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Chapter 8
Handbook of Research on Blended Learning Pedagogies and Professional Development in Higher Education
A collection of tasks designed to reengage students with content from previous assignments for purposes of reflection, addressing misconceptions or sharing students’ thinking strategies.
Published in Chapter:
Facilitating Active Learning and Collaboration in Online Mathematics Content Courses for Secondary Teachers
Michelle Homp (University of Nebraska – Lincoln, USA)
Copyright: © 2019 |Pages: 17
DOI: 10.4018/978-1-5225-5557-5.ch008
Abstract
This chapter reviews teachers' perceptions of the collaborative learning experiences when enrolled in an online course to determine strategies for engaging teachers in active learning and meaningful collaboration in an online learning environment. A survey was designed to solicit feedback from mathematics teachers of Grades 6-12 who have completed online mathematics content courses at the University of Nebraska – Lincoln (UNL) for professional development or for graduate credit. The survey specifically addresses the teachers' perceptions of the collaborative learning experiences during their online course. Combined with feedback from numerous course evaluations and the experiences of several online mathematics instructors from UNL's Department of Mathematics, results of the survey are utilized to determine strategies for engaging teachers in active learning and meaningful collaboration in an online learning environment.
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