A comparison of different teaching models in a blended graduate teacher preparation program

ID: 51999 Type: Poster/Demo
  1. Jason Abbitt, Miami University, United States

Wednesday, March 28 5:45 PM-7:00 PM Location: Edison Ballroom D View on map

Presider: Rashid Khan, DCC- King Fahd University of Petroleum and Minerals, Dhahran Saudi Arabia, Saudi Arabia

Abstract: The goal of this on-going program evaluation is to provide a framework for continuous improvement of student experience throughout the blended program leading to licensure and a Master of Education degree In this evaluation study, the Community of Inquiry model (Garrison, Anderson, & Archer, 2000) is used as the framework to evaluate the impact of aspects of a different instructional models on the measures of Social, Cognitive, and Teaching Presence During a two-year evaluation period that concluded in July, 2017, data have been collected that includes the Community of Inquiry survey (Arbaugh et al, 2008) as well as data regarding various course characteristics such as teacher/student ratio This data was used to understand the impact of different variations in the instructional model for program courses on student experience and engagement

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