{"title":"教师认证异步在线数学方法课视频教学的定量数据分析","authors":"Mark D Hogue","doi":"10.1177/20427530221092866","DOIUrl":null,"url":null,"abstract":"The sudden outbreak of COVID-19 has forced teachers at all levels to adjust their teaching styles. Nearly every instructor is teaching in ways that are entirely new (at least to them). Online methods have jumped suddenly from à la carte options to essential components of instructional delivery at all levels from pre-kindergarten to higher education. There is a limit to the relevance of current education research literature for the unprecedented move to online learning precisely because it is unparalleled. However, with thoughtful planning and only a modest increase in effort, teachers working in these unprecedented situations can extend the lessons learned from this quantitative study to benefit their own student populations. The research presented will show the effectiveness of an instructor-created video segment to support student learning outcomes in an asynchronous online, graduate-level K-6 mathematics teaching methods course.","PeriodicalId":39456,"journal":{"name":"E-Learning","volume":null,"pages":null},"PeriodicalIF":0.0000,"publicationDate":"2022-05-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"A quantitative data analysis of video-based instruction in an asynchronous online mathematics methods class for teacher certification\",\"authors\":\"Mark D Hogue\",\"doi\":\"10.1177/20427530221092866\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"The sudden outbreak of COVID-19 has forced teachers at all levels to adjust their teaching styles. Nearly every instructor is teaching in ways that are entirely new (at least to them). Online methods have jumped suddenly from à la carte options to essential components of instructional delivery at all levels from pre-kindergarten to higher education. There is a limit to the relevance of current education research literature for the unprecedented move to online learning precisely because it is unparalleled. However, with thoughtful planning and only a modest increase in effort, teachers working in these unprecedented situations can extend the lessons learned from this quantitative study to benefit their own student populations. The research presented will show the effectiveness of an instructor-created video segment to support student learning outcomes in an asynchronous online, graduate-level K-6 mathematics teaching methods course.\",\"PeriodicalId\":39456,\"journal\":{\"name\":\"E-Learning\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2022-05-05\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"E-Learning\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://doi.org/10.1177/20427530221092866\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"Social Sciences\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"E-Learning","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1177/20427530221092866","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"Social Sciences","Score":null,"Total":0}
A quantitative data analysis of video-based instruction in an asynchronous online mathematics methods class for teacher certification
The sudden outbreak of COVID-19 has forced teachers at all levels to adjust their teaching styles. Nearly every instructor is teaching in ways that are entirely new (at least to them). Online methods have jumped suddenly from à la carte options to essential components of instructional delivery at all levels from pre-kindergarten to higher education. There is a limit to the relevance of current education research literature for the unprecedented move to online learning precisely because it is unparalleled. However, with thoughtful planning and only a modest increase in effort, teachers working in these unprecedented situations can extend the lessons learned from this quantitative study to benefit their own student populations. The research presented will show the effectiveness of an instructor-created video segment to support student learning outcomes in an asynchronous online, graduate-level K-6 mathematics teaching methods course.
期刊介绍：
E-Learning and Digital Media is a peer-reviewed international journal directed towards the study and research of e-learning in its diverse aspects: pedagogical, curricular, sociological, economic, philosophical and political. This journal explores the ways that different disciplines and alternative approaches can shed light on the study of technically mediated education. Working at the intersection of theoretical psychology, sociology, history, politics and philosophy it poses new questions and offers new answers for research and practice related to digital technologies in education. The change of the title of the journal in 2010 from E-Learning to E-Learning and Digital Media is expressive of this new and emphatically interdisciplinary orientation, and also reflects the fact that technologically-mediated education needs to be located within the political economy and informational ecology of changing mediatic forms.
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