Training Teachers for Virtual Classrooms

2013 ◽  
pp. 120-143 ◽  
Author(s):  
Wayne Journell ◽  
Melissa Walker Beeson ◽  
Jerad J. Crave ◽  
Miguel Gomez ◽  
Jayme Nixon Linton ◽  
...  
Keyword(s):  
Online Education ◽  
Online Courses ◽  
Theory And Practice ◽  
Learning Theories ◽  
Online Pedagogy ◽  
Virtual Instruction ◽  
Teacher Training Programs ◽  
Online Assessments ◽  
History Of ◽  
K 12

The increased demand for online instruction within higher and K-12 education has created a need for teacher education programs to provide pre-service and practicing teachers with training in online pedagogy; however, research has shown that such courses are rare within most teacher training programs. This chapter describes “Theory and Practice in Online Education,” an experimental course designed to train teachers for virtual instruction that was offered by the first author in Spring 2011. In this course, students explored the history of online education, online learning theories, the creation of online communities, online assessments, and ways to differentiate online courses for learners with special needs. Students were then able to put this theoretical knowledge into practice by experiencing various forms of synchronous and asynchronous communication and designing their own online course. The authors provide this description in hopes that others may use it as a starting point to create their own courses in online pedagogy.

Designing and Developing Online and Distance Courses

2011 ◽  
pp. 555-561
Author(s):  
Dazhi Yang ◽  
Jennifer C. Richardson
Keyword(s):  
Online Education ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Information Technologies ◽  
Online Courses ◽  
Learning Theories ◽  
Online Course ◽  
Traditional Classroom Teaching ◽  
K 12 ◽  
Distance Courses

The fifth annual report on online education in the United States revealed that nearly 3.5 million college students enrolled in at least one online course in Fall 2006 (Allen & Seaman, 2007). The Peak Group estimates 1 million K-12 online course enrollments in 2007 (NACOL, 2007). In addition, online courses are continuing to expand in terms of both numeric enrollment records and institutions’ long-term strategies for meeting the needs of online courses. Because of the common use of computers and information technologies in education, especially the Web, distance courses and online courses have become two interchangeable terms. With the rapid growth of online courses and online programs, how to design and develop effective online or distance courses has attracted increasing attention from all sectors of education, corporate, and industry. Online teaching and learning is different from traditional teaching and learning (Harmon & Jones, 2001). In addition, many online course designers and developers, such as the majority of faculty members in higher education, have little or no formal training in instructional design and learning theories (Perrin, 2004) and many of them will attempt to transfer traditional classroom teaching to online teaching (Johnson & Aragon, 2003a). Therefore, guidelines on how to design and develop online and distance courses are needed.

Practical Guidelines for Creating Online Courses in K-12 Education

2016 ◽  
pp. 507-529
Author(s):  
Wayne Journell
Keyword(s):  
Online Learning ◽  
Adult Learners ◽  
Best Practices ◽  
University Students ◽  
Online Courses ◽  
Learning Opportunities ◽  
Online Pedagogy ◽  
Practical Guidelines ◽  
Formally Trained ◽  
K 12

Online learning is the future of K-12 education. However, few online K-12 instructors have been formally trained in online pedagogy. This chapter describes best practices in creating online courses for K-12 students. Many aspects of online learning are the same regardless of the age of the students taking the courses, but adolescents often experience online instruction differently than university students or adult learners. Although far from comprehensive, this chapter describes basic guidelines and offers recommendations for K-12 educators wishing to create engaging online learning opportunities for their students.

Best Pedagogical Practices for Acknowledging and Accommodating Diversity in Online Courses

2015 ◽  
pp. 342-358 ◽  
Author(s):  
Christina Nash
Keyword(s):  
Online Education ◽  
Cultural Awareness ◽  
Online Courses ◽  
Collaborative Work ◽  
Learning Preferences ◽  
Pedagogical Practices ◽  
Cultural Learning ◽  
Instructional Designers ◽  
Honor Student ◽  
K 12

This chapter examines the best practices for acknowledging and accommodating diversity in online courses, focused at the K-12 level. It presents the challenges of a culturally biased Internet and offers possibilities for educators to address this bias, not only for themselves as pedagogical and instructional designers but also for their students in both online and blended learning environments. While understanding cultural learning biases is important in any online education setting, teachers at the K-12 level need to be especially vigilant as they are working with students who are still developing their own identities as both people and learners. Strategies recommended include, but are not limited to, being aware of cultural differences through both information gathering and experience; providing opportunities for communication that honor student learning preferences; providing explicit course guidelines, expectations, and extended descriptions of course assignments; addressing the implementation of collaborative work with students of diverse backgrounds; and promoting student's cultural awareness through content and instruction.

Practical Guidelines for Creating Online Courses in K-12 Education

2015 ◽  
pp. 86-107
Author(s):  
Wayne Journell
Keyword(s):  
Online Learning ◽  
Adult Learners ◽  
Best Practices ◽  
University Students ◽  
Online Courses ◽  
Learning Opportunities ◽  
Online Pedagogy ◽  
Practical Guidelines ◽  
Formally Trained ◽  
K 12

Online learning is the future of K-12 education. However, few online K-12 instructors have been formally trained in online pedagogy. This chapter describes best practices in creating online courses for K-12 students. Many aspects of online learning are the same regardless of the age of the students taking the courses, but adolescents often experience online instruction differently than university students or adult learners. Although far from comprehensive, this chapter describes basic guidelines and offers recommendations for K-12 educators wishing to create engaging online learning opportunities for their students.

