Cyber-Place Learning in an Online Teacher Preparation Program: Engaging Learning Opportunities through Collaborations and Facilitation of Learning

Cyber-Place Learning in an Online Teacher Preparation Program: Engaging Learning Opportunities through Collaborations and Facilitation of Learning

Victoria M. Cardullo (University of Central Florida, USA)
DOI: 10.4018/978-1-4666-1906-7.ch010
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Abstract

Learning and technology skills required for the 21st century can be developed through online pre-service teaching preparation programs. This chapter is an exploratory look at the implications of learner-centered and place-based approaches. These approaches to teaching and learning are collaborative and distributed through online learning. In this chapter, it is the author’s intent to offer guidelines for transference of classroom best practices to a cyber-place learning environment that will align with teacher preparation programs. The main objective is to improve access to advanced educational experiences by allowing students and instructors to participate in remote learning communities that foster skills needed for the 21st century. Online learning communities provide collaboration that is flexible and convenient and opportunities for individuals who may not otherwise have their voices heard.
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Background

Distance learning environments or virtual classrooms are defined as modes of instructional delivery in which either place or time separates the instructor and the student. The virtual classroom is a teaching and learning environment located within a computer-mediated communication system. The full objective is to improve access to advanced educational experiences by allowing students to participate in remote learning environments, promoting learning that is time and place independent (Deal, 2002).

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