Designing Online Learning Courses for Teacher Education Programmes: Recommendations and Illustrations

By:
Dr. May May-hung Cheng
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While there are research studying the effectiveness of online courses, comparing the advantages of synchronous and asynchronous discussions, analyzing feedback and web-based discussion boards, it would take quite a lot of time and effort to realize how the recommendations from these studies may be implemented in practice. This paper adds to the knowledge base of research on online course by establishing a framework that guide the development of online courses in teacher education programmes. The framework delineates the design parameters which are set by an analysis of literature and recommendations proposed by researchers. The framework includes the consideration of using synchronous and asynchronous discussions, providing feedback, promoting different types of interactions among learners and instructors, embedding cognitive strategies and delivering the content. The framework and recommendations for practice are illustrated with designs of online learning courses for postgraduate teacher education programmes at the Hong Kong Institute of Education where appropriate. The discussion will be of relevance to teacher educators as well as those who offer development programems for other professions.


Keywords: Online Courses, Teacher Education
Stream: Technology in Education
Presentation Type: Virtual Presentation in English
Paper: Designing Online Learning Courses for Teacher Education Programmes


Dr. May May-hung Cheng

Senior Lecturer, virtual attendance, Department of Mathematics, Science, Social Science and Technology, The Hong Kong Institute of Education
Hong Kong

Cheng May Hung, May obtained her Bachelor and Master degrees from the University of Hong Kong and her PhD from the University of Waikato, New Zealand. She has been involved in the coordination of the Bachelor of Education (Primary) programme. Her main research areas are teacher education and development, science education and assessment for science learning.

Ref: T06P0269