Material Detail

"Listening to the Learner: Graduate Teacher Education Students' Preferences for Asynchronous Content Delivery " icon

Listening to the Learner: Graduate Teacher Education Students' Preferences for Asynchronous Content Delivery 

The research reported in this paper seeks to contribute to refinement of the definition of "best instructional practice" as it relates to delivery of asynchronous online course content to teacher education graduate students by answering the question, "What do teacher education graduate students perceive to be the best online delivery methods and timing for maximally effective learning of asynchronous content?" A convenience sample of 83 graduate students in different sections of a fully online, asynchronous graduate course was surveyed with 80 complete responses (96.4% response rate). Five different methods of asynchronous instructional content delivery were provided throughout the courses. Respondents indicated which methods most effectively facilitated their learning, the ideal length of time each method should last in a single sitting, and rationales for their responses. Survey findings suggest that even though the distance between instructor and student may be greater in the online learning environment, respondents highly value focused instructor interpretation of content as a crucial aspect of any delivery method. Additional implications to construction and delivery of asynchronous online content are presented.

Quality

  • User Rating
  • Comments
  • Learning Exercises
  • Bookmark Collections
  • Course ePortfolios
  • Accessibility Info

More about this material

Comments

Log in to participate in the discussions or sign up if you are not already a MERLOT member.