Dissertations / Theses on the topic 'Teachers and distance education'
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Akoto, Philip Victor. "Distance education for teacher education in Ghana : an investigation into untrained teachers' experiences." Thesis, University of Sussex, 2015. http://sro.sussex.ac.uk/id/eprint/54156/.
Full textBergström, Peter. "Bridging the distance in teacher education : teachers' perspectives on process-based assessment." Umeå universitet, Interaktiva medier och lärande (IML), 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-68390.
Full textMohr, John Darrell. "Technology-mediated distance education used to prepare special education personnel." Thesis, University of North Texas, 2004. https://digital.library.unt.edu/ark:/67531/metadc4544/.
Full textSampong, Kwasi Addo. "An evaluative study of a distance teacher education program in a university in Ghana /." Free full text is available to ORU patrons only; click to view, 2007. http://proquest.umi.com/pqdweb?did=1543050811&sid=1&Fmt=2&clientId=456&RQT=309&VName=PQD.
Full textLindberg, J. Ola, and Anders D. Olofsson. "Training teachers through technology : A case study of a distance-based teacher training programme." Doctoral thesis, Umeå universitet, Pedagogik, 2005. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-626.
Full textLindberg, J. Ola Olofsson Anders D. "Training teachers through technology : a case study of a distance-based teacher training programme /." Umeå : Department of Education, Umeå University, 2005. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-626.
Full textGanesan, Radha. "Perspectives and practices of expert teachers in technology-based distance and distributed learning environments." Related electronic resource:, 2005. http://proquest.umi.com/login?COPT=REJTPTU0NWQmSU5UPTAmVkVSPTI=&clientId=3739.
Full textHutchinson, Wanda. "Teaching a synchronous distance education course for elementary teachers one professor's perceptions /." Diss., Mississippi State : Mississippi State University, 2003. http://library.msstate.edu/etd/show.asp?etd=etd-11112003-163405.
Full textGaquit, Antonette. "Teaching by distance : A qualitative investigation into upper secondary EFL teachers' perspectives on distance education in the Swedish context." Thesis, Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-55535.
Full textLugar, Debbie Jean. "Identifying Professional Development Needs of High School Teachers Tasked with Online Course Design." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3457.
Full textDolloph, Frances M. "Online higher education faculty perceptions, learning, and changes in teaching /." Morgantown, W. Va. : [West Virginia University Libraries], 2007. https://eidr.wvu.edu/etd/documentdata.eTD?documentid=5296.
Full textTitle from document title page. Document formatted into pages; contains vi, 152 p. : ill. (some col.). Vita. Includes abstract. Includes bibliographical references (p. 110-122).
Van, der Wolk Karen Anne. "The development of an effective multi-media distance education programme for in-service teachers." Master's thesis, University of Cape Town, 1996. http://hdl.handle.net/11427/16135.
Full textThis dissertation is a report of my work in schools in the Eastern Cape while assisting the Primary Education project (PREP) to develop a resource pack for in-service education. In-service education has received much attention in recent years in South Africa. Both the state sector and non-government organisations have provided various in-service interventions in an attempt to improve both the qualifications of teachers and the results of pupils in schools. However, the dismal state of education in ex-DET schools bears witness to the fact that such interventions have by and large been ineffectual. This study shows how one project developed and trialled parts of a distance learning in-service course in conjunction with junior primary farm school teachers. The need for innovative and creative models of distance education is explored and our understanding of the nature of distance learning is detailed. The study goes on to include an analysis of the political economy of farm schools. It also details the constraints acting upon teachers in such schools and shows how these impacted on the study. The research procedures and methods of data collection are outlined and a framework for analysing the data is developed and justified. The actual data generated during the study is then measured against this framework in order to gauge its effectiveness as an in-service intervention. Finally, I draw conclusions and make certain recommendations based on the evidence presented. Whilst these recommendations are tentative, they may have relevance in terms of future in-service education policies and procedures.
Pritchett, Christal Cummings White Bonnie J. "The use of distance learning technology by Alabama business teachers for credentialing and instruction." Auburn, Ala., 2004. http://repo.lib.auburn.edu/EtdRoot/2004/FALL/Curriculum_and_Teaching/Dissertation/pritccc_23_Dissertation-PDFFormat.pdf.
