Online Compared to Face-to-Face Teacher Preparation for Learning Standards-Based Planning Skills

Peterson, Cynthia L.; Bond, Nathan

doi:10.1080/15391523.2004.10782419

Cited by 54 publications

(35 citation statements)

References 22 publications

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“…Also, results of Study 1 were like those from previ ous studies (Fisher et al, 1999;Peterson & Bond, 2004;Warren & Holloman, 2005) in that learning outcomes were similar for teachers who participated in facetoface profes sional development and those who participated in computer ized professional development.…”

Section: Discussionsupporting

confidence: 50%

Effects of a Computerized Professional Development Program on Teacher and Student Outcomes

Fisher

Schumaker

Culbertson

et al. 2010

Journal of Teacher Education

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Effects of a computerized professional development (PD) program for a concept teaching routine were investigated in two studies. For each, teachers were randomly assigned to either a virtual workshop group that used a multimedia software program for PD or an actual workshop group that participated in a live PD session. In Study 1, the teachers’ knowledge about the routine and planning for the routine significantly improved after completing either workshop; no significant differences were found between the groups. Both teacher groups were satisfied with the PD. In Study 2, the teachers’ performance of the routine in their classrooms improved, as did student performance on tests of concept knowledge. Students were satisfied with the instruction provided by both groups of teachers. No differences were found between the posttest scores earned by the teacher groups or by students of the teachers. Implications regarding computerized PD for teachers are discussed.

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Section: Discussionsupporting

confidence: 50%

Effects of a Computerized Professional Development Program on Teacher and Student Outcomes

Fisher

Schumaker

Culbertson

et al. 2010

Journal of Teacher Education

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“…Buckley's study (2003) compared midterm and final scores and course grade among three groups of nursing students in face-to-face, hybrid, and online sessions of the course taught by the same instructor and found no significant differences there either. Other studies (Caywood & Duckett, 2003;Christopher, Thomas, & TallentRunnels, 2004;Neuhauser, 2002;Peterson & Bond, 2004;Thirunarayanan & Perez-Prado, 2001) using convenience samples to compare learning by online and traditional methods failed to find differences. With various student populations (nursing students, students with special needs, preservice teachers, ESL teachers, special education teachers) and a wide spectrum of measures of learning outcomes (test scores, course grades, course projects, rated performance) involved in the comparison, it seems that the majority of researchers agree that online instruction is at least as effective as traditional ways of teaching.…”

Section: Cognitive Domainmentioning

confidence: 99%

Teaching Courses Online: A Review of the Research

Tallent‐Runnels

Thomas

Lan

et al. 2006

Review of Educational Research

846

463

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This literature review summarizes research on online teaching and learning. It is organized into four topics: course environment, learners' outcomes, learners' characteristics, and institutional and administrative factors. The authors found little consistency of terminology, discovered some conclusive guidelines, and identified developing lines of inquiry. The conclusions overall suggest that most of the studies reviewed were descriptive and exploratory, that most online students are nontraditional and Anglo American, and that few universities have written policies, guidelines, or technical support for faculty members or students. Asynchronous communication seemed to facilitate in-depth communication (but not more than in traditional classes), students liked to move at their own pace, learning outcomes appeared to be the same as in traditional courses, and students with prior training in computers were more satisfied with online courses. Continued research is needed to inform learner outcomes, learner characteristics, course environment, and institutional factors related to delivery system variables in order to test learning theories and teaching models inherent in course design.Keywords: distance education, Internet courses, online teaching, web-based instruction With the rapid development of technology, online instruction has emerged as an alternative mode of teaching and learning and a substantial supplement to traditional teaching. In the academic year 2000-2001, 90% of public 2-year and 89% of public 4-year institutions offered distance education courses. In the same year, an estimated 2,876,000 individuals were enrolled in college-level, credit-granting distance education courses, with 82% ofthese at the undergraduate level. Of those institutions offering distance education, 43% offered Internet courses using synchronous computer-based instruction, which can also be called online courses (Waits & Lewis, 2003). Synchronous online classes are offered in such a way that all students are online and communicating at the same time, while asynchronous online classes are those that students can log on to and work on even if no one else is logged on at the same time.Web-based education uses the Internet and communication technologies, ranging from the Internet as a research tool to taking online classes. In some instances the Internet is also used to supplement instruction, as in the use of a website to communicate information to students who are in a face-to-face class. Online classes are courses that are delivered completely on the Internet. Hybrid or blended courses are those that combine online components with traditional, face-to-face components. The term distance education is also used to describe any courses that are delivered to students who are not present in the same room. These might be delivered via interactive television, online courses, and courses using videotapes, television, or correspondence. E-learning may be used to describe any learning that is electronically mediated or facilitated by ...

