New Horizons in Distance Education: Re-mapping the Pedagogical Terrain
Jeannine Hirtle, Robin McGrew-Zoubi, Sam Houston State University, United States ; Christopher Scofield, St. Martin's University, United States
Society for Information Technology & Teacher Education International Conference, ISBN 978-1-880094-37-2 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
This paper presents a case study of an online block of four courses leading to certification of secondary teachers who are presently teaching in middle and secondary schools on an emergency certificate. The courses were taken by sixteen post-baccalaureate students over fall semester 1998 and spring semester 1999. The primary goal of this project was to answer the question, can distance education courses actually be aligned to pedagogical practices which serve the needs of a rapidly-evolving, technology-assisted, information-driven society? Data was gathered from students and professors, as well as ExCET test (state licensure exam) results. The outcomes of the case study supported the belief that online courses could be interactive and problem-solving in nature, making use of the student's teaching placement. Consideration of current issues in teacher preparation and that access to a laboratory for real time assignments supported the success of the students in their work environment and on their required exam for certification.
Hirtle, J., McGrew-Zoubi, R. & Scofield, C. (2000). New Horizons in Distance Education: Re-mapping the Pedagogical Terrain. In D. Willis, J. Price & J. Willis (Eds.), Proceedings of SITE 2000--Society for Information Technology & Teacher Education International Conference (pp. 210-215). Chesapeake, VA: Association for the Advancement of Computing in Education (AACE).
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Gyeong Mi Heo, McGill University, Canada
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2002 (2002) pp. 1594–1597
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