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Preservice Teacher Perceptions on the Design of a U-Pace Online Course Compared to a Conventional Face-to-Face Mathematics Content Course

Preservice Teacher Perceptions on the Design of a U-Pace Online Course Compared to a Conventional Face-to-Face Mathematics Content Course

Mary N. Gichobi, Todd Dresser, Nathan Kraftcheck
Copyright: © 2020 |Pages: 20
ISBN13: 9781799814764|ISBN10: 1799814769|EISBN13: 9781799814771
DOI: 10.4018/978-1-7998-1476-4.ch007
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MLA

Gichobi, Mary N., et al. "Preservice Teacher Perceptions on the Design of a U-Pace Online Course Compared to a Conventional Face-to-Face Mathematics Content Course." Handbook of Research on Online Pedagogical Models for Mathematics Teacher Education, edited by Patrick Wachira and Jared Keengwe, IGI Global, 2020, pp. 99-118. https://doi.org/10.4018/978-1-7998-1476-4.ch007

APA

Gichobi, M. N., Dresser, T., & Kraftcheck, N. (2020). Preservice Teacher Perceptions on the Design of a U-Pace Online Course Compared to a Conventional Face-to-Face Mathematics Content Course. In P. Wachira & J. Keengwe (Eds.), Handbook of Research on Online Pedagogical Models for Mathematics Teacher Education (pp. 99-118). IGI Global. https://doi.org/10.4018/978-1-7998-1476-4.ch007

Chicago

Gichobi, Mary N., Todd Dresser, and Nathan Kraftcheck. "Preservice Teacher Perceptions on the Design of a U-Pace Online Course Compared to a Conventional Face-to-Face Mathematics Content Course." In Handbook of Research on Online Pedagogical Models for Mathematics Teacher Education, edited by Patrick Wachira and Jared Keengwe, 99-118. Hershey, PA: IGI Global, 2020. https://doi.org/10.4018/978-1-7998-1476-4.ch007

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Abstract

This chapter examines preservice teachers' (PSTs) perceptions on the design of both an online and face-to-face mathematics content course for elementary and middle school preservice teachers. The chapter describes the instructor's design goals, considerations, and describes PSTs' experiences in the process of completing the course. Further, the chapter describes the features of the course that provided productive learning opportunities for PSTs. Drawing from PSTs' reflection after completing an online course and face-to-face course, the chapter compares PSTs' experiences and learning outcomes from the online course compared to a traditional face-to-face course. Finally, the authors explicate the affordances and constraints encountered by both the instructor and the students as they completed the online course.

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