Identifying the Impact of Acquisition and Learning on Education

2019 ◽  
pp. 1669-1692
Author(s):  
Abigail G. Scheg
Keyword(s):  
Teacher Training ◽  
Online Education ◽  
Classroom Learning ◽  
Online Classroom ◽  
Background Material ◽  
Online Teacher ◽  
Online Teacher Training ◽  
The Impact ◽  
Unique Part ◽  
Practice Skills

Acquisition, or the opportunity to practice skills within the classroom to the point of understanding and mastery, is different than formal learning. For the purposes of this text, acquisition refers to the opportunity to practice skills and technologies appropriate to the online classroom. Learning, in this context, refers to the background material necessary for understanding online education and the metacognitive understanding of choosing one technology for an online classroom over another. Learning, although a unique part of online teacher training, works in conjunction with acquisition in order to create a well-rounded and sufficient online educator. This chapter examines the role that acquisition and learning play in education and the necessary balance of these in order to provide setup for the following chapter incorporating acquisition and learning into an online teacher training program.

Identifying the Impact of Acquisition and Learning on Education

2014 ◽  
pp. 171-198
Keyword(s):  
Teacher Training ◽  
Online Education ◽  
Classroom Learning ◽  
Online Classroom ◽  
Background Material ◽  
Online Teacher ◽  
Online Teacher Training ◽  
The Impact ◽  
Unique Part ◽  
Practice Skills

Acquisition, or the opportunity to practice skills within the classroom to the point of understanding and mastery, is different than formal learning. For the purposes of this text, acquisition refers to the opportunity to practice skills and technologies appropriate to the online classroom. Learning, in this context, refers to the background material necessary for understanding online education and the metacognitive understanding of choosing one technology for an online classroom over another. Learning, although a unique part of online teacher training, works in conjunction with acquisition in order to create a well-rounded and sufficient online educator. This chapter examines the role that acquisition and learning play in education and the necessary balance of these in order to provide setup for the following chapter incorporating acquisition and learning into an online teacher training program.

The Secret Agent Society

2018 ◽  
pp. 22-40
Author(s):  
Renae Beaumont ◽  
Sharon Hinton ◽  
Kate Sofronoff
Keyword(s):  
Social Skills ◽  
Teacher Training ◽  
Controlled Trial ◽  
Skills Training ◽  
Training Course ◽  
Social Skills Program ◽  
Grade 5 ◽  
Online Teacher ◽  
Online Teacher Training ◽  
Secret Agent

In recent years, there has been a worldwide commitment to integrating technology into classrooms to train students in the computer skills they will need to be workforce ready. This chapter provides an overview of the Secret Agent Society – Whole of Class Project: a randomized controlled trial of a gaming-based social skills training curriculum that was conducted in Grade 5 classrooms throughout Australia. The chapter explores the content, structure, and delivery format of the social skills program, together with the design and implementation of an online teacher training course to accompany it. Teacher feedback on the online teacher training course is presented, together with recommendations for enhancing the design, implementation, and evaluation of future online professional development courses for school staff.

Evaluating and Implementing Teaching Standards

2011 ◽  
pp. 66-83
Author(s):  
Bob Barrett
Keyword(s):  
Online Learning ◽  
Teacher Training ◽  
The United States ◽  
Online Instructors ◽  
Teaching Standards ◽  
Learning Programs ◽  
Training Standards ◽  
Virtual Classes ◽  
Online Teacher ◽  
Online Teacher Training

As of the end of 2006, 38 states in the United States have established state-led online learning programs, policies regulating online learning, or both. Also, 25 states have state-led online learning programs, and 18 states are home to a total of 147 virtual charter schools serving over 65,000 students (http://www.nacol.org). This chapter will survey current online teacher training standards and trends, in terms of what is required of new online instructors. It will also focus on the use of the online learning environment as a vehicle to help instructors to prepare for online teaching in terms of current teaching strategies used – both from the live (on-ground) and online learning environments. This chapter will focus on several universities in terms of their approaches to online teacher training for experienced instructors, as well as new teaching recruits as they prepare to transition from traditional classrooms over to virtual classes.

