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A Comparison of Online and Regular Learning Contexts in a Course for Teacher Education Students
PROCEEDINGS

, , University of Alabama, United States

Society for Information Technology & Teacher Education International Conference, in Nashville, Tennessee, USA ISBN 978-1-880094-44-0 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

This paper explores whether online and regular learning contexts differ in their influence in the course of a semester-long intervention aimed at changing the learning conceptions of the students enrolled a multi-section educational psychology course for teacher education students.

Citation

Xu, Y. & Iran-Nejad, A. (2002). A Comparison of Online and Regular Learning Contexts in a Course for Teacher Education Students. In D. Willis, J. Price & N. Davis (Eds.), Proceedings of SITE 2002--Society for Information Technology & Teacher Education International Conference (pp. 48-49). Nashville, Tennessee, USA: Association for the Advancement of Computing in Education (AACE). Retrieved April 7, 2020 from .

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