ERIC Number: ED563996
Record Type: Non-Journal
Publication Date: 2014
Reference Count: N/A
Reforming Teacher Education for Online Pedagogy Development
Scheg, Abigail G.
Online education is a long-term goal at most higher-education institutions in the United States, but very few faculty members have sufficient training or knowledge of online pedagogy. As a result, students are not receiving the highest quality education, and institutions are struggling with student retention and the improvement of their distance education programs. "Reforming Teacher Education for Online Pedagogy Development" creates the argument for more sufficient online teacher preparation in higher education. Geared towards all members of higher education including faculty, administrators, and educational affiliates (including accreditation bodies), this text also offers suggestions and methodologies for implementing and improving training programs for less-experienced institutions. Following a preface, this book contains the following chapters: (1) Introduction; (2) History of Distance Education; (3) Common Standards for Online Education Found in Accrediting Organizations; (4) Examining Guidebooks as an Online Pedagogy Resource; (5) Defining and Evaluating Online Pedagogy; (6) Identifying the Differences Between Online and F2F Teaching; (7) Understanding the Online Learner; (8) Identifying the Impact of Acquisition and Learning on Education; (9) Applying Acquisition and Learning to Online Teacher Training; (10) Developing a Teacher Training Program with Acquisition, Learning, and Technological Literacy Skills; (11) How Can this Program be Adapted for Various Institutions?; and (12) Conclusion. An index is included.
Descriptors: Teacher Education, Electronic Learning, Distance Education, Higher Education, Academic Standards, Accreditation (Institutions), Instruction, Guides, Differences, Learning, Technological Literacy, Media Adaptation
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Publication Type: Books; Reports - Evaluative
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A