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Transitioning a Methods Course to Online in a Teacher Education Program That Is Not Fully Online: Lessons Learned

Transitioning a Methods Course to Online in a Teacher Education Program That Is Not Fully Online: Lessons Learned

Nancy McBride Arrington
Copyright: © 2021 |Pages: 20
ISBN13: 9781799855989|ISBN10: 1799855988|ISBN13 Softcover: 9781799855996|EISBN13: 9781799856009
DOI: 10.4018/978-1-7998-5598-9.ch012
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MLA

Arrington, Nancy McBride. "Transitioning a Methods Course to Online in a Teacher Education Program That Is Not Fully Online: Lessons Learned." Advancing Online Course Design and Pedagogy for the 21st Century Learning Environment, edited by Daniel Chatham, IGI Global, 2021, pp. 206-225. https://doi.org/10.4018/978-1-7998-5598-9.ch012

APA

Arrington, N. M. (2021). Transitioning a Methods Course to Online in a Teacher Education Program That Is Not Fully Online: Lessons Learned. In D. Chatham (Ed.), Advancing Online Course Design and Pedagogy for the 21st Century Learning Environment (pp. 206-225). IGI Global. https://doi.org/10.4018/978-1-7998-5598-9.ch012

Chicago

Arrington, Nancy McBride. "Transitioning a Methods Course to Online in a Teacher Education Program That Is Not Fully Online: Lessons Learned." In Advancing Online Course Design and Pedagogy for the 21st Century Learning Environment, edited by Daniel Chatham, 206-225. Hershey, PA: IGI Global, 2021. https://doi.org/10.4018/978-1-7998-5598-9.ch012

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Abstract

The transition of an undergraduate course to fully online is examined through the lens of a professor who revised the platform for the course and through the perspectives of preservice teachers participating in a hybrid version of the course in their teacher education program which is not offered fully online. Benefits of flexible student schedules and meaningful discussion participation emerged, indicating that preservice teachers can navigate learning modules and benefit from an online course offering. Challenges of implementing teamwork in the online environment arose throughout the semester of implementation, indicating a need for improvements/revisions. These lessons learned from this case study contribute to a systematic approach to transitioning from offline to online courses and augment the literature base of the experiences and appropriateness of online preservice teacher education courses.

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