Teaching Online: Meeting the Challenge with Emerging Strategies for Effective Professional Development

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Rice, K. & Vakili-Hutchison, D. (2008). Teaching Online: Meeting the Challenge with Emerging Strategies for Effective Professional Development. In C. Bonk et al. (Eds.), Proceedings of World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2008 (p. 1198). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/29779.

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Conference Information

World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (ELEARN) 2008
Las Vegas, Nevada, USA
November 17, 2008
ISBN 1-880094-66-5
  Curtis J. Bonk, Mimi Miyoung Lee & Tom Reynolds
AACE

More Information on ELEARN
Table of Contents

Authors

Kerry Rice, Boise State University, United States; Donna Vakili-Hutchison, Idaho Digital Learning Academy, United States

Abstract

The growth of online courses, programs and schools, has resulted in increased demand for online teachers. Who are those teachers and how are they learning to teach online? What frameworks and expectations do online programs bring to preparing their faculties – and what rubrics do they use to evaluate? Hear findings from Boise State University’s major research project on the status of K-12 online professional development, and see how a state-led K-12 online program integrates emerging best practices into their innovative teacher training programs.

Also Read

• How a Blended Approach for Job-embedded Learning has led Teachers to Recognize and Reflect upon the Unique Intersections of Content, Technology, and Classroom Practice in the Advanced Broadband Enabled Learning (ABEL) Program.
• The Status of Professional Development for K-12 Online Teachers: Insights and Implications
• Lessons Learned from Offering a Technologically Mediated Job-Embedded Professional Learning Program to Teachers
• Virtual Schooling Standards and Best Practices for Teacher Education
• Transforming teacher practice through blended professional development: Lessons learned from three initiatives
• Perspectives on Blended Learning in Higher Education
• Strategic Blending: A Conceptual Framework to Improve Learning and Performance
• Can Learning to Use Moodle Alter Teachers’ Approaches to Teaching?
• Exploring Course Content in Moodle to Determine Learning Environment Efficacy over Face-to-Face Constraints
• Comparing Effectiveness of Traditional versus Blended Teaching Methods: Efforts to Meet the Demands of Students in a Blend 2.0

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