ERIC Number: EJ1083868
Record Type: Journal
Publication Date: 2015-Oct
Abstractor: As Provided
Reference Count: 25
Teachers' Online Experience: Is There a Covert Curriculum in Online Professional Development?
Norton, Priscilla; Hathaway, Dawn
Journal of Technology and Teacher Education, v23 n4 p509-533 Oct 2015
Although the literature emphasizes the need for teachers to have online learning experiences in preparation for teaching online, teachers have few opportunities to experience online learning. One opportunity is online professional development. The authors hypothesized that online professional development might serve not only as a way to gain prerequisite experience but as an important learning venue for preparing future online teachers. This study combined a quantitative and qualitative research approach to gain insight into how teacher-learners' experience as an online learner shaped their understanding of online learning and online teaching. Findings of the study suggested that teacher-learners who participated in two online summer courses not only demonstrated mastery of course content but also learned a great deal from that experience about online learning and teaching. Their online learning experiences served as a third curriculum added to that of the courses' intended curriculum.
Descriptors: Online Courses, Educational Technology, Technology Uses in Education, Faculty Development, Qualitative Research, Statistical Analysis, Summer Programs, Teacher Competencies, Surveys, Likert Scales, Program Effectiveness, Portfolio Assessment, Graduate Study
Association for the Advancement of Computing in Education. P.O. Box 1545, Chesapeake, VA 23327. Tel: 757-366-5606; Fax: 703-997-8760; e-mail: email@example.com; Web site: http://www.aace.org
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A
Identifiers - Location: Virginia