Identifying Success in Online Teacher Education and Professional Development
Online learning, Hybrid format, Professional development, Teacher education
Digital Object Identifier (DOI)
The rapid pace of technological innovation, along with the global fascination with the Internet, continue to result in a dominating call to integrate Internet technologies into higher education. As this practice has evolved in recent years, the field has learned much. However, pressing questions remain as to how online and hybrid (online and face-to-face) classes may support quality and success in professional development, teacher education, and professional schools' programs. This paper presents case study research that explores the dynamics and experience offered for a professor and learners participating in a hybrid-modeled classroom in teacher education. The conceptual discussion includes potentials and limitations to be considered in further dialogue, development, and research in this area.
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Citation / Publisher Attribution
The Internet and Higher Education, v. 5, issue 3, p. 231-246
Scholar Commons Citation
King, Kahtleen P., "Identifying Success in Online Teacher Education and Professional Development" (2002). Leadership, Counseling, Adult, Career and Higher Education Faculty Publications. 202.