service and in-service educators in grades P-12. The author presents details on course design issues, instructional practices, benefits, and challenges associated with collaborative learning in this online course, and implications for further development and evaluation of collaborative learning in teacher preparation programs. The author also provides recommendations for promoting collaboration in online teacher education courses.

scholarly journals Comparing Asynchronous and Synchronous Video versus Text Based Discussions in an Online Teacher Education Course

2015 ◽  
Vol 19 (3) ◽  
Author(s):  
Cynthia Clark
Keyword(s):  
Teacher Education ◽  
Undergraduate Students ◽  
Social Presence ◽  
Added Value ◽  
Teaching Presence ◽  
Online Course ◽  
Student Interviews ◽  
Online Teacher Education ◽  
Online Teacher

The purpose of this study was to investigate whether asynchronous video posts and synchronous videoconferencing would create higher levels of teaching and social presence within an online course when compared with the university’s current text-based discussion platform. Undergraduate students in an online teacher education course were randomly assigned to either the text-based discussion platform or the video-based discussion platform. A switched replications design was used and halfway through the semester students switched platforms. Analysis of student interviews and surveys administered at the end of the semester indicated self-reported perceptions of social and teaching presence were significantly higher when using the video-enabled discussion site. Implications of the added value of video, both in synchronous and asynchronous contexts, are discussed and recommendations for further study are provided.

scholarly journals Comparing Asynchronous and Synchronous Video versus Text Based Discussions in an Online Teacher Education Course

2015 ◽  
Vol 19 (3) ◽  
Author(s):  
Cynthia Clark
Keyword(s):  
Teacher Education ◽  
Undergraduate Students ◽  
Social Presence ◽  
Added Value ◽  
Teaching Presence ◽  
Online Course ◽  
Student Interviews ◽  
Online Teacher Education ◽  
Online Teacher

The purpose of this study was to investigate whether asynchronous video posts and synchronous videoconferencing would create higher levels of teaching and social presence within an online course when compared with the university’s current text-based discussion platform. Undergraduate students in an online teacher education course were randomly assigned to either the text-based discussion platform or the video-based discussion platform. A switched replications design was used and halfway through the semester students switched platforms. Analysis of student interviews and surveys administered at the end of the semester indicated self-reported perceptions of social and teaching presence were significantly higher when using the video-enabled discussion site. Implications of the added value of video, both in synchronous and asynchronous contexts, are discussed and recommendations for further study are provided.

Benefits and Challenges of Collaborative Learning in Online Teacher Education

2019 ◽  
pp. 33-56 ◽  
Author(s):  
Vassiliki I. Zygouris-Coe
Keyword(s):  
Teacher Education ◽  
Collaborative Learning ◽  
Course Design ◽  
Teacher Educator ◽  
Lessons Learned ◽  
Teacher Preparation Programs ◽  
Online Course ◽  
Preparation Programs ◽  
Online Teacher Education ◽  
Online Teacher

Demand for online learning is increasing in US colleges and universities. Learning does not occur in a vacuum; students learn independently and collaboratively. But, is there room for collaborative learning in online courses? This chapter presents information on how a teacher educator designed and implemented collaborative learning in a developmental reading online course for preservice and inservice educators in grades P-12. The author presents details on course design issues, instructional practices, benefits, and challenges associated with collaborative learning in this online course, and implications for further development and evaluation of collaborative learning in teacher preparation programs. The author also provides recommendations from lessons learned for promoting collaboration in online teacher education courses.

Promoting Collaborative Learning in Online Teacher Education

2016 ◽  
pp. 1183-1205
Author(s):  
Vassiliki I. Zygouris-Coe
Keyword(s):  
Teacher Education ◽  
Collaborative Learning ◽  
Course Design ◽  
Teacher Preparation Programs ◽  
Online Course ◽  
Preparation Programs ◽  
Online Teacher Education ◽  
Online Teacher ◽  
Further Development ◽  
Education Courses

Online learning continues to grow as a learning option for millions of students in US colleges and universities. Collaboration plays an important role in student learning. This chapter presents information on how collaborative learning was designed and implemented in a comprehensive online course in reading for pre-service and in-service educators in grades P-12. The author presents details on course design issues, instructional practices, benefits, and challenges associated with collaborative learning in this online course, and implications for further development and evaluation of collaborative learning in teacher preparation programs. The author also provides recommendations for promoting collaboration in online teacher education courses.

Benefits and Challenges of Collaborative Learning in Online Teacher Education

2021 ◽  
pp. 1533-1556
Author(s):  
Vassiliki I. Zygouris-Coe
Keyword(s):  
Teacher Education ◽  
Collaborative Learning ◽  
Course Design ◽  
Teacher Educator ◽  
Lessons Learned ◽  
Teacher Preparation Programs ◽  
Online Course ◽  
Preparation Programs ◽  
Online Teacher Education ◽  
Online Teacher

Demand for online learning is increasing in US colleges and universities. Learning does not occur in a vacuum; students learn independently and collaboratively. But, is there room for collaborative learning in online courses? This chapter presents information on how a teacher educator designed and implemented collaborative learning in a developmental reading online course for preservice and inservice educators in grades P-12. The author presents details on course design issues, instructional practices, benefits, and challenges associated with collaborative learning in this online course, and implications for further development and evaluation of collaborative learning in teacher preparation programs. The author also provides recommendations from lessons learned for promoting collaboration in online teacher education courses.

INVESTIGATING ENGAGEMENT IN AN ONLINE TEACHER EDUCATION COURSE DURING THE COVID-19 PANDEMIC

2021 ◽  
Author(s):  
Diler Oner ◽  
Mutlu Sen-Akbulut ◽  
Beste Ulus ◽  
Ezgi Rabia Diri ◽  
Duygu Umutlu
Keyword(s):  
Teacher Education ◽  
Online Teacher Education ◽  
Online Teacher

Differentiating Instruction for Adult Learners in an Online Environment

2014 ◽  
pp. 1190-1207
Author(s):  
Dixie Massey
Keyword(s):  
Teacher Education ◽  
Adult Learners ◽  
Online Courses ◽  
Relevant Literature ◽  
Teaching Online ◽  
Differentiating Instruction ◽  
Online Platforms ◽  
Online Teacher Education ◽  
Online Teacher ◽  
Education Courses

Teacher education courses offered online are becoming increasingly common. Unfortunately, few instructors of online teacher education courses have specific preparation for teaching adult learners or in teaching online courses, resulting in faltering attempts to transfer traditional methodology such as lectures to online platforms. This chapter considers the background of distance education and examines relevant literature on adult learners. Differentiated instruction is proffered as a means of meeting the needs of adult learners in online teacher education courses. Specific examples of differentiating content, process, and product are suggested.

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