scholarly journals Language Teaching in 3D Virtual Worlds with Machinima

2018 ◽  
Vol 8 (2) ◽  
pp. 20-38 ◽  
Author(s):  
Michael Thomas ◽  
Christel Schneider
Keyword(s):  
Teacher Training ◽  
Language Learning ◽  
Virtual Worlds ◽  
Second Life ◽  
Language Teaching ◽  
Field Testing ◽  
Learning And Teaching ◽  
Training Course ◽  
Online Teacher ◽  
Online Teacher Training

This article is based on findings arising from a large, two-year EU project entitled “Creating Machinima to Enhance Online Language Learning and Teaching” (CAMELOT), which was the first to investigate the potential of machinima, a form of virtual filmmaking that uses screen captures to record activity in immersive 3D environments, for language teaching. The article examines interaction in two particular phases of the project: facilitator-novice teacher interaction in an online teacher training course which took place in Second Life and teachers' field-testing of machinima which arose from it. Examining qualitative data from interviews and screen recordings following two iterations of a 6-week online teacher training course which was designed to train novice teachers how to produce machinima and the evaluation of the field-testing, the article highlights the pitfalls teachers encountered and reinforces the argument that creating opportunities for pedagogical purposes in virtual worlds implies that teachers need to change their perspectives to take advantage of the affordances offered.

scholarly journals The Transition Online: A Mixed-Methods Study of the Impact of COVID-19 on Students with Disabilities in Higher Education

2021 ◽  
Vol 11 (2) ◽  
pp. 13
Author(s):  
Laura E Mullins ◽  
Jennifer Mitchell
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Students With Disabilities ◽  
Online Courses ◽  
World Health ◽  
Online Classroom ◽  
Global Pandemic ◽  
University Experience ◽  
The University ◽  
The Impact

Following the World Health Organization’s announcement of the global pandemic because of the Coronavirus Disease 2019, most Canadian universities transitioned to offering their courses exclusively online. One group affected by this transition was students with disabilities. Previous research has shown that the university experience for students with disabilities differs from those of their non-disabled peers. However, their unique needs are often not taken into consideration. As a result, students can become marginalized and alienated from the online classroom. In partnership with Student Accessibility Services, this research revealed the impact of the transition to online learning because of the pandemic for university students with disabilities. Students registered with Student Accessibility Services completed a survey about the effects of online learning during a pandemic on the students’ lives, education, and instructional and accommodation. It was clear from the results that online education during COVID-19 affected all aspects of the students’ lives, particularly to their mental health. This research provided a much-needed opportunity for students with disabilities to share the factors influencing their educational experience and identified recommendations instructors should consider when developing online courses to increase accessibility and improve engagement. 

scholarly journals Joining the DOTS: A collaborative approach to online teacher training

2010 ◽  
Vol 16 ◽  
pp. 5
Author(s):  
Ursula Stickler ◽  
Pauline Ernest ◽  
Martina Emke ◽  
Aline Germain-Rutherford ◽  
Regine Hampel ◽  
...  
Keyword(s):  
Online Learning ◽  
Teacher Training ◽  
Online Teaching ◽  
Teaching Skills ◽  
Collaborative Approach ◽  
Online Tools ◽  
Online Teacher ◽  
Collaborative Platform ◽  
Online Teacher Training ◽  
Selection Of

<p>Developing Online Teaching Skills (DOTS) is one of 20 “Empowering language professionals” projects currently funded by the Council of Europe's European Centre for Modern Languages (ECML). Its principal aim is to develop an online platform for delivering teacher training at a distance. Once completed, this collaborative platform will contain a range of modular activities for self-training via a selection of interactive CMC tools. This paper describes the participative process involved in developing this platform and in creating bite-size introductory activities to online tools for language teaching based on the input of online learning experts and users from 25 European countries.</p>

Conclusion

2014 ◽  
pp. 274-296
Keyword(s):  
Higher Education ◽  
Teacher Training ◽  
Training Program ◽  
Future Trends ◽  
Online Instructors ◽  
Teacher Training Program ◽  
Online Teacher ◽  
Online Teacher Training ◽  
Entire Text

Chapter 12 serves as a conclusion chapter for the entire text. This chapter reiterates the importance of acquisition and learning and, in particular, the importance of balancing acquisition and learning for online teacher training. This chapter also focuses on identifying future trends in online teacher training and potential directions for institutions, accreditation committees, and higher education in general to pursue. In addition, this chapter further argues for the flexibility of an online teacher training program utilizing acquisition and learning to present the argument that this concept is within reach for all universities that should want to further the training of their online instructors.

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