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A comparison of different teaching models in a blended graduate teacher preparation program
PROCEEDING

, Miami University, United States

Society for Information Technology & Teacher Education International Conference, in Washington, D.C., United States ISBN 978-1-939797-32-2 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

The goal of this on-going program evaluation is to provide a framework for continuous improvement of student experience throughout the blended program leading to licensure and a Master of Education degree In this evaluation study, the Community of Inquiry model (Garrison, Anderson, & Archer, 2000) is used as the framework to evaluate the impact of aspects of a different instructional models on the measures of Social, Cognitive, and Teaching Presence During a two-year evaluation period that concluded in July, 2017, data have been collected that includes the Community of Inquiry survey (Arbaugh et al, 2008) as well as data regarding various course characteristics such as teacher/student ratio This data was used to understand the impact of different variations in the instructional model for program courses on student experience and engagement

Citation

Abbitt, J. (2018). A comparison of different teaching models in a blended graduate teacher preparation program. In E. Langran & J. Borup (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 81-86). Washington, D.C., United States: Association for the Advancement of Computing in Education (AACE). Retrieved October 22, 2019 from .

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