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Autor/inHogue, Mark D.
TitelA Quantitative Data Analysis of Video-Based Instruction in an Asynchronous Online Mathematics Methods Class for Teacher Certification
QuelleIn: E-Learning and Digital Media, 19 (2022) 4, S.380-395 (16 Seiten)Infoseite zur Zeitschrift
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ZusatzinformationORCID (Hogue, Mark D.)
Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN2042-7530
DOI10.1177/20427530221092866
SchlagwörterData Analysis; Video Technology; Web Based Instruction; Distance Education; Asynchronous Communication; Methods Courses; Mathematics Education; Preservice Teachers; COVID-19; Pandemics; Preservice Teacher Education; Graduate Students
AbstractThe sudden outbreak of COVID-19 has forced teachers at all levels to adjust their teaching styles. Nearly every instructor is teaching in ways that are entirely new (at least to them). Online methods have jumped suddenly from à la carte options to essential components of instructional delivery at all levels from pre-kindergarten to higher education. There is a limit to the relevance of current education research literature for the unprecedented move to online learning precisely because it is unparalleled. However, with thoughtful planning and only a modest increase in effort, teachers working in these unprecedented situations can extend the lessons learned from this quantitative study to benefit their own student populations. The research presented will show the effectiveness of an instructor-created video segment to support student learning outcomes in an asynchronous online, graduate-level K-6 mathematics teaching methods course. (As Provided).
AnmerkungenSAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2022/4/11
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