NotesFAQContact Us
Collection
Advanced
Search Tips
Back to results
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1110363
Record Type: Journal
Publication Date: 2016-Sep
Pages: 19
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0047-2395
Teachers' Perceptions of K-12 Online: Impacting the Design of a Graduate Course Curriculum
Barbour, Michael K.; Harrison, Kelly Unger
Journal of Educational Technology Systems, v45 n1 p74-92 Sep 2016
While K-12 online learning in the United States has increased exponentially, the ability of teacher education programs to adequately prepare teachers to design, deliver, and support has been deficient. A small number of universities have begun to address this deficit through the introduction of graduate certificates in online teaching. This article examines curricular changes focused on introducing in-service teachers to K-12 online learning. This design-based research study examined changes in teacher perceptions after having completed a systematic curriculum focused on K-12 online learning, as well as track revisions to that curriculum based on the data collected. The results indicate that even in a jurisdiction where online learning has become a graduation requirement, teachers often have many misconceptions about K-12 online learning. Further, planned exposure to K-12 online learning content can have significant impact on student understanding of and interest in the design, delivery, and support of K-12 online learning.
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education; Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Michigan