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Best Practices in Teaching and Learning Applied in Online Science Teacher Education: A Case Study
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, University of North Carolina, United States

Society for Information Technology & Teacher Education International Conference, in Phoenix, AZ, USA ISBN 978-1-880094-55-6 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

With the advent of affordable technology and increasing bandwidth, more and more higher-education institutions are implementing online educational opportunities. Often the transformation from face-to-face instruction to online instruction simply represents the repurposing of the instruction rather than a systematic course development that incorporates best online teaching and learning practices. Current learning theories and pedagogies are often overlooked in the interest of rapid implementation of an online course. This paper presents a case study of an online graduate level science education course, Try Science. It discusses the systematic curricular adaptations within Try Science that exemplify best practice online teaching and learning through inquiry-based science instruction and the incorporation of current learning theories frequently cited as the foundation of quality education.

Citation

Talvitie-Siple, J. (2005). Best Practices in Teaching and Learning Applied in Online Science Teacher Education: A Case Study. In C. Crawford, R. Carlsen, I. Gibson, K. McFerrin, J. Price, R. Weber & D. Willis (Eds.), Proceedings of SITE 2005--Society for Information Technology & Teacher Education International Conference (pp. 622-629). Phoenix, AZ, USA: Association for the Advancement of Computing in Education (AACE). Retrieved November 11, 2019 from .

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  • Thought is Born Through Words

    June Talvitie-Siple, Walden University, United States

    Society for Information Technology & Teacher Education International Conference 2006 (Mar 19, 2006) pp. 555–559

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