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“…For example, Kitsantas and Baylor (2001) examined teachers' instructional lesson plans to determine their intended teaching practices. Peterson and Bond (2004) investigated differences in students' instructional planning skills based on PBL approaches using different delivery methods (online vs. face-toface) in teacher preparation. Previously, when instructional lesson plans were used (Kitsantas & Baylor, 2001;Peterson & Bond, 2004), the researchers evaluated the completeness of the plans rather than the theories underlying them such as behaviorism or constructivism.…”

Section: Impact Of Pbl In Teacher Educationmentioning

confidence: 99%

“…Peterson and Bond (2004) investigated differences in students' instructional planning skills based on PBL approaches using different delivery methods (online vs. face-toface) in teacher preparation. Previously, when instructional lesson plans were used (Kitsantas & Baylor, 2001;Peterson & Bond, 2004), the researchers evaluated the completeness of the plans rather than the theories underlying them such as behaviorism or constructivism. Furthermore, little research was found that analyzed instructional lesson plans as an indication of intended teaching practices associated with beliefs.…”

Section: Impact Of Pbl In Teacher Educationmentioning

confidence: 99%

Tool use in open learning environments: In search of learner-related determinants

Clarebout

Elen

2008

Learning Environ Res

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IntroductionBeliefs about teaching and learning play an important role in transforming classrooms through the use of technology (Ertmer, 1999(Ertmer, , 2005. Additionally, attitudes toward technology can influence teachers' technology uses (Myers & Halpin, 2002;Yildirim, 2000). In order to prepare preservice teachers to use technology effectively, it is necessary to examine their beliefs about learning and teaching and their attitudes toward technology. Teacher educators must act as role models for preservice teachers and prepare them to use technology in their future professional practices. In this paper we report the results of a study that examined teacher educators' beliefs and technology uses in relation to preservice teachers' beliefs and technology attitudes. Ertmer (1999) described two types of barriers to technology integration: first-order barriers and secondorder barriers. First-order barriers are extrinsic to teachers and include lack of access to hardware and software, time, and necessary support. Second-order barriers are intrinsic to teachers and include teachers' belief systems about teaching and learning, as well as their familiar teaching practices, which can affect meaningful technology integration. Since second-order barriers are more ingrained and personal than first-order barriers, they may be harder to overcome. Current literature Niederhauser & Stoddart, 2001; Norm, Grabinger & Duffield, 1999) indicated that teachers who had more constructivist or student-centered beliefs tended to use technology and engage the students in more technology-supported student-centered learning activities, while those who had more traditional or teacher-centered beliefs tended to use less technology and had students use technology to reinforce skills.Some researchers (Cifuentes, 1997;Daniel, 1996; Friel & Carboni, 2000; Hart, 2002) suggested that participation in teacher education programs could influence preservice teachers' beliefs. In teacher education courses, teacher educators create learning environments through specific teaching strategies that allow preservice teachers to experience models of teaching and learning that they might use in their future teaching. Supporting the strategies that teacher educators employ are their underlying beliefs about teaching and learning (Pajares, 1992). Since we may be able to predict teacher educators' teaching practices from their beliefs, and their practices are likely to influence preservice teachers' beliefs, it may be possible to predict preservice teachers' beliefs from teacher educators' beliefs. Thus, one of the research interests in this study was the relationship between teacher educators' beliefs and preservice teachers' beliefs.Besides beliefs, attitudes are thought to serve as predictors of behaviors (Richardson, 2003). Applied to technology use, attitudes toward technology are expected to predict one's uses of technology. According to Aiken (1980), attitudes can be "learned directly by observing the activities of people who are perceived as signific...

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Online Compared to Face-to-Face Teacher Preparation for Learning Standards-Based Planning Skills

Cited by 54 publications

References 22 publications

Effects of a Computerized Professional Development Program on Teacher and Student Outcomes

Effects of a Computerized Professional Development Program on Teacher and Student Outcomes

Teaching Courses Online: A Review of the Research

Tool use in open learning environments: In search of learner-related determinants

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