Preservice Teacher Perceptions on the Design of a U-Pace Online Course Compared to a Conventional Face-to-Face Mathematics Content Course

2020 ◽  
pp. 99-118
Author(s):  
Mary N. Gichobi ◽  
Todd Dresser ◽  
Nathan Kraftcheck
Keyword(s):  
Middle School ◽  
Preservice Teachers ◽  
Teacher Perceptions ◽  
Preservice Teacher ◽  
Learning Outcomes ◽  
Learning Opportunities ◽  
Online Course ◽  
Face To Face ◽  
Mathematics Content Course ◽  
Elementary And Middle School

This chapter examines preservice teachers' (PSTs) perceptions on the design of both an online and face-to-face mathematics content course for elementary and middle school preservice teachers. The chapter describes the instructor's design goals, considerations, and describes PSTs' experiences in the process of completing the course. Further, the chapter describes the features of the course that provided productive learning opportunities for PSTs. Drawing from PSTs' reflection after completing an online course and face-to-face course, the chapter compares PSTs' experiences and learning outcomes from the online course compared to a traditional face-to-face course. Finally, the authors explicate the affordances and constraints encountered by both the instructor and the students as they completed the online course.

Building a Vision of Algebra for Preservice Teachers

2003 ◽  
Vol 10 (3) ◽  
pp. 180-186
Author(s):  
Sheryl Stump ◽  
Joyce Bishop ◽  
Barbara Britton
Keyword(s):  
Middle School ◽  
Preservice Teachers ◽  
Middle School Teachers ◽  
School Teachers ◽  
Elementary And Middle School

Three conceptual approaches to algebra and some corresponding activities that have been used in an algebra course for preservice elementary and middle school teachers at three different universities.

scholarly journals GENDER, VOICE, AND LEARNING IN ONLINE COURSE ENVIRONMENTS

2019 ◽  
Vol 9 (1) ◽  
Author(s):  
David M. Anderson ◽  
Carol J. Haddad
Keyword(s):  
Deep Learning ◽  
Learning Outcomes ◽  
Negative Impact ◽  
Male Students ◽  
Online Course ◽  
Positive Relationships ◽  
Online Students ◽  
Face To Face ◽  
Regional University ◽  
Voice Control

A self-selected sample of 109 online students at a midwestern regional university was surveyed and asked to compare expression of voice, control over learning, and perceived deep learning outcomes in face-to-face versus online course environments. We found that females experience greater perceived deep learning in online than in face-to-face courses, and that expression of voice appears to contribute to this outcome. This effect did not occur for male students. We also found that professor support and, to a lesser extent, control over one's learning each had positive relationships with perceived deep learning in both course environments. Concern for the feelings of other students did not have a negative impact on voice as was originally hypothesized.

scholarly journals A Comparison of Students' Learning Outcomes in a Writing-Intensive Course Taught in Both Face-to-Face and Fully-Online Settings

2015 ◽  
Vol 7 (1) ◽  
Author(s):  
Chaitanya Ravi ◽  
Ying-Ying Kuo
Keyword(s):  
Learning Outcomes ◽  
Online Teaching ◽  
Research Study ◽  
Online Course ◽  
Satisfaction Level ◽  
Face To Face ◽  
Learning Satisfaction ◽  
Final Grades ◽  
Upper Level ◽  
Intensive Course

Most educators are interested in whether online teaching is at least as good as classroom-based courses in terms of students' learning outcomes, including academic achievement and learning satisfaction. This research study compared two sections of an upper-level, undergraduate, writing-intensive environmental policy course, which were taught in spring 2014 by the same instructor. The f2f session had a blended format with in class-lectures complemented by substantial online resources, while the 100% online course included documentaries, pre-recorded lecture videos, various readings, discussions, and online environmental games.A total of 39 students from both sections voluntarily participated in this research study by taking a course survey online. Both qualitative and quantitative data and students' final grades were collected. The findings revealed no significant statistical difference in students' final grades and learning satisfaction. However, students' overall satisfaction level in the f2f class was higher than the online course. Also, their satisfaction level was associated with (1) receiving valuable feedback from instructor and (2) students' motivation to learn in the course.Our research indicates that the quality of an online course can be equivalent to a f2f course if instructors can support students with regular feedback and keep motivating them to learn.

scholarly journals Development of Interactive Learning Media on Material Writing Short Story Texts Based on Experience

2019 ◽  
Vol 2 (1) ◽  
pp. 91-102
Author(s):  
Mastari Ramadhani ◽  
M. Oky Fardian Gafari ◽  
Marice Marice
Keyword(s):  
Middle School ◽  
Short Stories ◽  
Teacher Perceptions ◽  
Learning Outcomes ◽  
Short Story ◽  
Interactive Learning ◽  
Interactive Media ◽  
Language Teachers ◽  
Average Value ◽  
Modern School

