Comparing Communication Patterns within a Hybrid Professional Development Mathematics Course for Elementary Teachers
Purchase or Subscription required for access
Purchase individual articles and papers
Receive full-text access to individual articles for $9.95 USD each.
Use PayPal button to purchase PDF copy of paper (5 pages)
Subscribe for faster access!
Subscribe and receive access to 100,000+ documents, for only $19/month (or $150/year).
Already have access?
Individual Subscription
If you have an individual subscription, sign in here for access
Institutional Subscription
You don't appear to be accessing the site through a subscribing institution (your IP address is 3.22.27.243).
If your university, college, or library subscribes to LearnTechLib, you may be able access full text articles through a login page.
You can search for your instition by name or by location.
Authors
Society for Information Technology & Teacher Education International Conference, Mar 03, 2008 in Las Vegas, Nevada, USA ISBN 978-1-880094-64-8
Abstract
Although online and hybrid models for instruction are gaining popularity in college courses, they are still very rarely seen in professional development programs for practicing teachers. The aim of this research is to evaluate the degree to which value was added to one in-person mathematics course that included an online component to replace half of the in-person meeting times. Surveys were conducted to analyze the teachers' views of (1) the asynchronous discussions and (2) the use of interactive applets. In addition, the researchers conducted field observations to compare the participants' communication patterns in the two different settings. Results indicate that many of the participants who were most reticent during in-person class meetings were the first and most enthusiastic participants in online activities. These results indicate that hybrid courses may enable more equitable access to professional development opportunities for a variety of teachers.
Citation
Bowers, J.B. & Yang, D. (2008). Comparing Communication Patterns within a Hybrid Professional Development Mathematics Course for Elementary Teachers. In K. McFerrin, R. Weber, R. Carlsen & D. Willis (Eds.), Proceedings of SITE 2008--Society for Information Technology & Teacher Education International Conference (pp. 4407-4412). Las Vegas, Nevada, USA: Association for the Advancement of Computing in Education (AACE). Retrieved August 12, 2024 from https://www.learntechlib.org/p/27952.
© 2008 AACE