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.

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 Initial teacher education and trauma and violence informed care in the classroom: Preliminary results from an online teacher education course

2020 ◽  
Vol 57 (12) ◽  
pp. 1798-1814
Author(s):  
Susan Rodger ◽  
Richelle Bird ◽  
Kathryn Hibbert ◽  
Andrew M. Johnson ◽  
Jacqueline Specht ◽  
...  
Keyword(s):  
Teacher Education ◽  
Initial Teacher Education ◽  
Preliminary Results ◽  
Online Teacher Education ◽  
Online Teacher

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.

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