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- 1:1 learning; evaluation; instructional practice; laptop initiative; technology (1)
- 21st-century abilities (1)
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- Distance education and online learning (1)
- E-learning efficacy (1)
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- Elementary school (1)
- Evaluation methodologies (1)
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Articles 1 - 6 of 6
Full-Text Articles in Education
Online Assessment In Large Undergraduate Courses During Covid-19 Emergency Response Teaching, Kate Maloney Williams, Alice E. Donlan
Online Assessment In Large Undergraduate Courses During Covid-19 Emergency Response Teaching, Kate Maloney Williams, Alice E. Donlan
Journal of Educational Research and Practice
The transition to online instruction during the COVID-19 pandemic was unprecedented and forced many universities to quickly embrace online distance learning. This context created new challenges, particularly around assessment strategies. Empirical research has demonstrated that formative assessment fosters more active learning in online classrooms. However, formative assessment strategies are not always adapted well to online platforms based on the nature of the subject matter and the size of the class. This qualitative case study sought to understand instructors’ experiences and strategies for conducting assessment remotely, specifically for large-size undergraduate courses. The investigation relied on data from semi-structured interviews with University …
Review Of The Book Merging The Instructional Design Process With Learner-Centered Theory—The Holistic 4d Model, By Charles M. Reigeluth And Yunjo An, Sunnie Lee Watson
Review Of The Book Merging The Instructional Design Process With Learner-Centered Theory—The Holistic 4d Model, By Charles M. Reigeluth And Yunjo An, Sunnie Lee Watson
Journal of Educational Research and Practice
No abstract provided.
The Learning Experience: Training Teachers Using Online Synchronous Environments, Stuart Woodcock Dr, Ashley Sisco Dr, Michelle Eady Dr
The Learning Experience: Training Teachers Using Online Synchronous Environments, Stuart Woodcock Dr, Ashley Sisco Dr, Michelle Eady Dr
Journal of Educational Research and Practice
This study examined the effectiveness of an online synchronous platform used for training preservice teachers. A blended learning approach was implemented. Fifty-three students participated in the course. Qualitative interview data and quantitative survey data were collected about students’ experiences using the platform, and analyzed via thematic content analysis and statistical analysis, respectively. The findings show that e-learning synchronous technology is an effective learning tool in enhancing preservice teachers’ e-learning competency in subject matter and information communication technology skills. However, preservice teachers’ competency to learn and implement e-learning for students is dependent on four hierarchal conditions (a) ease of use, (b) …
“I’M Teaching What?!”: Preparing University Faculty For Online Instruction, Susan Ohara, Robert Pritchard
“I’M Teaching What?!”: Preparing University Faculty For Online Instruction, Susan Ohara, Robert Pritchard
Journal of Educational Research and Practice
The percentage of higher education students enrolled in online courses has increased from 9.6 percent in fall 2002 to 33 percent in fall 2010. Due to the increased importance of online courses and programs on university campuses there is a need to better prepare novice technology faculty for the delivery of these courses. This article provides a description of the process through which a group of faculty with low to high technology skills prepared to deliver an online masters program. Minutes of meetings, documents produced, online discussion transcripts, and informal conversations were all used as data to analyze outcomes of …
The Tech-Savvy Teacher: Instruction In A 1:1 Learning Environment, Jenifer Corn, Jennifer T. Tagsold, Ruchi K. Patel
The Tech-Savvy Teacher: Instruction In A 1:1 Learning Environment, Jenifer Corn, Jennifer T. Tagsold, Ruchi K. Patel
Journal of Educational Research and Practice
A research team conducted an evaluation of a laptop initiative in 18 North Carolina high schools through administrator, teacher, and student focus groups; teacher and student surveys; and classroom observations. The study aimed to provide information about the value of the laptop initiative in enhancing student learning. In addition, it intended to identify challenges to the successful implementation of 1:1 programs, strategies for meeting those challenges, and services and supports needed to enable successful 1:1 programs throughout the state. This paper explores how the initiative affected instructional practice in areas such as technology use, communication, the role of the teacher, …
Phenomenological Investigation Of Elementary School Teachers Who Successfully Integrated Instructional Technology Into The Classroom, Lori R. Walker, Maryfriend Shepard
Phenomenological Investigation Of Elementary School Teachers Who Successfully Integrated Instructional Technology Into The Classroom, Lori R. Walker, Maryfriend Shepard
Journal of Educational Research and Practice
Technology integration in school curricula promotes student achievement, yet many teachers are not successfully integrating technology for learning. This phenomenological study explored the strategies of 10 elementary teachers in Georgia who overcame barriers to technology integration to successfully incorporate lessons within the public school curriculum. To understand the successes, we assessed strategies for overcoming barriers, intrinsic and extrinsic motivators, and professional development experiences. Rogers’s innovation-decision process provided the theoretical foundation and data sources consisted of an open-ended questionnaire and two in-depth, semistructured interviews. Data were coded for preliminary categories, and themes were generated using open coding. Despite common barriers, the …