Exploring Two Teacher Education Online Learning Designs

Abstract

Online learning is rapidly becoming a permanent feature of higher education. In a preponderance of instances, online learning is designed using conventional educational practices: lecture, grades, group discussion, and the like. Concerns with traditional pedagogy instantiated by course management systems raise questions about the quality of learner’s online experiences. There is a need to reconsider the design of learning opportunities in light of emerging online delivery modes. This study compared learner perceptions of two online courses—one using the more traditional approach capitalizing on the affordances of Blackboard and one using the COPLS one-on-one model (Norton, 2003). Results revealed that both environments were perceived as providing a high quality learning experience. In addition, results point to the importance of self-regulation, the role of the instructor/facilitator/mentor, and the role of the group as factors influencing learners’ perception of the quality of their learning experience, positive aspects of their learning experience, and challenges that influenced their learning experience.

Keywords:

• online learning
• graduate teacher education
• online groups
• self-regulation
• online design