Supporting Teachers during Online In-Service Instruction. PRISM Project Technical Report. [Report No.: PRISM-R-1

Autor/inn/en	Askvig, Brent A.; Arrayan, Kari
Institution	North Dakota Center for Persons with Disabilities, Minot.
Titel	Supporting Teachers during Online In-Service Instruction. PRISM Project Technical Report. [Report No.: PRISM-R-1
Quelle	(2002), (5 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Leitfaden; Computer Assisted Instruction; Delivery Systems; Disabilities; Distance Education; Elementary Secondary Education; Inservice Teacher Education; Online Courses; Rural Areas; Rural Schools; Teacher Education Programs; Teacher Student Relationship; World Wide Web + Suchen Sie Ihr Suchwort? Computer based training; Computerunterstützter Unterricht; Auslieferung; Handicap; Behinderung; Distance study; Distance learning; Fernunterricht; Lehrerfortbildung; Online course; Online-Kurs; Rural area; Ländlicher Raum; Rural areas; School; Schools; Schule; Schulen; Teacher student relationships; Lehrer-Schüler-Beziehung; World Wibe Web
Abstract	Problems associated with budget, distance, and time often make rural inservice teacher education difficult and impractical. This paper outlines problems encountered by novice online-learners and describes several techniques that helped rural teachers participate and succeed in a Web-based inservice teacher education program. The Peer Coaching Rural In-Service Model (PRISM) is testing a model for providing online support and continuing education in classroom management to teachers in rural areas. The project designed and delivered specific learning support mechanisms to provide effective instruction. Some of the supports were integrated components of the course platform and other interventions had little or nothing to do with technology. Specifically, the inservice support mechanisms included: (1) face-to-face learner-instructor contact; (2) use of an asynchronous delivery model that allowed for independent, non-simultaneous access to the course platform; (3) encouragement of personal support contacts; (4) the offer of reduced tuition to encourage teacher participation; (5) the encouragement of the use of Web-based communications with low-risk initial assignments; (6) the use of individual-specific, assignment-specific, online comments from instructors critiquing each participant's work; (6) the creation of a welcoming home page; and (7) the use of lay terminology. (Contains 11 references.) (CR)
Anmerkungen	North Dakota Center for Persons with Disabilities, Minot State University, 500 University Ave. West, Minot, SD 58707. Tel: 701-858-3052; Fax: 701-858-4286; Web site: http://www.msuprism.org.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01