Promoting Collaborative Learning in Online Teacher Education

Online Teacher ◽

Further Development ◽

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.

Advances in Early Childhood and K-12 Education - Handbook of Research on Emerging Practices and Methods for K-12 Online and Blended Learning ◽

Benefits and Challenges of Collaborative Learning in Online Teacher Education

10.4018/978-1-5225-8009-6.ch002 ◽

2019 ◽

pp. 33-56 ◽

Cited By ~ 2

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 ◽

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.

Benefits and Challenges of Collaborative Learning in Online Teacher Education

Research Anthology on Developing Effective Online Learning Courses ◽

10.4018/978-1-7998-8047-9.ch076 ◽

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 ◽

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.

Integrating YouTube Videos in Online Teacher Education Courses

Journal of Teaching and Learning with Technology ◽

10.14434/jotlt.v6.n1.19526 ◽

2017 ◽

Vol 6 (1) ◽

pp. 81-84

Author(s):

Jacqueline Riley

Keyword(s):

Teacher Education ◽

Youtube Videos ◽

Online Teacher ◽

Differentiating Instruction for Adult Learners in an Online Environment

Adult and Continuing Education ◽

10.4018/978-1-4666-5780-9.ch068 ◽

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 ◽

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.

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

Online Learning ◽

10.24059/olj.v19i3.668 ◽

2015 ◽

Vol 19 (3) ◽

Cited By ~ 1

Author(s):

Cynthia Clark

Keyword(s):

Teacher Education ◽

Undergraduate Students ◽

Social Presence ◽

Added Value ◽

Teaching Presence ◽

Online Course ◽

Student Interviews ◽

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.

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

Journal of Teacher Education ◽

10.1177/00224871211056577 ◽

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 ◽

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.

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

Differentiating Instruction for Adult Learners in an Online Environment

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 ◽

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.

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

Online Learning ◽

10.24059/olj.v19i3.510 ◽

2015 ◽

Vol 19 (3) ◽

Cited By ~ 15

Author(s):

Cynthia Clark

Keyword(s):

Teacher Education ◽

Undergraduate Students ◽

Social Presence ◽

Added Value ◽

Teaching Presence ◽

Online Course ◽

Student Interviews ◽

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.

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

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

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 ◽

Writing Pedagogies ◽

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.