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.

Differentiating Instruction for Adult Learners in an Online Environment

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.

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 What is lost and what remains: an exploration of the pedagogical challenges of online discussions in two online teacher education learning communities

2010 ◽  
Vol 12 (2) ◽  
pp. 18 ◽  
Author(s):  
Karen Armstrong ◽  
Margaret Manson
Keyword(s):  
Teacher Education ◽  
Online Teaching ◽  
Online Courses ◽  
Online Discussion ◽  
The United States ◽  
Online Discussions ◽  
Teacher Education Programs ◽  
The United Kingdom ◽  
Online Teacher Education ◽  
Online Teacher

Online discussion has emerged as an increasingly common forum for conversation and professional reflection in teacher education. Across Canada, Australia, the United States and the United Kingdom, numerous universities have experimented with various forms of online discussion in teacher education programs. However, few scholars have explored the particular pedagogical challenges of creating meaningful discussions in online teacher education environments. In this paper, we examine some of these challenges and discuss how they might be met in the design of online courses in teacher education. Our intention is to provoke critical reflection on online teaching and contribute to the development of more robust online discussions in teacher education.

scholarly journals Perceptions of Texas Public School Superintendents Regarding Online Teacher Education

2011 ◽  
Vol 8 (5) ◽  
pp. 25-30 ◽  
Author(s):  
Neil T. Faulk
Keyword(s):  
Teacher Education ◽  
Public School ◽  
Online Courses ◽  
The State ◽  
Primary Concern ◽  
School Superintendents ◽  
Future Teachers ◽  
Public School Superintendents ◽  
Online Teacher Education ◽  
Online Teacher

This study examined Texas public school administrator perceptions of online teacher education. Of primary concern were superintendent perceptions of online teacher education as it exists today. Data for the study were collected through the use of a survey questionnaire. The survey consisted of nine items where participants were asked to respond to a Likert scale format and one open-ended question in which respondents were asked to provide comments or suggestions regarding online teacher education. The researcher used regular and electronic mail to survey a random sample of one-hundred-fifty public school superintendents in the state of Texas. Seventy-two superintendents responded to the survey which represented a response rate of forty -seven percent. Based on the limitations of the study the following conclusions were made: Superintendents within the state of Texas apparently had negative opinions and perceptions regarding the use of online courses to train future teachers. A large majority of the superintendents did not fully agree that online courses or programs would fully prepare future teachers for conditions that would be faced within the public schools. Specific areas such as classroom management and the social aspects of teaching were not viewed as being positive in terms of online preparation. Other areas such as the theories and principles of teaching were viewed in a neutral light by the superintendents. Several of the administrators noted that online courses and programs would not be adequate without an abundance of field experiences and student teaching. Superintendents appeared to be very concerned that many of the teachers prepared online would possibly not endure the rigors of the classroom without having real classroom experience. Several administrators noted that future teachers needed to be taught by mentors in a real classroom setting in order to enhance modeling. Texas public school administrators appear to be open-minded to this new methodology but appear to be unconvinced that it will prepare teachers for the challenges that teachers face. Results agree with earlier results in two different regions of the country.

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.

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

2017 ◽  
pp. 104-127 ◽  
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.

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

Meeting Emerging Needs of Online Coaching in Teacher Education

2014 ◽  
pp. 56-71 ◽  
Author(s):  
Kim H. Song
Keyword(s):  
Teacher Education ◽  
Teaching Practice ◽  
Online Courses ◽  
Online Course ◽  
Virtual Coaching ◽  
Online Coaching ◽  
Online Course Development ◽  
Research Findings ◽  
Future Direction ◽  
Education Courses

The chapter examines emerging priorities and trends in virtual or online teacher education courses using empirical research findings on online courses. The benefits and challenges of the online practicum course are explored, as well as the efficacy of online coaching if it impacts on participants' teaching practice. The uniqueness of this online course is that it uses synchronous one-on-one coaching as an innovative way of leading them to the next level of inquiry. This virtual course facilitates mutual and progressive improvement through synchronous and asynchronous communication tools. The results include the procedure of the interactive and effective online course development, benefits and challenges of taking well-designed online courses, and impact of guided and reflective virtual coaching as well as future direction.

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