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Perceptions of Online Learning Spaces and their Incorporation in Mathematics Teacher Education
ARTICLE

, State University of New York at Buffalo, United States ; , Niagara County Community College, United States ; , , State University of New York at Buffalo, United States

CITE Journal Volume 15, Number 3, ISSN 1528-5804 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA

Abstract

While digital environments can offer convenient, viable options for preservice and inservice teachers to engage in or continue their studies, little is known about teachers' experiences with and perceptions of various existing online learning spaces. This paper describes an initial investigation using data from a group of preservice and in-service mathematics teachers who interacted by posting their reflections regarding online learning spaces to an asynchronous, electronic discussion board. Inductive qualitative techniques were incorporated to determine which online learning spaces study participants had experienced as well as their perceptions of each. Results are reported in light of possible implications for teacher education, including specific suggestions for additional study of online learning spaces.

Citation

Moore-Russo, D., Wilsey, J., Grabowski, J. & Bampton, T.M. (2015). Perceptions of Online Learning Spaces and their Incorporation in Mathematics Teacher Education. Contemporary Issues in Technology and Teacher Education, 15(3), 283-317. Waynesville, NC USA: Society for Information Technology & Teacher Education. Retrieved July 23, 2021 from .

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  • Gamification in Online Education: How and Why?

    Jeremiah Grabowski, Anne Reed, Deborah Moore-Russo & Andrew Wiss, University at Buffalo, United States

    Society for Information Technology & Teacher Education International Conference 2016 (Mar 21, 2016) pp. 254–259

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