ERIC Number: ED446761
Record Type: Non-Journal
Publication Date: 2000
Reference Count: N/A
Self-Pacing Online Technology Approach: The Preservice Teacher Course.
This paper describes an online technology course at Middle Tennessee State University that meets the needs of many preservice teachers and models techniques that can be applied in their K-12 classrooms. The first section describes the self-pacing online technology approach, including the following components of the online model: World Wide Web-based materials; criterion-based assessment system; reflective feedback; pacing; peer sharing and conferencing; and alternate computer stations. Performance and effects of self-pacing are discussed in the second section, including recorded reflections of online self-pacing student actions and anxiety level with regard to difficulty in asking questions and increase in student confidence. The third section summarizes positive and negative aspects of the online classes related to previous computer experience, lack of self motivation, whether the student is actually doing the work, what the online student misses, the need for a chat room or buddy system, and meeting student needs. (MES)
Descriptors: Anxiety, Computer Uses in Education, Educational Technology, Higher Education, Individualized Instruction, Instructional Design, Learner Controlled Instruction, Online Courses, Pacing, Preservice Teacher Education, World Wide Web
For full text: http://www.mtsu.edu/~itconf/proceed00/sanders.html.
Publication Type: Reports - Descriptive; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A