Frequency, Confidence, and Self-Perception: Comparing Two Modes of Preparation for Online Teaching

ID: 34519 Type: Full Paper - Book (submit final version now)
  1. Priscilla Norton and Dawn Hathaway, George Mason University, United States

Monday, March 5 10:45 AM-11:15 AM Location: Capitol F View on map

Presider: Elaine Lawrence, SUNY Oneonta, United States

Abstract: Few online high schools report requiring online education for their teachers, and few programs exist to prepare teachers to work in online classrooms (Smith, Clark, & Blomeyer, 2005). Professional development for online teachers continues to be a major concern, and evaluative research that examines the effectiveness of various types of professional development is needed (Archambault & Crippen, 2009). The purpose of this study was to compare differences in reported frequency and confidence with which online teaching tasks were performed as well as teachers’ perception of self as an online teacher between teachers who had complete a comprehensive preparation program and teachers who participated in a one day face-to-face workshop. Results found few differences between the groups and challenge conventions related to the nature and role of teacher preparation in online teaching.

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