WCCE 2013 - Doctoral Consortium (Part 2)
1
A two-stage model of teachers’ training in Learning Management Systems Maria Idalina Santos, [email protected] Ana Amélia A. Carvalho, [email protected] Faculty of Psychology and Education Sciences, University of Coimbra - Portugal References: Garrison, D. R., & Vaughan, N. D. (2008). Blended Learning in Higher Education: Framework, Principles, and Guidelines. San Francisco, CA: Jossey-Bass. Salmon, G. (2011). E-Moderating: The Key to Online Teaching and Learning. London: Routledge. Schön, D. (1992). La Formación de Professionales Reflexives [Reflexive Professional Training]. Madrid: Piados/MEC. •97% of the trainees recognised the importance of teachers’ training courses in blended- learning; •85% agreed that the online sessions promoted their training participation; •85% considered the adequacy of the methodology adopted and its assessment as excellent; •The trainees’ evaluated the plan and organisation of work in LMS, the online communication and the collaborative work applied in face-to-face sessions as largely positive (93%, 80% and 100%, respectively); •82% felt able to use the LMS with their students and one year later, 79% of them are using it either working individual or in disciplinary and multidisciplinary groups. 2/2 • A longitudinal case study (Yin, 2009) – the first stage is completed (training process) and the second stage (monitoring phase) is in progress; • 33 participants (22 female and 11 male) – secondary school teachers; • Two questionnaires (Identification and Opinion); • Interviews (only for trainees that used LMS after the training course). Methodolog y
-
Upload
idalina-santos -
Category
Education
-
view
67 -
download
0
Transcript of WCCE 2013 - Doctoral Consortium (Part 2)
A two-stage model of teachers’ training in Learning Management Systems
Maria Idalina Santos, [email protected] Amélia A. Carvalho, [email protected]
Faculty of Psychology and Education Sciences, University of Coimbra - Portugal
References:Garrison, D. R., & Vaughan, N. D. (2008). Blended Learning in Higher Education: Framework, Principles, and Guidelines. San Francisco, CA: Jossey-Bass.Salmon, G. (2011). E-Moderating: The Key to Online Teaching and Learning. London: Routledge.Schön, D. (1992). La Formación de Professionales Reflexives [Reflexive Professional Training]. Madrid: Piados/MEC. Yin, R. K. (2009). Case Study Research: Design and Methods. California: Sage Publications, Inc.
Some results• 97% of the trainees recognised the importance
of teachers’ training courses in blended-learning;• 85% agreed that the online sessions promoted
their training participation; • 85% considered the adequacy of the
methodology adopted and its assessment as excellent; • The trainees’ evaluated the plan and
organisation of work in LMS, the online communication and the collaborative work applied in face-to-face sessions as largely positive (93%, 80% and 100%, respectively);• 82% felt able to use the LMS with their
students and one year later, 79% of them are using it either working individual or in disciplinary and multidisciplinary groups.
2/2
•A longitudinal case study (Yin, 2009) – the first stage is completed (training process) and the second stage (monitoring phase) is in progress;•33 participants (22 female and 11 male) – secondary school teachers; •Two questionnaires (Identification and Opinion);•Interviews (only for trainees that used LMS after the training course).
Methodology
