Teachers’ Expectations and Perceptions of the Relevance of Professional Development MOOCs

Online professional-development courses such as massive open online courses (MOOCs) could bring relevant content to a wider base of teachers who might not otherwise have access to professional development. However, research on the relevance of such online courses is scarce. The main aim of this study is to investigate the relevance (individual, societal, and vocational) of MOOCs (mostly participatory cMOOCs) from the viewpoint of teachers now and in the future. We examined teachers’ expectations and perceptions of 10 courses before (N = 364) and after (N = 177) the courses, using an online questionnaire developed on the basis of relevance theory. According to the results, the studied teachers had positive expectations for the courses in terms of their usefulness for their prospective teaching (especially vocational relevance). Teachers’ expectations related to the usefulness of the course for the future (individual and vocational relevance) were most strongly met. Effort put into the course was connected to, for example, how the course improved the teachers’ interest. The results of this study indicate that MOOCs can serve as relevant courses for teachers’ professional development in science, mathematics, and technology education

The Phenomenon of the Hybrid Classroom

This research study was completed to explore the perceptions of teachers who have experienced online and hybrid teaching platforms in the United States. The purpose of the study focused on the satisfaction and success of students from the viewpoint of the teacher. Social Interdependence Theory, and Social Constructivist provided the theoretical framework for the study. The theories guiding the study include the Collaborative Learning Theory and Developmental Learning Theory. The research utilized interviews, focus groups, and questionnaires. Eight certified teachers participated in the study where they shared their experiences and perceptions on student success and satisfaction for online courses. Data gathered from the study were evaluated through NVivo software where it was coded and charted by theme. Information gathered from the interview and focus group process was also organized by theme to be analyzed. Results indicated that teachers who have taught both in the online and hybrid setting believe that hybrid classroom opportunities produce a higher satisfaction and success rate for students. Common themes from the study demonstrated that more accountability, collaboration, and interaction were benefits of the hybrid model over the online only model of education. Future class designers, students, teachers, and administrators can employ the implications from this research to improve student success in online education

The Phenomenon of the Hybrid Classroom

This research study was completed to explore the perceptions of teachers who have experienced online and hybrid teaching platforms in the United States. The purpose of the study focused on the satisfaction and success of students from the viewpoint of the teacher. Social Interdependence Theory, and Social Constructivist provided the theoretical framework for the study. The theories guiding the study include the Collaborative Learning Theory and Developmental Learning Theory. The research utilized interviews, focus groups, and questionnaires. Eight certified teachers participated in the study where they shared their experiences and perceptions on student success and satisfaction for online courses. Data gathered from the study were evaluated through NVivo software where it was coded and charted by theme. Information gathered from the interview and focus group process was also organized by theme to be analyzed. Results indicated that teachers who have taught both in the online and hybrid setting believe that hybrid classroom opportunities produce a higher satisfaction and success rate for students. Common themes from the study demonstrated that more accountability, collaboration, and interaction were benefits of the hybrid model over the online only model of education. Future class designers, students, teachers, and administrators can employ the implications from this research to improve student success in online education

Learning styles affecting student learning in online based education systems

In the last few decades various learning theories emerged characterizing the strengths and preferences people have in the ways they assimilate and process new ideas and concepts. In this capstone we introduce the results of an exploratory pilot study which examines how learning styles or multiple intelligences influence performance in students who used an online homework system in their pre-service teacher math content courses at CSUMB. There is literature concerning whether it is important for educators to be able to adapt their teaching to adjust to their students\u27 multiple learning styles. This study will be able to provide guidance towards the future research in the use of on-line homework in California State University Monterey Bay\u27s MATH 308 - Elementary Math from an Advanced Viewpoint A (Math for Elementary School Teachers), and MATH 309 - Elementary Math from an Advanced Viewpoint B classes (n=18). Information regarding students\u27 multiple intelligence/learning styles and their performance in online homework and course grades was gathered and analyzed. Preliminary analysis indicates that further study should focus on analyzing trends among students who exhibit the following multiple intelligences: visual, musical, kinesthetic, intrapersonal, naturalist, and linguistic. Also further study should focus on active vs. reflective learners, and sensing vs. intuitive learning styles

Web-based writing support: making it useable for distance teachers

This paper considers the issues that distance teachers in higher education who are not writing specialists face in supporting their students’ academic writing development. We discuss the usefulness of open web-based writing support resources, and propose the need for a system that serves as an interface with these resources. Such a system should help teachers to make quick selections of materials that can be offered to students to address specific problems in the students’ assignments. We consider principles for the design of such a system, based on the experience of building and testing a small prototype for tutors on an Open University Masters in Education course

Using Blogs to Foster Inquiry, Collaboration, and Feedback in Pre-Service Teacher Education

This chapter presents a critical case study on the use of information technology in a pre-service teacher education program. The authors integrated Weblogs (blogs) into two constructivist-oriented teacher preparation courses with the goal of helping students learn to think like a teacher through enhanced inquiry, collaboration, and feedback. The authors found that, through the use of blogs, pre-service teaching candidates grew in their abilities to reflect on their own teaching and to provide constructive comments to peers. The authors’ experience also indicated that while instructor and peer feedback via blogs was valuable, it functioned best when paired with face-to-face meetings between the instructors and students. They discussed design principles for combining online and face-to-face environments and offer possibilities for the expanded use of blogs in pre-service teacher education

Lessons from the future: ICT scenarios and the education of teachers

This paper reviews significant events of the last 25 years in schools and teacher education in England and looks ahead to the next 25 years. Various scenarios for the future are examined and the potential is considered for new forms of teachers' initial education and continuing professional development using information and communications technology. It is concluded that the current centrally-controlled national system is increasingly inappropriate to present needs and will fracture under the combination of pressures of a commodified education market, learners' consumerist expectations of personalised provision, and networks of informal learning enabled by widespread access to portable communications technology. Four lessons from this future prediction are drawn, with recommendations for radical changes in government policy and orientation. © 2005 Taylor & Francis

Ex-nihilo: Obstacles Surrounding Teaching the Standard Model

The model of the Big Bang is an integral part of the national curriculum for England. Previous work (e.g. Baxter 1989) has shown that pupils often come into education with many and varied prior misconceptions emanating from both internal and external sources. Whilst virtually all of these misconceptions can be remedied, there will remain (by its very nature) the obstacle of ex-nihilo, as characterised by the question `how do you get something from nothing?' There are two origins of this obstacle: conceptual (i.e. knowledge-based) and cultural (e.g. deeply held religious viewpoints). The article shows how the citizenship section of the national curriculum, coming `online' in England from September 2002, presents a new opportunity for exploiting these.Comment: 6 pages. Accepted for publication in Physics E