Identifying Effective Pedagogical Approaches for Online Learning: Exploring Educators’ Experiences in a Graduate-Level Course

• In Event: Framing Graduate Programs Toward Developing In-Service Teachers’ Technological Pedagogical Content Knowledge

Abstract

The purpose of this design-based research study was to explore preservice and practicing teacher’s experiences in an online course to better understand how course design and pedagogical delivery can best support student learning. More specifically, the study explored how the Cognitive Apprenticeship Model (CAM) was used to inform course design as the researchers investigated the following: 1) What methods of instruction, as described by the CAM, supported educators in learning how to use technology to support online communication and collaboration in their respective fields of study? How were these methods introduced and used? 2) What evidence exists to show that these methods of instruction had a positive impact on students’ changing knowledge, skills, and/or dispositions of technology integration?

Authors

• Erica C. Boling, Rutgers University

• Erica Michelle Holan, Rutgers University

• Brent Horbatt, Rutgers University

• Mary Hough, Rutgers University

• Jennifer Jean-Louis, Rutgers University

• Chesta Khurana, Rutgers University

• Hindi L. Krinsky, Rutgers University

• Christina Spiezio, Rutgers University