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Going Virtual! 2010: The Status of Professional Development and Unique Needs of K12 Online Teachers, presented at Virtual School Symposium, Nov. 2010, Glendale, AZ

Going Virtual! 2010: The Status of Professional Development and Unique Needs of K12 Online Teachers, presented at Virtual School Symposium, Nov. 2010, Glendale, AZ

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  • Additionally, it was found that respondents who have previous online teaching experience can be expected to spend more hours per week online and offline - indicating a higher engagement level.
  • Classification of survey questions and online engagement behaviors based on similarity of participants’ responses.

Going virtual 2010 final Going virtual 2010 final Presentation Transcript

  • Introductions
  • Going Virtual! 2010The Status of Professional Development and Unique Needs of K-12 Online Teachers
    Lisa Dawley, Ph.D.
    Professor and Chair
    Kerry Rice, Ed.D.
    Assistant Professor and Associate Chair
    http://ow.ly/3aHwu
  • Going Virtual! Research Series
  • Poll
  • Going Virtual! Research Series
    Descriptive
    Evaluative
  • Demographics
    Teachers highly experienced
    99% credentialed
    60% Master’s degree+
    12% of new online teachers have never taught f-2-f
    Boundaries are blurring
  • PD in Online Instruction
    25% of brand new online teachers received no training
    Most common type:
    ongoing training (81%)
    workshops (77%)
    Who provides?
    workplace (94%)
    university (30%)
    University training
    43% of teachers with6+ years experience
    12% of brand new teachers
  • Preferred PD
    #1 Fully online facilitated (53%)
    #2 Workshops (49%)
    Grad courses appeal to teachers with 0-10 years experience (30-39%)
    Grad courses least appeal to teachers with 10+ years experience (56%).
  • Personal Learning Networks
    #1 Facebook for personal learning (n=29)
    52% received training in use of social networks for PD
    25% want additional training in the use of social networks to support personal learning
  • Favorite learning network?
  • Comments?
  • Topics Covered in PD
    Highest rated, current:
    93% LMS training
    90% Communication technologies
    86% field of online teaching
    Highest rated, needed:
    Foundations: Psychology of online learning, 44%
    Facilitation: Meeting needs of students with disabilities, 64%
    Design: Design tools, 40%
    Design: Instructional design, 43%
  • Foundations
  • Facilitation Strategies
  • TechnologyTools
  • Online Design
  • Etiquette, Behavior & Assessment
  • Comments on training topics?
  • Training Needs
    Brand new online teachers
    Working with students with disabilities in the online classroom (57%)
    Managing groups and online collaboration (52%)
    Instructional design of online learning (53%)
  • Training Needs
    1-5 Years Online Teaching Experience
    The area of design, including instructional design principles (46%)
    Design tools (41%)
    Design of syllabi (38%)
  • Training Needs
    6+ Years of Online Teaching Experience
    Psychology of online learning (41%)
    Promoting student autonomy (35%)
    Student readiness (34%)
  • Research Issues
    Perceived researcher conflict of interest – scoping out market opportunities
    “This survey was annoying--long, unnecessarily vague, complicated and obviously self-serving.”
    Online teachers are tired of being surveyed?
    Using data mining to support effectiveness measures
  • Program Evaluation
  • Pass Rate Predictive Model
    Decision Tree Analysis
    Improved grades (from 88% to 92%) when participants’ logged into LMS more than 10 times over six weeks. The average is further improved to 98% when frequency of logins increased to 17 times.
  • Engagement
    • Clustering
    • More time spent online = more time spent offline.
    • Previous online teaching experience = more hours spent both online and offline.
  • TeacherStream
  • Comments?