Teachers’ Perceptions in the Development of Online K-12 Courses
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Society for Information Technology & Teacher Education International Conference (SITE) 2009
Charleston, SC, USA
March 2, 2009
Ian Gibson, Roberta Weber, Karen McFerrin, Roger Carlsen & Dee Anna Willis
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Table of Contents
The widespread use of the Internet has enriched the adoption of course management systems or learning management systems in educational settings. This study investigates K-12 teacher perceptions in the use of Blackboard and Moodle. Teacher interviews indicated a preference to the use of Moodle, although no significant statistical preference was obtained. The expense of license fee, technical support, eases of use or navigate, and prior experience were factors which influenced the decision of choosing Blackboard or Moodle as a school’s learning management tool. Data for the research was collected in a mixed methodology of quantitative and qualitative approaches.
Pan, S.C. (2009). Teachers’ Perceptions in the Development of Online K-12 Courses. In I. Gibson et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2009 (pp. 3096-3099). Chesapeake, VA: AACE. Retrieved December 4, 2013 from http://www.editlib.org/p/31120.
- Can Learning to Use Moodle Alter Teachers’ Approaches to Teaching?
- Effective Use of LMS: Pedagogy through the Technology
- Moodle: Using Learning Communities to Create an Open Source Course Management System
- Moodle in action: A case study
- Perspectives on Blended Learning in Higher Education
- Factors influencing Pre-Service teachers’ attitudes towards using a Moodle environment for teaching and learning.
- Measuring the Preservice Teachers’ Satisfaction with the use of Moodle Learning Management System during Online Educational Technology Course
- Student Evaluation of Faculty Use Of Technology and Its Implication For Technology Integration In Higher Education
- Integrating Moodle into a Course for Pre- and In-service Teachers
- Research Highlights in Technology and Teacher Education 2010
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