A study on an e-learning curriculum in teacher training education: considering a different strategy.
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Author
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, Oct 27, 2014 in New Orleans, LA, USA ISBN 978-1-939797-12-4
Abstract
This paper is an interim report of ongoing study that is being conducted on a Dutch graduate teacher training institute that implemented a renewed e-learning program. Accompanying research is expected to produce knowledge of student satisfaction, student experiences and student results. Findings indicate overall student opinions are (moderate) positive on learning materials and communication and feedback of instructors, compared to the moderation. Students experience ambiguous emotions studying the modules. Students’ results could not be obtained. Regarding student satisfaction and experiences, the used quantitative methods fall short of an explanation. Additionally, one-time qualitative research indicates differences between teachers and departments in their implementation of the new program. Therefore, the original research design needs a structural rethinking in order to expand our knowledge of e-learning with respect to graduate teacher training education.
Citation
de Vries, J. (2014). A study on an e-learning curriculum in teacher training education: considering a different strategy. In T. Bastiaens (Ed.), Proceedings of World Conference on E-Learning (pp. 469-475). New Orleans, LA, USA: Association for the Advancement of Computing in Education (AACE). Retrieved March 28, 2024 from https://www.learntechlib.org/p/148801.
© 2014 AACE