Journey to Connection: Impact of Transactional Distance, Structure, And Self-Directed Learning in an Online Preservice Teacher Education Course

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Mele Robinson, H. (2005). Journey to Connection: Impact of Transactional Distance, Structure, And Self-Directed Learning in an Online Preservice Teacher Education Course. In C. Crawford et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2005 (pp. 3992-3996). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/19788.

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Conference Information

Society for Information Technology & Teacher Education International Conference (SITE) 2005
Phoenix, AZ, USA
2005
ISBN 1-880094-55-X
  Caroline Crawford, Roger Carlsen, Ian Gibson, Karen McFerrin, Jerry Price, Roberta Weber & Dee Anna Willis
AACE

More Information on SITE
Table of Contents

Author

Helen Mele Robinson, CUNY, BMCC (City University of New York, Borough of Manhattan Community College), United States

Abstract

The current work-in-progress is analyzing the development and implementation of an online early childhood education course for preservice teachers. The instructor will utilize reflection to consider strategies that were effective and approaches that need to be revised. The format developed for this online education course offered a predictable learning environment in combination with promotion of students as autonomous and self-directed learners. The educational strategies utilized were intended to attempt to reduce the transactional distance for these early childhood education preservice teachers and increase retention. The result of the structure and support offered during the semester was a low student dropout rate and student's successful completion of the online education course.

Keywords

• Early Childhood Education
• Students
• Distance Education
• Educational Technology
• Preservice Teacher Education

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