Abstract #1:

Online Courses for Math Teachers: Comparing Self-Paced and Facilitated Cohort Approaches

Summary:

This article discusses a study in which researchers examined two versions of online courses and their impact they have on the professional development of teachers. The researchers conducted an experimental design to measure these types of online classes: one that required peer interaction with specific deadlines and one that was self paced with no peer interaction.

The question the researchers set out to test:

In an online professional development course designed to improve teachers’ content knowledge and abilities to teach algebraic thinking in the middle grades, do teachers who participate in a facilitated online course that includes interacting within a cohort of participants in weekly sessions have different learning outcomes than teachers who work through an online course individually and at their own pace.(Carey, 2008)

Results of the study showed that both courses showed significant impact on teachers’ mathematical understanding, pedagogical beliefs, and instructional practices. These positive outcomes were similar for both designs.

Reflection:

This study was interesting to me because I have participated in a few online courses over the years and have found them worthwhile to my teaching practice. This title caught my eye because I have always wondered about the experience others have had with online classes and what impact they have on the teacher’s pedagogy. Each one that I have taken were designed differently, yet I found they each had their own value.

One aspect that I like about online classes is that it allows time to be thoughtful about comments I share and the opportunity to read numerous views about the topic. The internet can connect teachers to a broad network of professionals, providing them with access to a wide array of learning experiences, and helps to reduce the isolation that has often accompanied traditional forms of classroom teaching.(Carey, 2008)

I know that the amount of online classes will continue to increase in number as our society becomes more and more technologically literate. The types can vary from independent study to a variety of interaction with colleagues as well as using technology such as discussion boards, webcasts, video conferencing and online work space.

Finding this research is valuable to me because I teach professional development classes and this study helps validate their effectiveness.

Carey,R., Kleiman,G., Russell,M., Venable,D. & Louie,J.,(2008). Online Courses for Math Teachers: Comparing Self-Paced and Facilitated Cohort Approaches. Journal of Learning, and Assessment, 7(3). Retrieved February 24,2010 from http://www.jtla.org.