Full textBurma, Sally. "Art Education faculty and administrators experiences with and perceptions of distance education: a mixed methods study." Columbus, Ohio : Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1180022457.
Full textPillay, Neelan. "Teachers’ knowledge of legislation and education law specifically and its influence on their practice." Diss., University of Pretoria, 2014. http://hdl.handle.net/2263/43224.
Full textDissertation (MEd)--University of Pretoria, 2014.
lk2014
Education Management and Policy Studies
MEd
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Sapkota, Santosh. "Teacher education through distance mode : the Nepalese experience." Thesis, Open University, 2012. http://oro.open.ac.uk/54699/.
Full textGallivan, Kathleen C. "Do on-line courses support certification needs for West Virginia K-12 teachers of Spanish?" Morgantown, W. Va. : [West Virginia University Libraries], 2007. https://eidr.wvu.edu/etd/documentdata.eTD?documentid=5038.
Full textTitle from document title page. Document formatted into pages; contains x, 133 p. : map. Includes abstract. Includes bibliographical references (p. 93-100).
Lewis, Emily Witte James E. "An examination of perceptions, attitudes, and levels of job satisfaction of faculty teaching in a distance education environment." Auburn, Ala, 2009. http://hdl.handle.net/10415/1666.
Full textBore, Julia Chelagat. "Distance Education in the Preparation of Special Education Personnel: An Examination of Videoconferencing and Web-based Instruction." Thesis, University of North Texas, 2005. https://digital.library.unt.edu/ark:/67531/metadc4818/.
Full textWilliams-Carter, Debra Lynn. "An investigation of host site participants' perceptions of a shared distance learning experience." Diss., Mississippi State : Mississippi State University, 2004. http://library.msstate.edu/etd/show.asp?etd=etd-11112004-134411.
Full textSalamati, Zahra. "Designing Interaction Equivalency in Distance Education." Thesis, Högskolan i Borås, Institutionen Handels- och IT-högskolan, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:hb:diva-16887.
Full textProgram: Magisterutbildning i informatik
Hjelm, Erik. "Designing with Teachers : A case study exploring design guidelines for distance-learning environments." Thesis, Umeå universitet, Institutionen för informatik, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-122041.
Full textAydin, Selvi. "Lärare på distans! : Lärares upplevelser av möjligheter och svårigheter med distansundervisning." Thesis, Södertörn University College, Lärarutbildningen, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-3445.
Full textThe purpose of this essay is to show the opportunities and difficulties of teaching within distance education. I will show this from two different parts of the world. One being Sweden and the other Australia, both countries run a distance education program with similar reasons students whom travelling, some living hundreds of miles from any schools and some students with health and or social disadvantages. This study is based on the actual teacher’s accounts and experiences the opportunities and difficulties in teaching in distance. The main method of collecting this data has been through interviews with the teachers, a distance-school administrator and a researcher from Sweden. A survey was mailed to Australia which has been filled in and returned by an administrator/head teacher for distance education. The main research questions asked were:
- What are teacher’s experiences in distance education?
- What are the opportunities and difficulties by teaching in distance education?
The interview conversations has been structured, generalised and reformulated in order to form a concrete set of teachers overall experiences. The literatures were support for many of the teacher’s thoughts and even things that compliment and add a broader picture of the subject and the results are discussed and weighed up against teacher’s own experiences.
The study reaches the conclusion of how the teachers express are of opportunities and difficulties in teaching the students in the best possible way, to stimulate learning by not only focus on teaching content but also on its learning environment.
Лозова, Катерина Анатоліївна, Екатерина Анатольевна Лозовая, and Kateryna Anatoliivna Lozova. "Certification of the teaching staff in distance education." Thesis, Sumy State University, 2016. http://essuir.sumdu.edu.ua/handle/123456789/46815.
Full textHolt, Dale M., and kimg@deakin edu au. "MBA EXPERIENCE BY DISTANCE EDUCATION: AN ETHNOGRAPHIC STUDY OF A PROFESSIONAL DEVELOPMENT PROGRAM." Deakin University, 1992. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20031125.095402.
Full textFine, Karen A. "Online Education: The Relationship Between the Perceptions of Online High School Teachers Compared to Traditional Classroom Teachers Regarding the Visual Arts." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etd/3118.
