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

, CUNY, BMCC (City University of New York, Borough of Manhattan Community College), 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

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.

Citation

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.

Keywords


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