教师认证异步在线数学方法课视频教学的定量数据分析

Q1 Social Sciences

E-Learning Pub Date : 2022-05-05 DOI:10.1177/20427530221092866

Mark D Hogue

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引用次数: 0

摘要

新冠肺炎的突然爆发，迫使各级教师调整教学方式。几乎每一位老师都在以全新的方式进行教学（至少对他们来说是这样）。从幼儿园前到高等教育，在线教学方法突然从点菜选项跃升为各级教学的重要组成部分。当前的教育研究文献对前所未有地转向在线学习的相关性是有限的，正是因为它是无与伦比的。然而，通过深思熟虑的计划和适度增加的努力，在这种前所未有的情况下工作的教师可以扩展从这项定量研究中吸取的教训，使自己的学生群体受益。该研究将展示讲师创建的视频片段的有效性，以支持学生在异步在线研究生水平K-6数学教学方法课程中的学习成果。

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A quantitative data analysis of video-based instruction in an asynchronous online mathematics methods class for teacher certification

The sudden outbreak of COVID-19 has forced teachers at all levels to adjust their teaching styles. Nearly every instructor is teaching in ways that are entirely new (at least to them). Online methods have jumped suddenly from à la carte options to essential components of instructional delivery at all levels from pre-kindergarten to higher education. There is a limit to the relevance of current education research literature for the unprecedented move to online learning precisely because it is unparalleled. However, with thoughtful planning and only a modest increase in effort, teachers working in these unprecedented situations can extend the lessons learned from this quantitative study to benefit their own student populations. The research presented will show the effectiveness of an instructor-created video segment to support student learning outcomes in an asynchronous online, graduate-level K-6 mathematics teaching methods course.

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来源期刊

E-Learning Social Sciences-Education

CiteScore

6.20

自引率

0.00%

发文量

期刊介绍： E-Learning and Digital Media is a peer-reviewed international journal directed towards the study and research of e-learning in its diverse aspects: pedagogical, curricular, sociological, economic, philosophical and political. This journal explores the ways that different disciplines and alternative approaches can shed light on the study of technically mediated education. Working at the intersection of theoretical psychology, sociology, history, politics and philosophy it poses new questions and offers new answers for research and practice related to digital technologies in education. The change of the title of the journal in 2010 from E-Learning to E-Learning and Digital Media is expressive of this new and emphatically interdisciplinary orientation, and also reflects the fact that technologically-mediated education needs to be located within the political economy and informational ecology of changing mediatic forms.