Do Face-to-Face Meetings Add to Elementary Mathematics Preservice Teachers' Online Learning?

• In Event: Attending to Design Issues in Online Courses

Abstract

This study examined whether meeting face-to-face added to pre-service specialized content knowledge of 4 problem types, conceptual explanation and teaching of the 4 problem types. There were two conditions in this study. In one condition, the pre-service teachers met face-to-face weekly, and in the other condition, the pre-service teachers did not meet face-to-face, but they met every 2 weeks online. All pre-service teachers had equal access to online learning materials and online learning activities. Results indicated that the pre-service teachers in both sections made similar progress in their knowledge and teaching after learning in the course. There was a significant relationship between the conceptual explanation and the teaching of the word problem types in the online section only.

Authors

• Xiaofang Zeng, Texas Tech University

• Raymond Flores, Texas Tech University

• Jian Wang, Texas Tech University