Full textSwartwout, Nansi A. "An Investigation into Motivations of Instructors Teaching Business and Technical Internet-Based Courses at Two-Year Colleges." Thesis, University of North Texas, 2002. https://digital.library.unt.edu/ark:/67531/metadc3307/.
Full textHuld, Daniel Keith. "From the Whiteboard to the Web: Equipping Administrators to Recruit, Hire, and Induct Top Quality K-12 Online Teachers." PDXScholar, 2014. https://pdxscholar.library.pdx.edu/open_access_etds/2106.
Full textArmellini, Cesar Alejandro. "Educational technology in in-service language teacher education in open and distance learning settings." Thesis, University of Kent, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.322837.
Full textAbou-Dagga, Sanaa Ibrahim. "Factors related to the adoption of a two-way interactive distance education technology instrument development, instrument validation, and causal model testing /." Full text available, 1995. http://images.lib.monash.edu.au/ts/theses/aboudagga.pdf.
Full textFarmer, Tadd Spencer. "Exploring Concerns of K-12 Online Educators." BYU ScholarsArchive, 2017. https://scholarsarchive.byu.edu/etd/6487.
Full textRock, Terryl, Karin Keith, Pamela Evanshen, Cathy Galyon Keramidas, and T. Barnes. "Mentors Teachers Meeting." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/4147.
Full textRock, Terryl, Karin Keith, Pamela Evanshen, Cathy Galyon Keramidas, Kason O'Niel, and T. Barnes. "Mentors Teachers Meeting." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/4148.
Full textGallagher, Debra. "Learning styles, self-efficacy, and satisfaction with online learning is online learning for everyone? /." Bowling Green, Ohio : Bowling Green State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1171920981.
Full textGunderson, Margaret S. "The relationship of distance education instructional designer perceptions, faculty innovation concerns, and satisfaction with consulting relationships /." free to MU campus, to others for purchase, 1996. http://wwwlib.umi.com/cr/mo/fullcit?p9717182.
Full textSikhavhakhavha, Philemon Marubini. "Criteria and guidelines for distance education to satisfy secondary school teachers' didactic-professional needs related to outcomes-based education / Philemon Marubini Sikhavhakhavha." Thesis, North-West University, 2006. http://hdl.handle.net/10394/1421.
Full textHofer, Marilyn. "Elements that impact facilitation of an asynchronous professional learning community a participatory action research exploration /." Laramie, Wyo. : University of Wyoming, 2009. http://proquest.umi.com/pqdweb?did=1939381521&sid=1&Fmt=2&clientId=18949&RQT=309&VName=PQD.
Full textHowse, Derek Maxwell. "A discussion of the production and delivery of a graduate course in mathematics education delivered using e-mail, listserv and World Wide Web facilities." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape17/PQDD_0011/MQ36136.pdf.
Full textMcGee, Patricia Ann. "Unintended professional development in curriculum-based K-12 telementoring projects /." Digital version accessible at:, 1998. http://wwwlib.umi.com/cr/utexas/main.
Full textNdoutoume, Mendene Jean-Louis. "Initiating ICT in the open distance learning of Gabonese teachers / Jean-Louis Ndoutoume Mendene." Thesis, North-West University, 2012. http://hdl.handle.net/10394/9678.
Full textThesis (MEd (Curriculum Development))--North-West University, Potchefstroom Campus, 2013.
Williams, Leslie Michelle. "A Case Study of Virtual Physical Education Teachers' Experiences in and Perspectives of Online Teaching." Scholar Commons, 2013. http://scholarcommons.usf.edu/etd/4962.
Full textWilcox, Sarah E. "Summative evaluations and resulting revisions of an online course entitled fundamentals of environmental education /." Link to abstract, 2004. http://epapers.uwsp.edu/abstracts/2004/Wicox.pdf.
Full textKarachiwalla, Naureen Iqbal. "Managing teachers in low-income countries." Thesis, University of Oxford, 2013. http://ora.ox.ac.uk/objects/uuid:2fc937db-1a24-4442-842e-352c15459014.
Full textPonte, Felipe TeÃfilo. "Restructuring temporality labour in the experience of teachers tutors of online education." Universidade Federal do CearÃ, 2015. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=15919.
