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Fostering a Community of Learners in an Online Master’s Program Directed Toward K-12 Teachers in Integrating Technologies in Mathematics Education and Science Education
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, , Oregon State University, United States

Society for Information Technology & Teacher Education International Conference, in San Diego, CA, USA ISBN 978-1-880094-78-5 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

This qualitative descriptive study examines strategies for fostering a community of learners in an online Master’s program in mathematics education and science education. Multiple cases analyses describe in-service teachers’ work in the community of learners the process of their development of course assignments and projects. A cross case analysis distinguishes factors impacting cognitive, social, and teaching presences in the virtual community of learners. Specific contextual factors (e.g., extensive clarity in the assignment expectations, shift of learning management to the participants, and assess community interaction as well as the assignment content) contribute to higher levels of learning during the first year of the program. Results provide recommendations for online course environments in science and mathematics education for meeting the educational needs of teachers in geographically diverse and often rural locations as they learn to integrate technologies as learning tools.

Citation

Niess, M. & van Zee, E. (2010). Fostering a Community of Learners in an Online Master’s Program Directed Toward K-12 Teachers in Integrating Technologies in Mathematics Education and Science Education. In D. Gibson & B. Dodge (Eds.), Proceedings of SITE 2010--Society for Information Technology & Teacher Education International Conference (pp. 1781-1789). San Diego, CA, USA: Association for the Advancement of Computing in Education (AACE). Retrieved April 26, 2019 from .

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