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A Journey Beyond: Tracking a Mathematics Teacher Educator’s Transition to an Online Instructor
PROCEEDINGS

, Department of Curriculum & Instruction, College of Education, University of Houston, United States

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Orlando, Florida, USA ISBN 978-1-880094-83-9 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA

Abstract

TThe online instructor is often faced with challenges beyond just adapting course content to the new technology but a major transformation from the traditional classroom environment which to a complex personal and pedagogical journey into the online learning environment. This study focuses on the transition of a mathematics teacher educator who has six years of face-to-face instruction of pre-service and practicing 4-12 mathematics teachers to the new role of an online instructor to a similar group. A qualitative approach was employed wherein data sources were analyzed in order to document the instructor’s personal dilemmas, content issues and technology challenges to identify the complexities of online course design and implementation. The data revealed themes relating to the instructor’s transition as well as roles she played being an online instructor which would help further understand the nuances of the process of becoming an online instructor.

Citation

Vyas, A. (2010). A Journey Beyond: Tracking a Mathematics Teacher Educator’s Transition to an Online Instructor. In J. Sanchez & K. Zhang (Eds.), Proceedings of E-Learn 2010--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 1257-1262). Orlando, Florida, USA: Association for the Advancement of Computing in Education (AACE). Retrieved November 28, 2022 from .

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