Comparing Communication Patterns within a Hybrid Professional Development Mathematics Course for Elementary Teachers
PROCEEDINGS
Janet Bowers Bowers, David Yang, San Diego State University, United States
Society for Information Technology & Teacher Education International Conference, in Las Vegas, Nevada, USA ISBN 978-1-880094-64-8 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA
Abstract
Although online and hybrid models for instruction are gaining popularity in college courses, they are still very rarely seen in professional development programs for practicing teachers. The aim of this research is to evaluate the degree to which value was added to one in-person mathematics course that included an online component to replace half of the in-person meeting times. Surveys were conducted to analyze the teachers' views of (1) the asynchronous discussions and (2) the use of interactive applets. In addition, the researchers conducted field observations to compare the participants' communication patterns in the two different settings. Results indicate that many of the participants who were most reticent during in-person class meetings were the first and most enthusiastic participants in online activities. These results indicate that hybrid courses may enable more equitable access to professional development opportunities for a variety of teachers.
Citation
Bowers, J.B. & Yang, D. (2008). Comparing Communication Patterns within a Hybrid Professional Development Mathematics Course for Elementary Teachers. In K. McFerrin, R. Weber, R. Carlsen & D. Willis (Eds.), Proceedings of SITE 2008--Society for Information Technology & Teacher Education International Conference (pp. 4407-4412). Las Vegas, Nevada, USA: Association for the Advancement of Computing in Education (AACE). Retrieved March 18, 2024 from https://www.learntechlib.org/primary/p/27952/.
Keywords
References
View References & Citations Map- Church, A., & Reeve, F. (2006) A Comparison of Hybrid and Online Instruction in Two School Library Media Graduate Courses: A Preliminary Study
- Eason, R. (2004). Retrieved July 15, 2007, from Paintbrush of discovery: Using java applets to enhance mathematics education Website: http://findarticles.com/p/articles/mi_qa3997/is_200403/ai_n9370098/print Harley, D., Maher, M., Henke, J., & Lawrence, S. (2003). An Analysis of Technology Enhancements in a Large Lecture Course. EDUCAUSE Quarterly 26(3): 26-33. Available at http://www.educause.edu/ir/library/pdf/eqm0335.pdf.
- Johnson, D.W. & Johnson, R.T. (2004). Cooperation and the use of technology. In D. Johanssen. (Ed.), Handbook of Research on Educational Communications and Technology, Second Edition. (pp. 785-811). Mahwah, NJ:
- Palloff, R., & Pratt, K. (2001). Lessons from the cyberspace classroom: the realities of online teaching. San Francisco: Jossey-Bass.
- Roach, V, & Lemasters, L (2006). Satisfaction with Online Learning: A Comparative Descriptive Study. Journal of Interactive Online Learning. 5(3), 317-332.
- Smith, G.G., & Kurthen, H. (2007). Front-stage and back-stage in hybrid e-learning face-to-face courses. International Journal of E-Learning. 6(3), 455-474.
- Terry, N. (2007).Assessing instruction modes for masters of business administration courses. Journal of Education for Business. March/April, 220-225.
- Vess, D.L. (2005). Asynchronous discussion and communication patterns in online and hybrid history courses. Community Education. 54(4), 355-364.
- Zhou, G., Brouwer, W., Nocente, N. & Martin, B. (2005). Enhancing Conceptual Learning Through ComputerBased Applets: The Effectiveness and Implications. Journal of Interactive Learning Research. 16 (1), pp. 31-49.
These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.
Suggest Corrections to References