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Identifying success in online teacher education and professional development
ARTICLE

Internet and Higher Education Volume 5, Number 3, ISSN 1096-7516 Publisher: Elsevier Ltd

Abstract

The rapid pace of technological innovation, along with the global fascination with the Internet, continue to result in a dominating call to integrate Internet technologies into higher education. As this practice has evolved in recent years, the field has learned much. However, pressing questions remain as to how online and hybrid (online and face-to-face) classes may support quality and success in professional development, teacher education, and professional schools' programs. This paper presents case study research that explores the dynamics and experience offered for a professor and learners participating in a hybrid-modeled classroom in teacher education. The conceptual discussion includes potentials and limitations to be considered in further dialogue, development, and research in this area.

Citation

King, K.P. (2002). Identifying success in online teacher education and professional development. Internet and Higher Education, 5(3), 231-246. Elsevier Ltd. Retrieved June 20, 2019 from .

This record was imported from Internet and Higher Education on January 29, 2019. Internet and Higher Education is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/S1096-7516(02)00104-5

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