Abstract
This paper describes and assesses the development of an online solution for the experiential support of distance learning by teachers. Three hundred and forty-eight randomly selected K-12 teachers participated in this pilot study using the online learning environment designed in this research. Teachers' products, surveys, and interviews were collected and analysed. Results showed that the teacher-learners could learn as well as in face-to-face learning in an earlier implementation of the course. The learning support system as designed fits teacher-learners' needs. They benefited from learning communities formed online as well as face-to-face. More support for online discussion and example cases are needed to support experiential learning. Suggestions are made to improve the design of the learning support system and the pedagogy for experiential teacher learning.
| Original language | English |
|---|---|
| Pages (from-to) | 114-125 |
| Number of pages | 12 |
| Journal | Journal of Computer Assisted Learning |
| Volume | 25 |
| Issue number | 2 |
| DOIs | |
| State | Published - Apr 2009 |
Keywords
- Distance learning
- Experiential learning
- Learning support
- Teacher professional development
- Technology competence