Evaluating online solutions for experiential support of distance learning by teachers in China.
This paper describes and assesses the development of an online solution for the experiential support of distance learning by teachers. Three hundred and forty-eight randomly selected K-12 teachers participated in this pilot study using the online learning environment designed in this research. Teach...
| Publicado en: | Journal of Computer Assisted Learning Vol. 25; no. 2; pp. 114 - 126 |
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| Autores principales: | , , , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Apr2009
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=105344525&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 105344525 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Apr2009 vid: 25 iid: 2 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 105344525 105344525 2010457757 10.1111/j.1365-2729.2008.00291.x 105344525 ppf: 114 ppct: 12 formats: tig: atl: Evaluating online solutions for experiential support of distance learning by teachers in China. aug: au: Gu X Zhang B Lin X Song X affil: East China Normal University, Shanghai, China sug: subj: Education, Non-Traditional Faculty Attitudes Internet Staff Development Student Satisfaction Teachers Education Adult China Computer-Assisted Instruction Education, Continuing Faculty-Student Relations Funding Source Interviews Learning Methods Pilot Studies Professional Portfolios Questionnaires Random Sample Schools, Elementary Human Adult: 19-44 years ab: This paper describes and assesses the development of an online solution for the experiential support of distance learning by teachers. Three hundred and forty-eight randomly selected K-12 teachers participated in this pilot study using the online learning environment designed in this research. Teachers' products, surveys, and interviews were collected and analysed. Results showed that the teacher-learners could learn as well as in face-to-face learning in an earlier implementation of the course. The learning support system as designed fits teacher-learners' needs. They benefited from learning communities formed online as well as face-to-face. More support for online discussion and example cases are needed to support experiential learning. Suggestions are made to improve the design of the learning support system and the pedagogy for experiential teacher learning. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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