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Online Courses for Math Teachers: Comparing Self-Paced and Facilitated Cohort Approaches

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Carey, Rebecca; Kleiman, Glenn; Russell, Michael; Venable, Joanne Douglas; Louie, Josephine – Journal of Technology, Learning, and Assessment, 2008

This study investigated whether two different versions of an online professional development course produced different impacts on the intended outcomes of the course. Variations of an online course for middle school algebra teachers were created for two experimental conditions. One was an actively facilitated course with asynchronous peer…

Descriptors: Distance Education, Online Courses, Mathematics Teachers, Algebra