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A Case Study of the Kamehameha Schools Online Instructor Training Institute: Preparing Teachers to Become Distance Learning Instructors Seven to Ten Years Later
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, Kamehameha Schools, United States

Global Learn, in Berlin, Germany Publisher: Association for the Advancement of Computing in Education (AACE)

Abstract

With the continued growth of K-12 online learning, there is a need to train online instructors and understand professional development (PD) experiences that impact their success when teaching in blended and online environments. This mixed-methods case study was conducted to gain insights on the long term impacts of the Kamehameha Schools Online Instructor Training Institute (OITI), seven to ten years later, of four teachers who became online instructors. The findings of the study indicated teachers consistently applied their knowledge gained through integration of technology in their classrooms and implementing distance learning instructional strategies when teaching online. The OITI also impacted teachers’ perceptions and attitudes towards online learning positively, including recognition of their impact on students. The insights gained from this study resulted in recommendations for future trainings of K-12 online instructors and ideas for future research.

Citation

Hirata, D. (2015). A Case Study of the Kamehameha Schools Online Instructor Training Institute: Preparing Teachers to Become Distance Learning Instructors Seven to Ten Years Later. In Proceedings of Global Learn Berlin 2015: Global Conference on Learning and Technology (pp. 627-632). Berlin, Germany: Association for the Advancement of Computing in Education (AACE). Retrieved May 21, 2019 from .

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