The Pedagogy and Design of Online Teacher Professional Development
Christina Dehler, Cal Poly Pomona, United States
Society for Information Technology & Teacher Education International Conference, in Atlanta, GA, USA ISBN 978-1-880094-52-5 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
Distance education has evolved to the point where technology is no longer a major concern to distance educators and students. For the most part, technology used in the delivery of distance courses is stable and reliable. Ironically, but not surprisingly, it is the human factors that most greatly influence distance teaching and learning; ergo, the importance of appropriate pedagogy and course design. This paper emphasizes the importance of harnessing the features and functions of a computer-mediated communication (CMC) or course delivery (CD) system to deliver online training courses that are engaging, pleasing, and pertinent to teachers and their professional development. It offers recommendations and suggests uses of CMC/CD systems that speak directly to the application of pedagogy and instructional design required for teacher success in this particular type of professional development setting.
Dehler, C. (2004). The Pedagogy and Design of Online Teacher Professional Development. In R. Ferdig, C. Crawford, R. Carlsen, N. Davis, J. Price, R. Weber & D. Willis (Eds.), Proceedings of SITE 2004--Society for Information Technology & Teacher Education International Conference (pp. 2107-2112). Atlanta, GA, USA: Association for the Advancement of Computing in Education (AACE).
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A Review of Benefits and Limitations of Online Learning in the Context of the Student, the Instructor and the Tenured Faculty
Subhashni Appana, College of Foundation Studies, University of the South Pacific, Fiji
International Journal on E-Learning Vol. 7, No. 1 (January 2008) pp. 5–22
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