Full textEste estudo foi realizado entre os anos de 2013 e 2015, tendo como campo de pesquisa o Ãmbito da EducaÃÃo a DistÃncia do tipo on-line e como sujeitos participantes os professores tutores do Curso de Letras (PortuguÃs-InglÃs-Espanhol) de uma InstituiÃÃo de Ensino Superior PÃblica. O objetivo deste estudo foi investigar como os professores da educaÃÃo on-line vivenciam o redimensionamento da temporalidade laboral. Por meio da abordagem qualitativa, com enfoque nos discursos dos profissionais em questÃo, discorreu-se sobre a articulaÃÃo entre as categorias tempo e trabalho, a fim de analisar criticamente as mudanÃas na estrutura de trabalho, bem como as repercussÃes que essas transformaÃÃes produziram nas constituiÃÃes subjetivas dos trabalhadores. Mediante a aplicaÃÃo de entrevista semiestruturada e do recurso metodolÃgico da anÃlise sociohermenÃutica do discurso, analisou-se como esses profissionais constroem e reproduzem o sistema temporal em suas atividades laborais. As falas dos participantes ressaltam uma configuraÃÃo laboral demarcada por uma variabilidade temporal e pela ausÃncia de um tempo de trabalho rÃgido e inflexÃvel. AlÃm disso, observou-se uma temporalidade de trabalho que se dilui para outros tempos sociais passando, na maioria das vezes, a interferir no cotidiano desses sujeitos. IndÃcios de precarizaÃÃo e precariedade emergiram nos discursos dos professores tutores, tais como: acumulaÃÃo de tarefas, ritmo acelerado e intensa velocidade de trabalho, exigÃncia de polivalÃncia, versatilidade e flexibilidade, desqualficaÃÃo do trabalho, desprofissionalizaÃÃo, alongamento das jornadas laborais. Como fruto deste estudo, encontrou-se, entÃo, no professor da educaÃÃo on-line um agente social que explicita em sua realidade os imperativos dos mecanismos flexÃveis de produÃÃo.
Mason, Lee Landrum. "A Functional Assessment of the Use of Virtual Simulations to Train Distance Preservice Special Education Teachers to Conduct Individualized Education Program Team Meetings." DigitalCommons@USU, 2011. https://digitalcommons.usu.edu/etd/1028.
Full textPhatudi, Nkidi Caroline. "Assessing learner needs for student academic support and development in the Early Childhood Education Department of the South African College for Teacher Education (SACTE)." Thesis, Stellenbosch : Stellenbosch University, 2001. http://hdl.handle.net/10019.1/52138.
Full textENGLISH ABSTRACT: SACTE is a distance education provider for practising educators in the Republic of South Africa. As a distance education provider, SACTE has to rely on teaching and learning media other than the tutor for providing service to its students. Study manuals are the main means of subject delivery the college employs. The college, however, cannot always reach its students through the media used, which in this instance is the study manual. This conclusion was reached after numerous telephone calls and letters from students requiring urgent assistance in connection with their studies. The researcher therefore felt that a need existed to find out the type of problems students encountered that prevented them from optimal performance as students and as teachers. The purpose of this study was to determine learner needs in the department of Early Childhood Education, and how they can be dealt with to improve the academic performance and the classroom practice of its students. The premise the researcher worked from, was that students of SACTE experience learning problems, thus they are unable to attain good academic performance, and this affects their classroom practice. A research survey was carried out to determine the type and the nature of problems that existed amongst the students. Two questionnaires were sent out to the ECE students and the academic staff. The following key questions were posed in the questionnaire for students: • What type of educational background do students have? • How long have students been registered with SACTE? • To what extent do they benefit from a tutor system if they have access to it? • To what extent are the study manuals 'accessible' to them? • If study manuals are not accessible, what are the problems and what suggestions do students have to eradicate those problems? • What type of intervention would they like to have from SACTE? The aim in asking these questions was to probe the root problem which might exist, to analyse the responses and to make appropriate conclusions and recommendations based on the data gathered. The questionnaire for the ECE academic staff was based on the following aspects: • The academic staffs experience in teaching teachers; • The academic staff's experience in distance education; • What the academic staff regard as problems inhibiting students from effective learning; • Suggestions and recommendations on how to deal with the problems identified. The questionnaire