Integrating YouTube Videos in 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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Promoting Collaborative Learning in Online Teacher Education

Teacher Education Programs and Online Learning Tools - Advances in Higher Education and Professional Development ◽

10.4018/978-1-4666-1906-7.ch008 ◽

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.

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Differentiating Instruction for Adult Learners in an Online Environment

Teacher Education Programs and Online Learning Tools - Advances in Higher Education and Professional Development ◽

10.4018/978-1-4666-1906-7.ch011 ◽

2013 ◽

pp. 198-215

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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Promoting Collaborative Learning in Online Teacher Education

Professional Development and Workplace Learning ◽

10.4018/978-1-4666-8632-8.ch065 ◽

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.

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Scaffolding Digital Writing and Storytelling in Online-Only Teacher Education Courses

Handbook of Research on Learner-Centered Pedagogy in Teacher Education and Professional Development - Advances in Higher Education and Professional Development ◽

10.4018/978-1-5225-0892-2.ch006 ◽

2017 ◽

pp. 104-127 ◽

Cited By ~ 1

Author(s):

Peggy Semingson ◽

Amanda Hurlbut ◽

Dana Owens ◽

Marla Robertson

Keyword(s):

Teacher Education ◽

Online Education ◽

Teacher Education Program ◽

Digital Writing ◽

Writing Assignments ◽

Writing Practices ◽

Online Teacher Education ◽

Online Teacher ◽

Writing Pedagogies ◽

Education Courses

Higher education is seeing increasing trends towards online education (Allen & Seaman, 2010). This chapter provides a framework for the inclusion of digital writing with online teacher education courses. As writing instruction and writing pedagogy moves from print-based literacy practices towards multimodal and paperless/digital writing practices (Mills, 2010), teacher educators must stay current and informed about methods that are best suited towards digital writing pedagogies. We provide four practical examples that showcase ways to support online learners with digital writing; these examples are shared through brief vignettes from four university faculty within a large teacher education program where online learning predominates. Specific support tools such as clear instructions, rubrics, procedural checklists, descriptions of digital writing assignments, and connections to theory and scholarship provide a starting place for those interested in including digital writing within teacher education courses, particularly online teacher education courses.

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