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Getting Ready for the Profession: Prospective Teachers' Noticing Related to Teacher Actions
Osmanoglu, A., Isiksal, M. & Koc, Y. (2015). Getting Ready for the Profession: Prospective Teachers' Noticing Related to Teacher Actions. Australian Journal of Teacher Education, 40(2),.
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Electronic Learning Communities as a Support for Building Relationships with Students in a Statewide Virtual High School
Linton, J. (2016). Electronic Learning Communities as a Support for Building Relationships with Students in a Statewide Virtual High School. Journal of Online Learning Research, 2(4), 419-445. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE).
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A Window into the Classroom: Examining the Use of Virtual Classrooms in Teacher Education
Beach, P., Martinussen, R., Poliszczuk, D. & Willows, D. (2018). A Window into the Classroom: Examining the Use of Virtual Classrooms in Teacher Education. Contemporary Issues in Technology and Teacher Education, 18(3), 578-600. Waynesville, NC USA: Society for Information Technology & Teacher Education.
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Professional Learning Practices and Beliefs of an Online Community of English Language Teachers
Slagoski, J. (2019). Professional Learning Practices and Beliefs of an Online Community of English Language Teachers. Contemporary Issues in Technology and Teacher Education, 19(1), 97-116. Waynesville, NC USA: Society for Information Technology & Teacher Education.
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Online Professional Development Courses in Online Teaching for Higher Education Faculty
Jackson, B. (2018). Online Professional Development Courses in Online Teaching for Higher Education Faculty. In E. Langran & J. Borup (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 187-195). Washington, D.C., United States: Association for the Advancement of Computing in Education (AACE).
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Describing K-12 online teachers’ online professional development opportunities for students with disabilities
Rice, M. (2017). Describing K-12 online teachers’ online professional development opportunities for students with disabilities. Online Learning Journal, 21(4),.
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Pre- and inservice teacher satisfaction with online collaborative mentoring for technology integration: Applying the Kano quality attributes
Dorner, H. & Kumar, S. (2017). Pre- and inservice teacher satisfaction with online collaborative mentoring for technology integration: Applying the Kano quality attributes. Online Learning Journal, 21(4),.
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A Critical Review of the Use of Wenger's Community of Practice (CoP) Theoretical Framework in Online and Blended Learning Research, 2000-2014
Smith, S., Hayes, S. & Shea, P. (2017). A Critical Review of the Use of Wenger's Community of Practice (CoP) Theoretical Framework in Online and Blended Learning Research, 2000-2014. Online Learning Journal, 21(1),.
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Online professional learning for rural teachers of mathematics and science
Herbert, S., Campbell, C. & Loong, E. (2016). Online professional learning for rural teachers of mathematics and science. Australasian Journal of Educational Technology, 32(2),. Australasian Society for Computers in Learning in Tertiary Education.
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Preschool Teachers' Insights about Web-Based Self-Coaching versus On-Site Expert Coaching
Shannon, D., Snyder, P. & McLaughlin, T. (2015). Preschool Teachers' Insights about Web-Based Self-Coaching versus On-Site Expert Coaching. Professional Development in Education, 41(2), 290-309.
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Attributes of Pre-Service and Inservice Teacher Satisfaction with Online Collaborative Mentoring
Dorner, H. & Kumar, S. (2017). Attributes of Pre-Service and Inservice Teacher Satisfaction with Online Collaborative Mentoring. Online Learning, 21(4), 283-301.
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Few and Far Between: Describing K-12 Online Teachers' Online Professional Development Opportunities for Students with Disabilities
Rice, M.F. (2017). Few and Far Between: Describing K-12 Online Teachers' Online Professional Development Opportunities for Students with Disabilities. Online Learning, 21(4), 103-121.
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Preservice Teachers' Critical Thinking Dispositions and Web 2.0 Competencies
Sendag, S., Erol, O., Sezgin, S. & Dulkadir, N. (2015). Preservice Teachers' Critical Thinking Dispositions and Web 2.0 Competencies. Contemporary Educational Technology, 6(3), 172-187.
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Attitude Scale towards Web-Based Examination System (MOODLE)--Validity and Reliability Study
Bulent, B., Murat, Y. & Selahattin, G. (2016). Attitude Scale towards Web-Based Examination System (MOODLE)--Validity and Reliability Study. Educational Research and Reviews, 11(17), 1641-1649.
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Faculty of Education Students' Computer Self-Efficacy Beliefs and Their Attitudes towards Computers and Implementing Computer Supported Education
Berkant, H.G. (2016). Faculty of Education Students' Computer Self-Efficacy Beliefs and Their Attitudes towards Computers and Implementing Computer Supported Education. European Journal of Contemporary Education, 15(1), 123-135.
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Effects of Web-Based Learning and F2F Learning on Teachers Achievement in Teacher Training Program in Indonesia
Wuryaningsih, W., Susilastuti, D., Darwin, M. & Pierewan, A. (2019). Effects of Web-Based Learning and F2F Learning on Teachers Achievement in Teacher Training Program in Indonesia. International Journal of Emerging Technologies in Learning (iJET), 14(21), 123-147. Kassel, Germany: International Journal of Emerging Technology in Learning.
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Influence of Mobile Learning Training on Pre-Service Social Studies Teachers' Technology and Mobile Phone Self-Efficacies
Gloria, A. & Oluwadara, A. (2016). Influence of Mobile Learning Training on Pre-Service Social Studies Teachers' Technology and Mobile Phone Self-Efficacies. Journal of Education and Practice, 7(2), 74-79.
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Teaching a Mathematics Education Course via Distance with ASSURE Model
Hu, H.W., Sasse, G. & Hsiao, W.Y. (2016). Teaching a Mathematics Education Course via Distance with ASSURE Model. In G. Chamblee & L. Langub (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 2511-2516). Savannah, GA, United States: Association for the Advancement of Computing in Education (AACE).
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Facilitated and Self-Paced Design Strategies for Online Professional Learner Engagement
Peterson, K. & Malyn-Smith, J. (2017). Facilitated and Self-Paced Design Strategies for Online Professional Learner Engagement. In J. Dron & S. Mishra (Eds.), Proceedings of E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 442-448). Vancouver, British Columbia, Canada: Association for the Advancement of Computing in Education (AACE).
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E-Tutor Perceptions towards the Star Rural Area E-Learning Project
Huang, C.W. & Liu, E. (2015). E-Tutor Perceptions towards the Star Rural Area E-Learning Project. International Journal of Online Pedagogy and Course Design, 5(1), 20-29. IGI Global.