Proposal for Online Alternative Teacher Certification Courses Submitted to the Virginia Tech...

Fundamentals of eLearning: Proposal Example

Proposal for Online Alternative Teacher Certification Courses

Submitted to the Virginia Tech Institute for Distance andDistributed Learning (IDDL)

eLearning Proposal of 23


by John Burton on behalf of

the School of Education, College of Liberal Arts & Human Sciences,

Virginia TechMay, 2006



Introduction

The Virginia Tech School of Education respectfully submits this proposal for a suite of five, online alternative secondary teacher certification courses. We are applying for the funding opportunity outlined by the Virginia Tech Institute for Distance and Distributed Learning (IDDL) in their Request for Proposal dated April 6, 2006.

Project Background and Need

Due to a nation-wide shortage of K-12 teachers, alternative routes to teacher certification are currently a major focus innew teacher preparation programs. In the Commonwealth of Virginia, as elsewhere, the shortage of teachers is exacerbated by the fact that a large portion of the current teacher population is reaching retirement age. To meet the resulting need, many States are providing alternatives to the traditional four- or five-year teacher preparation programs. The National Center for Alternative Certification (NCAC) estimates that about one-third of new teacher hires are entering the profession through some type of alternative route(http://www.teach-now.org/).

The requirements for earning a teaching certificate through alternative certification programs vary from state to state and are typically determined by a state's department of education. In Virginia, prospective teachers must meet various requirements, including completion of coursework in a content area, related work experience, and professional studies courses. Often, candidates enroll in alternative licensure programs while teaching full-time on a provisional license. Therefore, online professional studies courses provide candidates with a flexible option for fulfilling licensure requirements, tailored to their personal schedule and needs.

Virginia Tech’s School of Education does not offer an alternative licensure program for teacher certification, and


http://www.teach-now.org/


while there are no plans to offer a complete program, a set ofprofessional studies courses would fill a valid need for thoseindividuals who lack only that requirement for licensure. Licensure candidates would be expected to obtain approval for other licensure requirements, such as successful completion ofthe Praxis exams and content area knowledge, through the VDOE and their district employer. Therefore, the vision for Professional Studies Licensure Courses (PSLC) at Virginia Techis to provide secondary licensure candidates with a flexible, effective online option for meeting the professional studies requirements of the Virginia Department of Education (VDOE).

Design and development of the courses will be carried out by faculty and course designers in the VT School of Education. As funding permits, we would like to develop an additional course in reading instruction so that the suite of courses will also fulfill professional studies requirements for individuals teaching at the elementary level.

The PSLC project vision aligns with the School of Education’s mission to “prepare educational professionals to enrich the lives of PK-12 children and youth, families, and communities through inquiry, leadership, and advocacy.” The PSLC offeringwill further strengthen the School’s reputation as an educational leader, and will enhance the offerings of the Virginia Tech Institute for Distance and Distributed Learning (IDDL).

Project Assumptions & Theoretical Foundations

The design of the PSLC instruction is based on certain assumptions about learning and on research-based evidence for what works in both K-12 instruction and professional teacher development. The designers will take a pragmatic approach, employing design elements that reflect a variety of theoretical foundations based on the learner needs and content, including behavioral, cognitivist, and constructivistelements. The predominant theoretical approach, however, reflects a strong basis in cognitive principles of learning.



The learning assumptions and the approach selected have certain resulting design implications for this project.

Research shows that when the design of professional development programs is linked to student learning outcomes, the finalconsumers of education – children and their parents – are morelikely to be satisfied with results that can be seen to deliver on that linkage (USDE, 2000). Furthermore, alignment of student outcomes and professional development programs ensures that teacher in-service development opportunities are relevant and effective. To address this research-based assumption, the PSLC courses will include activities that incorporate the Virginia Standards of Learning (SOLs), while offering out-of-state course participants the option to use their own state’s standards.

