Online Professional Development for Online Educators: Does it Change Teaching Practice?

Susan Crichton; Elizabeth Childs

Society for Information Technology & Teacher Education International Conference 2003 (2003) pp. 1681–1684

This paper is intended to promote understanding about effective online professional development interventions that work to build the capacity of teachers as online educators, as well as examine the potential impact that online professional...

Topics: Professional Development, Virtual Environments

The Impact of Online Professional Development on Teaching Practice: Research Summary and Final Results

Elizabeth Childs; Susan Crichton

World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2004 (2004) pp. 256–263

This research investigates one online professional development program for K-12 teachers to determine if it impacted teaching practice. It reports on the findings of the five phased research agenda. This research employed the traditions of...

Topics: Professional Development, Culture, Change

The impact of online professional development on teaching practice: A case study

Elizabeth A. Childs

The impact of online professional@development on teaching @?practice: A case study (2004) pp. 1–245

This research investigates one online professional development program for K–12 teachers to determine if it impacted teaching practice. To do so, it employed the traditions of ethnography (Patton, 1990), case study research (Merriam, 1998) and frame ...

Research Results from BC’s Connected Learner’s Technology Projects

Elizabeth Childs; Lara Jongedijk

International Review of Research in Open and Distance Learning Vol. 8, No. 3 (Dec 05, 2007)

Online Professional Development for Online Educators: Does it Change Teaching Practice?

Elizabeth Childs; Susan Crichton

World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2003 (2003) pp. 178–181

This paper is intended to promote understanding about effective online professional development interventions used to build the capacity of teachers as online educators, as well as examine the potential impact that online professional development...

Topics: Professional Development

Team and community building online: Using technology to enhance the student experience

Jo Axe; Elizabeth Childs; BJ Eib

EdMedia + Innovate Learning 2016 (Jun 28, 2016) pp. 674–679

With the ongoing move toward blended and team-based learning in post secondary education, there is a need for greater understanding of how to support virtual teams in their work and as they build learning communities online. This paper outlines a...

Topics: cooperative/collaborative learning, Teaching/Learning Strategies

Learning outcomes and program mapping: Tools for transparent assessment

Jo Axe; Elizabeth Childs; Sophia Palahicky

EdMedia + Innovate Learning 2018 (Jun 25, 2018) pp. 365–369

Program mapping (PM) provides a method to examine curriculum alignment, the assessment of learning outcomes, and to determine if program goals are aligned to learning activities and assessments. At a higher education institution in Western Canada,...

Topics: Best practices in assessment

Self-assessment of online participation: Using a reflective approach to enhancing student experience

Jo Axe; Elizabeth Childs; Lois Fearon

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2017 (Oct 17, 2017) pp. 102–107

The use of online technology in education continues to grow (Canadian Virtual University, 2012; Kanuka, 2008; White, Warren, Faughnan, & Manton, 2010) and student engagement is critical to their successful achievement of educational goals It is...

Topics: Evaluation, Content Development, Implementation Examples & Issues

Exploring social immediacy/intimacy in fully online learning communities through synchronous tools.

Roland vanOostveen; Elizabeth Childs; Julianne Gerbrandt; Kamal Awwadah

EdMedia + Innovate Learning 2018 (Jun 25, 2018) pp. 2138–2141

Facial expressions and body language lie at the heart of the way we convey the emotional content of our interactions. The degree to which these aspects are negated in online learning environments is currently a point of debate in the field. In Fully ...

Topics: collaborative learning, online learning environments

Are you ready? Assessing Digital Competencies for Online Learning via the General Technology Confidence and Use (GTCU) Instrument

Maurice DiGiuseppe; Roland vanOostveen; Elizabeth Childs; Todd Blayone; Wendy Barber

EdMedia: World Conference on Educational Media and Technology 2017 (Jun 20, 2017) pp. 221–226

This brief paper reports on one part of a case study of a fully online course conducted in the Faculty of Education of a mid-sized university in the province of Ontario, Canada. This course—part of the faculty’s Bachelor of Arts in Educational...

Topics: cooperative/collaborative learning, Usability/User Studies

Integration of PBL Methodologies into Online Learning Courses and Programs

Roland van Oostveen; Elizabeth Childs; Kathleen Flynn; Jessica Clarkson

International Conference e-Learning 2014. Multi Conference on Computer Science and Information Systems (July 2014)

Problem-based learning (PBL) challenges traditional views of teaching and learning as the learner determines, to a large extent with support from a skilled facilitator, what topics will be explored, to what depth and which processes will be used....

Exploring cross-cultural digital competencies: Building the Global Educational Learning Observatory, GELO

Roland van Oostveen; Maurice DiGiuseppe; Wendy Barber; Todd Blayone; Elizabeth Childs

EdMedia + Innovate Learning 2018 (Jun 25, 2018) pp. 357–364

This paper presents the Global Education Learning Observatory, GELO, offered as an international platform which can be used to (i) measure digital competencies for individuals or groups in formal educational institutions and informal settings; (ii)...

Topics: Assessment practices in cross-cultural and international research, Data Analytics

Co-creation of the Digital Space: Examining the use of web-based tools in Fully Online Learning Community (FOLC) environments

Shannon Webb; Roland van Oostveen; Wendy Barber; Jennifer Percival; Elizabeth Childs

EdMedia + Innovate Learning 2019 (Jun 24, 2019) pp. 1255–1260

In order to participate in the co-creation of the digital space inherent in Fully Online Learning Community (FOLC) environments (vanOostveen, et al., 2016), learners must develop familiarity with the types of web-based tools that are available, and...

Topics: collaborative learning, Learning Communities, Case, Scenario, Problem, Project -based learning

New conceptions for digital technology sandboxes: Developing a Fully Online Learning Communities (FOLC) model

Roland van Oostveen; Maurice DiGiuseppe; Wendy Barber; Todd Blayone; Elizabeth Childs

EdMedia + Innovate Learning 2016 (Jun 28, 2016) pp. 665–673

This paper presents the Fully Online Learning Community, FOLC, model, offered as a transitional model for institutions addressing the challenges faced by higher education in terms of developing best practices in pedagogy and the implementation of...

Topics: Constructivist Perspectives, Design Principles, Virtual Universities