The New Frontier: A Case Study in Applying Instructional Design for Distance Teacher Education
Joy Egbert, Washington State University, United States ; Michael Thomas, Indiana University, United States
Journal of Technology and Teacher Education Volume 9, Number 3, ISSN 1059-7069 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA
Like a scene from a Wild West land grab, would-be pioneers in the wilderness of online learning are surging forward with thoughts awash with optimism, trepidation, and a profound sense of staking a claim in this new educational environment. Even for those who live and breathe this new medium, there have been a myriad of successes, failures, and truly baffling experiences. However, it is becoming clear that the educational landscape has forever changed and whatever direction this online revolution takes, it is clear that it will, in some way, affect the way all of us live and learn. The area of teacher education is one part of this wilderness that is only beginning to show signs of some settlement. As online environments become populated with "cyber homesteaders"-teacher educators developing and teaching online courses-there is a sense of groping for guidelines, models, or at best, lists of best practices, for the design and delivery of online instruction. Although teacher educators are some of the most innovative and enthusiastic pioneers in the online learning arena, many are rolling off courses from an assembly line of boundless enthusiasm. However, few are familiar with techniques and models for the design and development of instruction. As the new scenario of the online classroom emerges, it will become necessary for teacher educators to become familiar with these principles to enhance their design of computer assisted learning environments and systems. This article supports Nunan's (1999) call for "new forms of program delivery to be described and analyzed" (p. 52) by focusing on the development of a web-based teacher education methods course for teachers of language minority learners. It examines what challenges and difficulties teacher educators and other course developers face in the design and delivery of distance education and how some of the problems might be overcome through use of an instructional design process. The purpose is to show how the instructional design process can assist in developing a web-based distance teacher education course that suits the needs of participants while addressing the concerns of researchers and teacher educators.
Egbert, J. & Thomas, M. (2001). The New Frontier: A Case Study in Applying Instructional Design for Distance Teacher Education. Journal of Technology and Teacher Education, 9(3), 391-405. Norfolk, VA: Society for Information Technology & Teacher Education.
© 2001 Society for Information Technology & Teacher Education
Cited ByView References & Citations Map
Alex Koohang, Liz Riley & Terry Smith, Macon State College, United States; Jeanne Schreurs, Hasselt University, Belgium
Interdisciplinary Journal of E-Learning and Learning Objects Vol. 5, No. 1 (Jan 01, 2009) pp. 91–109
Alex Koohang, Kevin Floyd & Cody Stewart, Macon State College, United States
Interdisciplinary Journal of E-Learning and Learning Objects Vol. 7, No. 1 (Jan 01, 2011) pp. 111–123
Michael Thomas & Kui Xie, University of Oklahoma, United States
Society for Information Technology & Teacher Education International Conference 2005 (2005) pp. 1632–1634
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