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Articles 1 - 10 of 10
Full-Text Articles in Education
Constructivists Online: Reimagining Progressive Practice
Constructivists Online: Reimagining Progressive Practice
Occasional Paper Series
No abstract provided.
Constructing Online Communities Of Practice, Marvin Cohen, Babette Moeller, Michelle Cerrone
Constructing Online Communities Of Practice, Marvin Cohen, Babette Moeller, Michelle Cerrone
Occasional Paper Series
The authors document the ways in which online communities of practice enable teachers to have meaningful conversations sharing practices and discussing the nuances of teaching math.
Operations Management Outside Of The Classroom: An Experiential Approach To Teaching Enabled By Online Learning, Kristen A. Sosulski, Harry G. Chernoff
Operations Management Outside Of The Classroom: An Experiential Approach To Teaching Enabled By Online Learning, Kristen A. Sosulski, Harry G. Chernoff
Occasional Paper Series
This paper describes the design of an experiential approach to teaching operations management (OM) at New York University Stern School of Business. OM students study the design and management of the supply side of business, including how products are produced and how services are supplied. The course discussed in this paper is unique in that students learn operations while visiting real companies and organizations. The foundational concepts are not taught in classroom lectures, but through video minilectures, demonstrations, group work sessions, and practice problems that are available online and can be accessed at any time. This allows for classroom time …
Creating Meaningful Learning Opportunities Online, Hafdís Guðjónsdóttir, Svanborg R. Jónsdóttir, Karen Rut Gísladóttir
Creating Meaningful Learning Opportunities Online, Hafdís Guðjónsdóttir, Svanborg R. Jónsdóttir, Karen Rut Gísladóttir
Occasional Paper Series
This paper describe the ways in which the authors have used digital pedagogy to address the loneliness of the distance learner by making their online course more inclusive and interactive.
Activating Emotional & Analytic Engagement In Blended Learning: A Multicultural Teacher Education Example, Ramona Maile Cutri, Erin Feinauer Whiting, Stefinee E. Pinnegar
Activating Emotional & Analytic Engagement In Blended Learning: A Multicultural Teacher Education Example, Ramona Maile Cutri, Erin Feinauer Whiting, Stefinee E. Pinnegar
Occasional Paper Series
The authors share their experience in designing a blended multicultural education course that they hoped would increase the likelihood that the teachers they were educating would take up socially just dispositions. They examined their own learning using a critical friend relationship with a colleague experienced in developing technological responses that honor relational aspects of teacher education within a framework of sociocultural theory.
Teaching Science Teachers In An Online Context With A Constructivist Approach, Frederick W. Freking, Jenny D. Ingber
Teaching Science Teachers In An Online Context With A Constructivist Approach, Frederick W. Freking, Jenny D. Ingber
Occasional Paper Series
The authors discuss the development of an online STEM-based teacher education program, providing a template for the inclusion of constructivist practices, such as course activities and student teaching.
Fostering Student Engagement: Creating A Culture Of Learning Online, Robin G. Isserles
Fostering Student Engagement: Creating A Culture Of Learning Online, Robin G. Isserles
Occasional Paper Series
The author addresses the ways in which distance learning offers possibilities for mitigating inequitable access to higher education — supporting community college students’ ability to take ownership of their learning, and encouraging them to think critically about what they are learning.
Preparing Teachers As Literacy Leaders In A Hybrid Classroom, Tamara Spencer
Preparing Teachers As Literacy Leaders In A Hybrid Classroom, Tamara Spencer
Occasional Paper Series
The author describes and analyzes how she developed a course (Literacy in the Elementary Grades) in hybrid format—50% online and 50% face-to-face teaching. First, she draws upon two overlapping frameworks in literacy studies—sociocultural theory and new literacy studies to describe the broader theoretical framework that grounds both the course design and the approach to literacy taken with the course. From there, the author provides a detailed analysis of the course, the objectives, overall content and assignments, and how she modified the course to be hybrid.
Beyond A Digital Status Quo: Re-Conceptualizing Online Learning Opportunities, Ellen Meier
Beyond A Digital Status Quo: Re-Conceptualizing Online Learning Opportunities, Ellen Meier
Occasional Paper Series
According to the popular press and many policy pundits, online learning represents the next educational leap forward. Extraordinary claims have been made in the name of e-learning, including the assurance of educational equity, personalized learning for all, and significant cost savings for students — to name just a few. At the same time however, few policymakers are asking substantive questions about the educational nature of online learning environments. How are the classes organized, and what learning theories shape the design of these digital environments? What skills are needed to teach online and how are instructors prepared to teach in these …
Front Matter And Editors' Notes, Helen Freidus, Mollie Welsh Kruger, Steven Goss
Front Matter And Editors' Notes, Helen Freidus, Mollie Welsh Kruger, Steven Goss
Occasional Paper Series
Cover page, table of contents, editors' notes.