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Download full textBaker, Credence; Gentry, James – Administrative Issues Journal: Connecting Education, Practice, and Research, 2014
In an era of increasingly hyped Massive Open Online Courses (MOOCs) that seem to evoke feelings of both promise and peril for higher education, many institutions are struggling to find their niche among top-tier Ivy League schools offering courses to thousands of participants for free. While the effectiveness of MOOCs in terms of learning outcomes…
Descriptors: Online Courses, Models, Open Education, Open Universities
Direct linkBradshaw, Pete; Twining, Peter; Walsh, Christopher S. – American Journal of Distance Education, 2012
Developing a model for effective large-scale continuous professional development (CPD) for teachers remains a significant obstacle for many governments worldwide. This article describes the development and evolution of Vital--a CPD program designed to enhance the teaching of information communication technology in state-funded primary and…
Descriptors: Foreign Countries, Reflective Teaching, Inservice Teacher Education, Public School Teachers
Thakrar, Jayshree; Zinn, Denise; Wolfenden, Freda – International Review of Research in Open and Distance Learning, 2009
The challenges to teacher educators in sub-Saharan Africa are acute. This paper describes how the Teacher Education in Sub-Saharan Africa (TESSA) consortium is working within institutional and national policy systems to support school-based teacher professional development. The TESSA consortium (13 African institutions and 5 international…
Descriptors: Educational Change, Foreign Countries, Consortia, Educational Resources