for students was sent out by mail with a self-addressed envelope included for the return mail. It took almost two months before the responses reached the sender. Almost 70% of the responses reached the sender. Data analysis was done by the Statkon Service of Rand Afrikaans University. The conclusions reached from the data analysis were divided into the following categories: Social background of students: Students do not have study rooms, thus they use dining-rooms and bedrooms as study places. An average household has more than ten members. This type of a situation does not promote effective learning. Educational background of students: Almost 90% of the respondents studied in the former Department of Education and Training (DET). Their highest qualification is M+2 (matric plus two years of professional training), which implies that 56,3% of teachers are not fully qualified to be teaching, as the minimum requirement is M+3. Experience of students at SACTE: Students expressed their desire for the upgrading of the total learning environment in order to enhance learning and classroom practice. Students wanted contact sessions with tutors as they felt that they do not benefit much by studying on their own without external assistance Recommendations made on these conclusions were the following: SACTE must establish Regional Learning Centers (RLC) to alleviate the students' problem of studying in overcrowded homes. RLCs, besides being places to study at, would also serve the purpose of being resource centres as well as discussion places where study support groups can meet. Study manuals should be written with the needs of the learner in mind. The language of the study manual, examples given and the context in which they are written, should reflect the learner and not the lecturer. The 'distance' between the student and the lecturer, that is created by the physical distance, can be narrowed by introducing interactive media. Based on the survey findings, it can be concluded that there is a need to establish student support measures at SACTE that would provide for students by answering to their needs as learners and educators.
AFRIKAANSE OPSOMMING: SAGTE is 'n afstandsonderrigvoorsiener vir praktiserende opvoeders regoor die RSA. As 'n afstandsonderrigvoorsiener moet SAGTE, behalwe vir tutors, ook staatmaak op onderrig- en leermedia vir diensverskaffing aan sy studente. Studiehandleidings is die hoofwyse waardeur vakinhoud oorgedra word. Die kollege kan egter nie altyd studente deur middel van studiehandleidings bereik nie. Hierdie gevolgtrekking is bereik na vele· oproepe en briewe van studente wat dringende hulp ten opsigte van hulle studies benodig het. Die navorser het dus gevoel dat 'n behoefte bestaan vas te stel watter soort probleme wat studente ervaar, verhoed dat hulle optimaal kan presteer as studente en onderwysers. Die doel van hierdie studie was om leerderbehoeftes in die Aanvangsonderrigdepartement te bepaal en om vas te stel hoe die akademiese prestasie en klaskamerpraktyk van sy studente verbeter kan word. Die navorser se aanname was dat SAGTE-studente leerprobleme ervaar, wat veroorsaak dat hulle nie goed op akademiese gebied presteer nie, wat dan hulle klaskamerpraktyk beïnvloed. 'n Opnamenavorsing is uitgevoer om die tipe en aard van die probleme wat tussen studente bestaan, vas te stel. Twee vraelyste is uitgestuur, naamlik een vir Aanvangsonderwysstudente en een vir akademiese personeel. Die volgende sleutelvrae is in die vraelys vir studente gevra: • Watter tipe onderwysagtergrond het studente? • Hoe lank is hulle al by SAGTE geregistreer? • Tot watter mate trek hulle voordeel ~it die tutorstelsel, as hulle toegang daartoe het? • Tot watter mate is die studiemateriaal 'toeganklik' vir hulle? • Indien nie, wat is die probleme wat hulle ervaar en watter voorstelle het hulle om die probleme op te los? • Watter tipe ingryping wil hulle graag van SACTE hê? Die doel van hierdie vrae was om die wortel van die probleem te ontbloot, om die response te ontleed en toepaslike gevolgtrekkings en aanbevelings, gebaseer op die data wat ingesamel is, te maak. Die vraelys vir die Aanvangsonderrigdosente is op die volgende aspekte gebaseer: • Die akademiese personeel se ervaring in die onderrig van onderwysers; • Die akademiese personeel se ervaring in afstandsonderrig; • Wat die akademiese personeel as probleme beskou wat keer dat studente effektief leer; • Voorstelle en aanbevelings oor hoe om die geïdentifiseerde probleme te hanteer. Die vraelys vir studente is, tesame met 'n geadresseerde koevert deur die pos uitgestuur. Dit het amper twee maande geneem voordat response terug ontvang is. Byna 70% van die vraelyste is terug ontvang. Data-analise is deur die Statkon-diens van die Randse Afrikaanse Universiteit gedoen. Die gevolgtrekkings uit die data-analise is in die volgende kategorieë verdeel: Sosiale agtergrond van studente: Studente het nie studeerkamers nie, daarom gebruik hulle eetkamers en slaapkamers as studeerplekke. 