Using the How People Learn Framework for Online Course Design in Teacher Education

Sharon Dole (Western Carolina University, USA) and Lisa Bloom (Western Carolina University, USA)
Copyright: © 2010 |Pages: 376
EISBN13: 9781609602550|DOI: 10.4018/978-1-61520-779-4.ch018
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Abstract

The demand for online teacher education programs continues to grow in the United States. Two trends have fueled this dramatic growth for such programs: (1) The shortage of teachers in certain areas has prompted the spread of alternative routes to teacher preparation; (2) The nature of the higher education student in alternative programs has transformed from a traditional to a non-traditional profile. With the growth of online programs comes the need for effective courses. This case study uses the How People Learn (HPL) framework as the conceptual model to examine online courses in a teacher education program for evidence of high level learning outcomes. The case study involved data collection in the form of surveys, interviews and artifacts from four online classes using the HPL framework. Results of the study demonstrate that the HPL framework provides a powerful structure for creating and assessing environments conducive to the work of prospective professionals.
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