Student Satisfaction and Performance in an Online Teacher Certification Program

The article presents a study which demonstrates the effectiveness of an online post baccalaureate teacher certification program developed by a Wisconsin university. The case method approach employing multiple methods and multiple data sources were used to investigate the degree to which pre-service teachers were prepared to teach. It was concluded that the study supports online delivery as an effective means of teacher preparation, but it was limited in the number of students followed into their first year of teaching

An ‘objective-centred’ approach to course redesign: using learning objectives to integrate e-learning

This article describes the process of integrating e-learning into the M-level research methods course Research Synthesis for Policy and Practice. It explores an ‘objective-centred’ approach to course redesign. This entails using learning objectives as the basis for developing online activities and integrating technological tools. This article describes what this ‘objectives approach’ meant in practice and illustrates the importance of learning objectives for the redesign process. Embedding elearning into the course provides new opportunities to meet existing objectives in an innovative, and hopefully more effective, way. Technological tools provide the scope to extend and develop new learning objectives to better meet the needs of students. Whilst objectives are central to the redesign, the article highlights the significant role played by other types of knowledge, namely tutor experience, student views and research

THE FUTURE OF TEACHING UNDERGRADUATE AGRICULTURAL ECONOMICS: LIFELONG LEARNING IN AN ERA OF RAPID TECHNOLOGICAL CHANGE

The need for institutions of higher education to teach students of all ages how to think, synthesize ideas, and assimilate new information has become crucial in the information age. Analytical ability is increasingly important, not only for traditional university clientele of young adult residential learners, but also for productive individuals throughout their lives. Agricultural economics teachers must invest in the acquisition of new skills and knowledge, including a willingness to change traditional teaching structures and institutions, to take full advantage of the huge opportunities and challenges of the massive changes in technology and the economy. This paper considers how well teaching programs in agricultural economics enhance student learning.Teaching/Communication/Extension/Profession,

Evaluating Digital Libraries: A Longitudinal and Multifaceted View

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