Preparing Virtual Teachers: Who Is on the Other End?
Priscilla Norton, Robin Davidson Smith, George Mason University, United States
Society for Information Technology & Teacher Education International Conference, in San Antonio, Texas, USA ISBN 978-1-880094-61-7 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
There is growing recognition that online teaching requires special skills and considerations. Yet, to date, the characteristics of effective online teachers have been the topic of limited research (Blomeyer, 2006). Given the centrality of teacher preparation to the success of online learning and the lack of studies that speak to the model(s) of staff development that effectively prepare teachers to teach online, this study examined one model of online teacher preparation. Researchers asked: What do teachers report as the central effects of The Online Academy for Teachers on their understanding of the roles and responsibilities of the online teacher and their sense of efficacy as online teachers? Responses to an open-ended survey from 22 teacher-participants were analyzed and point to the need for instruction and personal experience in online learning, appreciation of the efficacy of the design model, and transfer to general teaching practice.
Norton, P. & Smith, R.D. (2007). Preparing Virtual Teachers: Who Is on the Other End?. In R. Carlsen, K. McFerrin, J. Price, R. Weber & D. Willis (Eds.), Proceedings of SITE 2007--Society for Information Technology & Teacher Education International Conference (pp. 456-463). San Antonio, Texas, USA: Association for the Advancement of Computing in Education (AACE).
Cited ByView References & Citations Map
Nancy Chapko, Wisconsin Technical Colleges, United States; Margaret Hunter, Gateway Technical College, United States
Society for Information Technology & Teacher Education International Conference 2015 (Mar 02, 2015) pp. 896–899
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