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Determining Readiness for Online Graduate Programs in Classroom Technology: The Efficacy of Implementing the Wayfind Teacher Assessment
PROCEEDINGS

, , Bowling Green State University, United States

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Honolulu, Hawaii, USA ISBN 978-1-880094-90-7 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA

Abstract

Determining student readiness for graduate education is challenging, and becomes more problematic when the graduate degree sought is delivered completely in an online format. Program directors and graduate admissions staff struggle to vet potential students appropriately, using traditional means (GRE scores, letters of recommendation, undergraduate GPA), as well as more innovative techniques (interviews, surveys). Accepting students into fully online graduate programs assumes an ethical obligation of the institution of higher education to expect that accepted students demonstrate abilities to complete the degree. Thus, recruitment methods should support retention in e-learning environments. This study describes how an online degree program in Classroom Technology has utilized an online indicator (Wayfind Teacher Assessment) tied to the National Education Standards for Technology for Teachers (NETS-T) as a determiner for admission and ultimate success in graduate study.

Citation

Banister, S. & Reinhart, R. (2011). Determining Readiness for Online Graduate Programs in Classroom Technology: The Efficacy of Implementing the Wayfind Teacher Assessment. In C. Ho & M. Lin (Eds.), Proceedings of E-Learn 2011--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 551-556). Honolulu, Hawaii, USA: Association for the Advancement of Computing in Education (AACE). Retrieved November 27, 2022 from .

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