The development of interactive media on learning to write experience-based short stories is designed according to the needs and characteristics of students who are expected to be able to overcome all the problems in learning activities to write short stories and make students more active, independent and able to think critically. This research was carried out at Amanah Islamic Modern School Middle School in Medan. The data in this study are the results of observations, interviews, results of questionnaires validation of material and design of learning media, the results of questionnaires teacher perceptions of learning media developed, and student learning outcomes totaling 32 people. Data from observations in the form of learning values writing short stories totaling 32 students so far and the results of interviews in the form of opinions of two Indonesian language teachers related to learning to write short stories obtained from students and teachers of Indonesian. Learning outcomes in short story text writing material based on the experience of students of class IX-1 Amanah Middle School Islamic Modren School Medan after using interactive learning media are in the category of "very good" with an average value of 80 and average values before using interactive multimedia learning media for 69.37 which is in the "good" category.

scholarly journals Youth Work Matters: Online Professional Development for Youth Workers

2020 ◽  
Vol 15 (1) ◽  
pp. 70-78 ◽  
Author(s):  
Kari Robideau ◽  
Karyn Santl
Keyword(s):  
Professional Development ◽  
Youth Development ◽  
Learning Opportunities ◽  
Online Course ◽  
Youth Work ◽  
Youth Workers ◽  
Face To Face ◽  
New Concepts ◽  
Online Setting ◽  
Viable Method

As the field of youth development becomes more recognized as a profession, it is imperative that youth workers are trained in foundational youth development research and practice. However, accessibility and cost can limit participation in face-to-face workshops and conferences. Online, cohort-based courses are a viable method to offer professional development for youth workers. This program article provides an overview of the online course, Youth Work Matters, which has provided training to youth workers for over 10 years. The authors demonstrate that professional development for youth workers in an online setting will increase access to learning opportunities. This article also describes key components for an online, non-credit course for participants to gain knowledge, apply new concepts and participate in learning communities.

scholarly journals Examing type and quality of preservice teachers’ lessons based on children’s literature

2020 ◽  
Vol 3 (1) ◽  
pp. 1
Author(s):  
Ann Wheeler ◽  
Winifred Mallam
Keyword(s):  
Middle School ◽  
Preservice Teachers ◽  
Children's Literature ◽  
Middle School Teachers ◽  
Assessment Tool ◽  
Children’S Literature ◽  
State Standards ◽  
School Teachers ◽  
Children's Book ◽  
Elementary And Middle School

<p class="ABS-C">This qualitiative research explores the types and levels of mathematical lesson tasks that 60 future elementary and middle school teachers created during an undergraduate mathematics content and pedagogy course. Data collection consisted of 51 children’s book inspired activities written by the preservice teachers. Using Stein et al.’s Task Analysis Guide as an assessment tool, the researchers coded the activities into 1 of 4 categories, as well as categorized each activity based on its mathematical content using the Common Core State Standards for Mathematics. Results showed that a majority of the PSTs wrote activities that were classified as <em>Procedures with Connections</em>. Also, a majority of the activities were geometry-based, specifically transformations and two-dimesional measurements. Implications for teaching include the fact that preservice elementary and middle school teachers can create mathematics lessons based on children’s literature, which often can include mathematical tasks that are making connections to procedural mathematics or even higher order thinking tasks.</p>

Rewriting Field-Based Literacy Practicum Experiences

2022 ◽  
pp. 179-201
Author(s):  
Melissa Summer Wells
Keyword(s):  
Preservice Teachers ◽  
Teacher Perceptions ◽  
Learning Opportunities ◽  
Review Of The Literature ◽  
Design Elements ◽  
Teachers Experiences ◽  
Literacy Course ◽  
Practicum Experience ◽  
Practicum Experiences ◽  
Literacy Experience

High-quality, field-based practicum experiences provide learning opportunities foundational to future teachers' pedagogy that coursework alone cannot replicate. However, access to these field-based placements for preservice teachers can be limited at times, such as during the COVID-19 pandemic. This chapter explores how one instructor of an intermediate literacy course, which carries a 20-hour field-based practicum requirement, rewrote a traditional field-based literacy experience to design a virtual practicum experience. Following a review of the literature, this chapter is divided into three key parts: (1) design elements of a virtual literacy practicum, (2) preservice teacher perceptions of a virtual literacy practicum, and (3) comparisons of preservice teachers' experiences in a traditional in-person literacy practicum to a virtual literacy practicum. Finally, suggestions for re-writing traditional field-based literary practicum experiences will be provided.