'n Gemiddelde huishouding het meer as tien lede. Hierdie tipe situasie moedig nie effektiewe leer aan nie. Opvoedkundige agtergrond van studente: Byna 90% van die respondente is deur die voormalige Departement van Onderwys en Opleiding opgelei. Behalwe hiervoor, is hulle hoogste kwalifikasie M+2 (matriek plus twee jaar professionele opleiding), wat impliseer dat 56,3% van die onderwysers nie ten volle opgelei is om onderwys te gee nie, aangesien die minimum-vereiste M+3 is. Ervaring van SACTE-studente: Studente het die begeerte uitgespreek om die totale leeromgewing te verbeter om sodoende leer en klaskamerpraktyk te verbeter. Studente wil kontaksessies met tutors hê, aangesien hulle voel dat hulle nie voordeel trek uit selfstudie sonder eksterne bystand nie. Aanbevelings wat uit hierdie gevolgtrekkings gemaak is, is die volgende: SACTE moet Streekstudiesentrums (SSSe) vestig om die probleem van studeer in oorvol huise, te verbeter. SSSe kan as studeerplekke en hulpbronsentrums dien, sowel as 'n plek waar studie-ondersteuningsgroepe bymekaar kan kom vir besprekings. Wanner studiehandleidings geskryf word, moet die behoeftes van die leerder voorrang geniet. Die taal in die studiehandleiding, sowel as die voorbeelde en die konteks waarin dit geskryf is, moet die leerder en nie die dosent nie, weerspieël. Die 'afstand' tussen die student en dosent, wat deur fisiese afstand geskep word, kan deur middel van die bekendstelling van interaktiewe media verminder word. Gebaseer op die bevindings, kan daar afgelei word dat daar 'n behoefte bestaan om studente-ondersteuningsmaatreëls by SACTE te vestig wat in die behoeftes van studente, as beide leerders en onderwysers, sal voorsien.
Colt, Diana Lynn. "Cognitive presence among mathematics teachers an analysis of tasks and discussions in an asynchronous online graduate course /." Thesis, Montana State University, 2008. http://etd.lib.montana.edu/etd/2008/colt/ColtD0508.pdf.
Full textMaake, Matsobane Joshua. "Using interactive television in the in-service education and training of guidance teachers." Thesis, University of Pretoria, 2000. http://hdl.handle.net/2263/26234.
Full textThesis (PhD (Educational Guidance and Counselling))--University of Pretoria, 2007.
Educational Psychology
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Barrentine, Scott Davis. "Analyzing the Online Environment| How Are More Effective Teachers Spending Their Time?" Thesis, Portland State University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10606359.
Full textTeaching at an online school is so different from classroom teaching that traditional training includes few of the skills necessary to be a successful online teacher. New teachers to an online environment face a steep learning curve in how they’ll use the instructional technology, prioritize their time, and establish relationships with their students. The literature has advice for these teachers about effective online practices, but there has been little research to establish which strategies are most effective in motivating students. This pre-experimental study, conducted at an online 6th-12th grade hybrid school, investigated the practices used more often by the most effective teachers. Teacher effectiveness was measured by the number of assignments their students had not completed on time. Recognizing that the effectiveness of different practices will vary from student to student, the research analysis included two covariates, measured by surveys: the academic identity and motivational resilience of the students, and the students’ self-reported preferences for motivational strategies. More effective teachers were found to make videos more frequently, both of the teacher for motivational purposes and recorded by the teacher to help students move through the curriculum. Quick grading turnaround and updating a blog were also more common with all effective teachers. Distinct differences between middle and high school students came out during data analysis, which then became a major point of study: according to the data, more effective middle school teachers emphasized individual contact with students, but the less effective high school teachers spent more time on individualized contact. The surveys used in this study could be modified and implemented at any online school to help teachers discover and then prioritize the most effective strategies for keeping students engaged.
Ukpo, Eugenia Onwu. "Learner support in distance education : a mixed method evaluation of the National Teachers' Institute (NTI) Nigeria student support system." Thesis, University of Bristol, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.419382.
Full text