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Lessons Learned from Teaching in Hybrid Learning Environments for In-Service Mathematics Teachers
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, , University of Northern Colorado, United States ; , University of Wyoming, United States ; , , University of Northern Colorado, United States ; , WestEd, United States

Society for Information Technology & Teacher Education International Conference, in Nashville, Tennessee, USA ISBN 978-1-880094-84-6 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

This article presents middle and secondary in-service teachers’ attitudes towards participation in a graduate level probability and statistics course in a hybrid learning environment. Analysis of quantitative data from a survey administered to the teachers led to ranking participant responses and to recommendations for improving this hybrid environment. Additionally, the qualitative data drawn from the open-ended survey response items which were comprised of teacher generated suggestions to improve the hybrid learning environment are considered. In particular, recommendations for instructors, teaching assistants, course designers, and technology support personnel are put forth in accordance with the research findings from both types of data. The goal of these recommendations is to improve community building in this environment, the efficacy of technology in teaching and learning, and the structure of the hybrid learning environment.

Citation

Ku, H.Y., Akarasriworn, C., Rice, L., Glassmeyer, D., Mendoza, B. & Hauk, S. (2011). Lessons Learned from Teaching in Hybrid Learning Environments for In-Service Mathematics Teachers. In M. Koehler & P. Mishra (Eds.), Proceedings of SITE 2011--Society for Information Technology & Teacher Education International Conference (pp. 427-432). Nashville, Tennessee, USA: Association for the Advancement of Computing in Education (AACE). Retrieved August 20, 2019 from .

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