Elementary and Middle School Teacher Perceptions of Attention-Deficit/Hyperactivity Disorder Prevalence

2013 ◽  
Vol 42 (2) ◽  
pp. 87-99 ◽  
Author(s):  
Gregory A. Fabiano ◽  
William E. Pelham ◽  
Antara Majumdar ◽  
Steven W. Evans ◽  
Michael J. Manos ◽  
...  
Keyword(s):  
Middle School ◽  
Attention Deficit Hyperactivity Disorder ◽  
Teacher Perceptions ◽  
Attention Deficit ◽  
School Teacher ◽  
Middle School Teacher ◽  
Hyperactivity Disorder ◽  
Elementary And Middle School

scholarly journals Preservice Teacher Perceptions of Preparedness to Teach in Inclusive Settings as an Indicator of Teacher Preparation Program Effectiveness

2018 ◽  
Vol 9 (2) ◽  
pp. 21-39 ◽  
Author(s):  
Michele L. Stites ◽  
Christopher R. Rakes ◽  
Amy K. Noggle ◽  
Sabrina Shah
Keyword(s):  
Preservice Teachers ◽  
Teacher Preparation ◽  
Teacher Perceptions ◽  
Preservice Teacher ◽  
Best Practice ◽  
Program Effectiveness ◽  
Field Work ◽  
Teacher Preparation Program ◽  
Inclusive Practices ◽  
Preparedness To Teach

Abstract This mixed methods study examined preservice teacher perceptions of their needs related to inclusion. The study examined 120 early childhood and elementary preservice teachers from two universities, from both general and special education programs. Inclusion has been considered best practice in education for many years; however, how to best facilitate inclusive practices to meet the needs of all learners remains an area of uncertainty for preservice teachers. Prior research has connected perceptions of preparedness to effective inclusive practices. A survey was developed and validated about inclusion and perceptions of preparedness to teach in an inclusive setting. The survey included both Likert-scale items and open response questions. Exploratory factor analysis was used to examine the structure of the survey. Descriptive statistics, analysis of variance, and multiple regression were used to examine the quantitative results. Responses to open-ended questions were coded to identify qualitative themes. The findings indicated that preservice teachers lacked a coherent understanding of inclusion and perceived themselves as needing additional development to be fully prepared to teach in an inclusive setting. The results suggest that teacher preparation programs need to provide a more coherent conceptual framework to guide the enhancement of both course and field work related to inclusion and effective inclusive practices.

scholarly journals Taking a Case Method Capstone Course Online

10.28945/2229 ◽  
2015 ◽  
Author(s):  
Grandon Gill ◽  
Matthew Mullarkey
Keyword(s):  
Learning Outcomes ◽  
Student Perceptions ◽  
Popular Science ◽  
Online Course ◽  
Science Fair ◽  
Capstone Course ◽  
Face To Face ◽  
Information Technology Education ◽  
Online Tools ◽  
The Face

A capstone course is normally offered at the end of a program of study with the goal of helping students synthesize what they have learned in the courses preceding it. The paper describes such a course, —the undergraduate capstone course for MIS majors, —that was built around the case discussions and projects and originally offered in a face-to-face format. Over the course of the study, an asynchronous online version of the course was developed that was intended to be as faithful as possible to the classroom version. The pa-per examines the design, delivery and learning outcomes of the online offering, contrasting it with the classroom version. The transition to an online course required many adaptations. Among the issues that we needed address: 1) moving the highly synchronous face-to-face discussions of each case study to an asynchronous format without losing fidelity and energy, 2) changing how “student participation” was defined and evaluated, 3) adapting the project component of the course—which ended with a very popular “science fair” activity at the end of the semester in the classroom version—to a delivery mechanism where students never interacted with each other face-to-face, and 4) evaluating the relative learning outcomes of the two approaches. The results of the conversion proved to be consistent with some of our expectations, and surprising in other ways. Consistent with expectations, the online tools that we employed allowed us to create an online design that was relatively faithful to the original version in terms of meeting learning objectives. Also consistent with our expectations, student perceptions of the course—while quite positive overall—were more mixed for the online course than for its face-to-face predecessor. The course offering produced two surprises, however. First, the online approach to the project component of the course actually seemed to result in higher quality projects and presentations than the face-to-face version. Second, when results were compared from the instrument we used to evaluate student learning gains, the classroom and online versions of the class proved to be nearly indistinguishable. Given the very different delivery mechanisms employed, we had anticipated far more differences in student perceptions of what they had learned over the course of the semester. Given the challenges of taking a highly interactive class online, we viewed this surprise to be a very pleasant one. A revised version of this paper was published in Journal of Information Technology Education: Research Volume 14, 2015

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