Literaturnachweis - Detailanzeige
| Autor/inn/en | Abbitt, Jason T.; Watt, Sarah J.; Boone, William J. |
|---|---|
| Titel | A Comparison of Independent and Collaborative Instructional Models in a Blended Graduate Teacher Education Program |
| Quelle | In: Journal of Interactive Online Learning, 16 (2018) 1, S.1-20 (20 Seiten)Infoseite zur Zeitschrift
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1541-4914 |
| Schlagwörter | Blended Learning; Teacher Education Programs; Teacher Collaboration; Online Courses; Graduate Students; Student Attitudes; Comparative Analysis; Course Evaluation; Models; Team Teaching; Higher Education; Communities of Practice; Educational Experience |
| Abstract | This evaluation research study investigated the impact of differences in independent and collaborative teaching models in a blended graduate teacher education program. Using the Community of Inquiry model as a framework to evaluate the student experience in this program, data were collected over a two-year period regarding student perceptions of cognitive, social, and teaching presence. One unique aspect of this study is the Rasch measurement techniques that produced scaled measurements of cognitive, social, and teaching presence. These measurements were subsequently used to compare courses in which both independent (single instructor) and collaborative teaching models were present. A discussion of the results of these analyses is provided that highlight models that are promising when examined across the entire program. Also, specific forms of collaborative teaching are discussed that were found to impact student ratings of their experience in online courses throughout the academic program. (As Provided). |
| Anmerkungen | University of Alabama. 152 Rose Administration, P.O. Box 870104, Tuscaloosa, AL 35487. Web site: http://www.ncolr.org/jiol |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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