eric.ed.gov har udgivet: This study investigated whether two different versions of an online professional development course produced different impacts on the intended outcomes of the course. Variations of an online course for middle school algebra teachers were created for two experimental conditions. One was an actively facilitated course with asynchronous peer interactions among participants. The second was a self-paced condition, in which neither active facilitation nor peer interactions were available. Both conditions showed significant impact on teachers’ mathematical understanding, pedagogical beliefs, and instructional practices. Surprisingly, the positive outcomes were comparable for both conditions. Further research is needed to determine whether this finding is limited to self-selected teachers, the specifics of this online course, or other factors that limit generalizability. (Contains 6 tables.) Link til kilde
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eric.ed.gov har udgivet: The 2006-11 Regional Educational Laboratory Appalachia at CNA conducted a rigorous evaluation of the Kentucky Virtual Schools hybrid algebra I curriculum. The curriculum combines traditional face-to-face instruction with an online program. This study used a two-cohort sample with 25 high schools in year 1 (SY 07/08: 13 treatment and 12 control) and 22 in year 2 (SY 08/09: 11 and 11), the randomized sample included 6,908 students, 61.4 percent of whom were in rural schools. As reported in the study, “Effects of the Kentucky Virtual Schools Hybrid Program for Algebra I on Grade 9 Student Math Achievement,” researchers found that the hybrid class format was no more effective at increasing student achievement and future coursetaking in math than algebra offered in the traditional face-to-face format Eight appendixes… Continue Reading →
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eric.ed.gov har udgivet: Have you been asked to teach an online course yet? If not, chances are you will–and soon. The demand for online instructors is increasing, and institutions, including community colleges, are expecting their faculty, especially junior and adjunct instructors, to step forward. Your answer is not necessarily an easy yes or no. Although online teaching has much in common with face-to- face instruction, significant differences exist. Your decision may be aided by consideration of seven key factors, ranging from your own online learning experience, through the compatibility of your preferred teaching style with effective online instruction, to what adjustments you may need to make in designing mathematical activities for teaching online. A considered answer based on these factors will more likely lead to your success. The article offers… Continue Reading →
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