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Comparing Communication Patterns within a Hybrid Professional Development Mathematics Course for Elementary Teachers
PROCEEDINGS

, , San Diego State University, United States

Society for Information Technology & Teacher Education International Conference, in Las Vegas, Nevada, USA ISBN 978-1-880094-64-8 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

Although online and hybrid models for instruction are gaining popularity in college courses, they are still very rarely seen in professional development programs for practicing teachers. The aim of this research is to evaluate the degree to which value was added to one in-person mathematics course that included an online component to replace half of the in-person meeting times. Surveys were conducted to analyze the teachers' views of (1) the asynchronous discussions and (2) the use of interactive applets. In addition, the researchers conducted field observations to compare the participants' communication patterns in the two different settings. Results indicate that many of the participants who were most reticent during in-person class meetings were the first and most enthusiastic participants in online activities. These results indicate that hybrid courses may enable more equitable access to professional development opportunities for a variety of teachers.

Citation

Bowers, J.B. & Yang, D. (2008). Comparing Communication Patterns within a Hybrid Professional Development Mathematics Course for Elementary Teachers. In K. McFerrin, R. Weber, R. Carlsen & D. Willis (Eds.), Proceedings of SITE 2008--Society for Information Technology & Teacher Education International Conference (pp. 4407-4412). Las Vegas, Nevada, USA: Association for the Advancement of Computing in Education (AACE). Retrieved October 19, 2019 from .

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