The DOI matches its Crossref record; 3 of the 3 references it cites were found in a registry or an index.
Exploring Two Teacher Education Online Learning Designs: A Classroom of One or Many?
Abstract
Online learning is rapidly becoming a permanent feature of higher education. In a preponderance of instances, online learning is designed using conventional educational practices: lecture, grades, group discussion, and the like. Concerns with traditional pedagogy instantiated by course management systems raise questions about the quality of learner’s online experiences. There is a need to reconsider the design of learning opportunities in light of emerging online delivery modes. This study compared learner perceptions of two online courses—one using the more traditional approach capitalizing on the affordances of Blackboard and one using the COPLS one-on-one model (Norton, 2003). Results revealed that both environments were perceived as providing a high quality learning experience. In addition, results point to the importance of self-regulation, the role of the instructor/facilitator/mentor, and the role of the group as factors influencing learners’ perception of the quality of their learning experience, positive aspects of their learning experience, and challenges that influenced their learning experience.
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“Beyond the role adopted by the instructor, Muir et al. (2019) and Norton and Hathaway (2008) found that engagement and perceived quality levels of the online learning experience were the result of students' attitude and commitment.”
From COVID-19 and teacher education: a literature review of online teaching and learning practices (2020) · cites this paper as Norton and Hathaway 2008
Citations
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Cited by
Sorted by citations
COVID-19 and teacher education: a literature review of online teaching and learning practices
Carrillo, C., & Flores, M. A. (2020) · European Journal of Teacher Education · doi:10.1080/02619768.2020.1821184 · Cited by 1,019
Metadata
- Authors
- Norton, P., & Hathaway, D.
- Affiliations
- George Mason University (US)
- ORCID
- Hathaway, Dawn
- Venue
- Journal of Research on Technology in Education
- Publisher
- Informa UK Limited
- Published
- 2008-06
- Volume
- 40
- Issue
- 4
- Pages
- 475-495
- ISSN
- 1539-1523 (ISSN-L)
- 1945-0818
- OpenAlex
- W1977706806
- Cited by
- 79
- References
- 3
- Citations by year
- 2026: 1 · 2025: 1 · 2024: 1 · 2023: 2 · 2022: 4 · 2021: 6 · 2020: 4 · 2018: 4 · 2017: 3 · 2016: 4 · 2015: 4 · 2014: 6 · 2013: 7 · 2012: 6
- FWCI
- 36.19
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Journal of Research on Technology in Education (publishedVersion)
- Topics
- Social Sciences › Education › Online and Blended Learning
- Physical Sciences › Computer Science › Information Systems › Educational Technology and E-Learning
- Social Sciences › Education › Technology-Enhanced Education Studies
- Keywords
- online learning design, teacher professional development, learner perceptions, virtual learning environments, Blackboard, student self-regulation, instructor role, online learning quality
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