Ontwerp en implementatie van de masteropleiding Special Educational Needs via e-learning

Smits, Anna Elizabeth Helena

doi:10.3990/1.9789036533508

Cited by 2 publications

(4 citation statements)

References 152 publications

(301 reference statements)

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“…In particular, blended education seems to fit well with student-centred learning approaches (cf. Smits, 2012). In such approaches, students and their needs are central when decisions about teaching and learning processes are made (cf.…”

Section: Blended Curriculummentioning

confidence: 99%

“…The challenge is how to interact effectively online so that the different teaching roles are adequately expressed and lead to student satisfaction and learning (Smits & Voogt, 2017). For instance, teachers struggle with their moderator role and tend to forget the social side in their online activities (Smits, 2012). Furthermore, ICT skills need to be part of a teacher's repertoire in flexible blended contexts, especially the higher-level software skills (e.g., knowing how to socialise digitally and facilitate communication and group work as well as creativity; Hampel & Stickler, 2005) in order to facilitate the learning processes in the online parts of the blend.…”

Section: Teacher-related Challengesmentioning

confidence: 99%

“…(b) The design team needs to decide carefully on the way the communication takes place in the online part of the curriculum. Especially for realising accessibility, asynchronous communication seems more appropriate than synchronous communication (Smits, 2012;tension 5). (2) Organise meetings with all stakeholders about the intentions of the curriculum innovation and the curriculum rationale to prevent the development of disconnected views (tensions 1, 6).…”

Section: Recommendationsmentioning

confidence: 99%

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Curriculum flexibility in a blended curriculum

Jonker

März

Voogt

2020

AJET

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This study offers insights into the processes that play a role in realising curriculum flexibility. Curriculum flexibility is conceptualised in terms of adaptability and accessibility of the curriculum to students’ needs and capabilities. To realise curriculum flexibility, the teacher education institution in this study designed a blended curriculum with face-to-face and online components. This flexible curriculum aimed at increasing student enrolment and allowing for variety in students’ graduation portfolios. Through semi-structured interviews with 10 teacher educators, conditions that could foster or hinder the realisation of flexibility were investigated. Results indicate that different contextual, teacher-, and student-related conditions were perceived to affect (further) curriculum flexibility. Furthermore, teacher educators identified several challenges related to these influential conditions, which were recognised as tensions. Based on a discussion of these findings, recommendations for research and practice are given.

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Section: Blended Curriculummentioning

confidence: 99%

Section: Teacher-related Challengesmentioning

confidence: 99%

Section: Recommendationsmentioning

confidence: 99%

See 1 more Smart Citation

Curriculum flexibility in a blended curriculum

Jonker

März

Voogt

2020

AJET

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“…Two teachers, (out of seven) did not complete the questionnaire. The questionnaire stems partially from the questionnaire of [32].…”

Section: Measurement and Data Analysismentioning

confidence: 99%

Empowering Vocational Math Teachers by Using Digital Learning Material (DLM) with Workplace Assignments

Zwart

Luit

Goei

2016

Simulation and Serious Games for Education

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Digital Learning Material (DLM) are fast becoming a key instrument in teaching. The focus on E-learning systems with Digital Learning Material (DLM) is mostly on the medium and resources, instead of on the role of teachers. But like students, teachers also need to professionalize their digital competencies. And rather than describing how the teacher should take up his/her online role, teachers can also be trained by using online materials and experiencing DLM themselves. Therefore the first objective of this study is to design an e-learning system with DLM to train seven vocational math teachers. The second objective is to investigate the aspects of the learning activities in terms of "learning engagement," "teachers' self learning process" and "professional learning to enhance teachers' knowledge." In this research, teachers participating in this project had a 6 week online training in an e-learning system with DLM. After this, teachers completed the questionnaires on these aspects. Teachers were satisfied with the components "learning engagement" and "teachers' self learning process." They specifically appreciated the domain-specific literature and the online moderation of the expert teacher. With regard to the component "professional learning," teachers did not collaborate and only three teachers abstract and detach information from its original context and applied to it in new contexts by their questions and contributions in the forum discussions. For other teachers the "space to act and arrange" seemed too broadly. Future study should pay more attention to the development of assignments that require specific tasks in collaboration between the teachers.

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Ontwerp en implementatie van de masteropleiding Special Educational Needs via e-learning

Cited by 2 publications

References 152 publications

Curriculum flexibility in a blended curriculum

Curriculum flexibility in a blended curriculum

Empowering Vocational Math Teachers by Using Digital Learning Material (DLM) with Workplace Assignments

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