Taking Responsibility for the Future

2021 ◽  
pp. 1162-1183
Author(s):  
Jayme Nixon Linton ◽  
Wayne Journell
Keyword(s):  
United States ◽  
Online Education ◽  
The United States ◽  
Induction Programs ◽  
Online Instructors ◽  
Online Teachers ◽  
Induction Program ◽  
Virtual Instruction ◽  
Orientation Session ◽  
K 12

Although K–12 online education is becoming more common in the United States, there is still much we do not know about how K–12 online teachers are being prepared. Given that few teacher education programs include online pedagogy in their teacher training efforts, it becomes incumbent on states to find alternative ways to prepare teachers for virtual instruction. This chapter analyzes a nine-week orientation session that is part of an established, state-run induction program for prospective K–12 online instructors. Although the findings are specific to the program being studied, the authors believe they can serve as a model for educators in other states wishing to develop similar types of induction programs to meet the rising demand for K–12 online instruction in the United States.

A Theoretical Perspective of Inequities in Online Learning/Education Based on Generational Differences

2021 ◽  
pp. 134-147
Author(s):  
Rufaro A. Chitiyo ◽  
Florence Nyemba
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Online Education ◽  
Generational Differences ◽  
Teaching And Learning ◽  
Theoretical Perspective ◽  
Learning Theories ◽  
Traditional Learning ◽  
Online Higher Education ◽  
History Of

Online learning has been on the rise during the 21st century. Both instructors and students enjoy the flexibility of teaching and learning from anywhere they choose. The emergence of the COVID-19 pandemic at the beginning of 2020 forced institutions of higher education around the globe to rely on technology to deliver education whether the institutions, instructors, and students were ready or not. The spread of the virus dictated the quick adoption of remote delivery of education. In this chapter, the authors provide a brief history of traditional learning theories followed by an assessment of their applicability to online education. Next is a delineation of the roles played by both instructors and students in online higher education. Furthermore, they explore generational differences in online learning (i.e., based on existing literature, what generational differences are evident with learning online and delivering content online?). At the end of the chapter, they provide the reader with implications/recommendations for the successful delivery of online learning/education.

Moving K-12 Coursework Online

2019 ◽  
pp. 477-499
Author(s):  
Wayne Journell ◽  
David Schouweiler
Keyword(s):  
Online Learning ◽  
Adult Learners ◽  
Best Practices ◽  
University Students ◽  
Online Instruction ◽  
Online Courses ◽  
Learning Opportunities ◽  
Online Pedagogy ◽  
Formally Trained ◽  
K 12

Online learning is part of the future of K-12 education. However, few online K-12 instructors have been formally trained in online pedagogy. This chapter describes best practices in creating online courses for K-12 students. Many aspects of online learning are the same regardless of the age of the students taking the courses, but adolescents often experience online instruction differently than university students or adult learners. Although far from comprehensive, this chapter describes basic guidelines and offers recommendations for K-12 educators wishing to create engaging online learning opportunities for their students.

Meeting the Demand for Online Education

2015 ◽  
pp. 45-65 ◽  
Author(s):  
Jayme Nixon Linton ◽  
Wayne Journell
Keyword(s):  
United States ◽  
Teacher Education ◽  
Online Education ◽  
The United States ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Online Pedagogy ◽  
Online Instructors ◽  
Induction Program ◽  
K 12

Although K-12 online education is becoming more common in the United States, the research base is still lagging behind. The field's understanding of how K-12 online teachers are being prepared is especially sparse. Given that few teacher education programs include online pedagogy in their teacher training efforts, it becomes incumbent on states to find alternative ways to prepare teachers for virtual instruction. This chapter analyzes a 9-week orientation session that is part of an established, state-run induction program for prospective K-12 online instructors. Although the findings are specific to the program being studied, the authors believe they can serve as a model for educators in other states wishing to develop similar types of induction programs and for teacher education programs that will eventually have to incorporate online pedagogy into their existing programs in order to meet the rising demand for K-12 online instruction in the United States.

Moving K-12 Coursework Online

2021 ◽  
pp. 1100-1122
Author(s):  
Wayne Journell ◽  
David Schouweiler
Keyword(s):  
Online Learning ◽  
Adult Learners ◽  
Best Practices ◽  
University Students ◽  
Online Instruction ◽  
Online Courses ◽  
Learning Opportunities ◽  
Online Pedagogy ◽  
Formally Trained ◽  
K 12

Online learning is part of the future of K-12 education. However, few online K-12 instructors have been formally trained in online pedagogy. This chapter describes best practices in creating online courses for K-12 students. Many aspects of online learning are the same regardless of the age of the students taking the courses, but adolescents often experience online instruction differently than university students or adult learners. Although far from comprehensive, this chapter describes basic guidelines and offers recommendations for K-12 educators wishing to create engaging online learning opportunities for their students.

Meeting the Demand for Online Education

2018 ◽  
pp. 511-533
Author(s):  
Jayme Nixon Linton ◽  
Wayne Journell
Keyword(s):  
United States ◽  
Teacher Education ◽  
Online Education ◽  
The United States ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Online Pedagogy ◽  
Online Instructors ◽  
Induction Program ◽  
K 12

Although K-12 online education is becoming more common in the United States, the research base is still lagging behind. The field's understanding of how K-12 online teachers are being prepared is especially sparse. Given that few teacher education programs include online pedagogy in their teacher training efforts, it becomes incumbent on states to find alternative ways to prepare teachers for virtual instruction. This chapter analyzes a 9-week orientation session that is part of an established, state-run induction program for prospective K-12 online instructors. Although the findings are specific to the program being studied, the authors believe they can serve as a model for educators in other states wishing to develop similar types of induction programs and for teacher education programs that will eventually have to incorporate online pedagogy into their existing programs in order to meet the rising demand for K-12 online instruction in the United States.

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