Learning is inextricably linked to the context in which it occurs, and thecloser the link between instruction and the final context where new knowledge and skills are to be used, the easier it becomes for the learner to transfer the knowledge to a new situation (Lave, 1989). When professional development programs incorporate authentic, active or hands-on learning experiences, it improves the individual’s ability to transfer their learning to classroom practice. Furthermore, transfer is increased when the examples given are relevant to the subject being taught, thus illustrating the importance of a subject-matter content focus in professional development instruction (Cohen & Hill, 1998; Kennedy, 1998; USDE, 2000). Therefore, the PSLC courses will feature assignments that course participants can customize to align with the content they teach, so that they can use the products of their efforts immediately in the classroom.

The research also emphasizes the importance of personal reflection in the learning process. When teachers are encouraged to reflect on their pedagogy, content and beliefs they are likely to become more thoughtful and effective educators (Rowland, Fixl & Yung, 1992). To address this assumption, thePSLC instruction will incorporate exercises that prompt participants to reflect on what they are conveying, how they



are conveying it, and on what they believe about themselves, their students, and the instruction.

The research on the role of collaboration in professional development is not as clear as might be desired; however, the current emphasis on teacher collaboration in education provides the impetus to include collaborative exercises in thePSLC courses. The assumption here, while weakly supported by the research, is that professional growth can be accelerated by collaboration with their colleagues and instructional experts, from whom individuals receive the feedback and support needed to improvetheir practice. The assumption that collaboration is desirable, however, must be balanced with evidence from a survey that indicated that potential course participants valued the ability to take these courses online at a time and in a location most convenient to their individual schedules. Therefore, opportunities for collaboration in the PSLC courseswill be provided through asynchronous, offline activities thatdo not require participants to coordinate their schedules to meet at the same time. These asynchronous activities will provide opportunities to collaborate both with other teachers and learning experts for purposes of giving and receiving feedback on ideas and assignments, which has been shown by research to be essential to the learning process (Driscoll, 2000).

Just as individual learning is promoted by reflection and feedback, we believe that the PSLC instruction can also be improved by evaluating its effectiveness on a regular basis. Therefore we intend to conduct frequent reviews, and summativeand formative evaluations of the PSLC instruction to improve its quality over time. The research supports this assumption,indicating that when the producers of professional developmentprograms make the effort to self-evaluate and pursue continuous improvement, they are more likely to succeed in reaching the desired results of improved teaching and thereby produce a measurable, positive impact on student achievement (Guskey, 2000; Wenglinsky, 2002).



Project Scope, Stakeholders & Goals

The PSLC instruction for secondary level teachers will be offered through 15 credit hours of online courses covering thefollowing topics, as prescribed by the VDOE:

Human Growth and Development (3 credit hours) Foundations of Education (3 credit hours) Curriculum and Instructional Procedures (3 credit hours) Reading in the Content Areas (3 credit hours) Classroom and Behavior Management (3 credit hours)

These courses meet the needs of individuals teaching on a provisional license at the secondary level in Virginia, who must have 15 hours of professional studies credits for certification. The courses may also provide the required professional studies credits required by teacher candidates inother states.

The courses resulting from this project will be offered onlineand will feature activities that course participants can complete from the comfort of their home or place of employment, when their schedule allows. The PSLC courses willbe offered through the University’s Blackboard course management system, to take advantage of the technical support capabilities already in place.

Stakeholders

We developed the scope of the PSLC project based on the expectations of those with a vested interest in this project. Stakeholders for the project include the VT School of Education, the IDDL, and those responsible for oversight of alternative licensure programming in the VDOE. The primary stakeholders, of course, are those individuals wishing to pursue an alternative path to secondary teacher licensure in Virginia and other states, who require a means of fulfilling the requirements for professional studies. We conducted a



survey to ascertain the expectations of these stakeholder groups. We then used the results of the survey as a basis forthe project goals.

Project Goals

In addition to the expectations of the identified stakeholders, the goals for the PSLC courses were influenced by the standards cited in research for effective instruction and best practices (see Appendices A and B). Other standards consulted in the planning of this project include the VirginiaStandards for Learning and research on the elements of effective professional development for teachers (Larson, 2005).

The project goals for the PSLC courses are to:

Complete and offer two courses (six credit hours) online forthe Spring, 2007 semester, including the Foundations of Education and Human Growth and Development courses.

Complete and offer the remaining three courses (9 credit hours) as soon as possible, with at least one additional course to be offered for the Summer II, 2007 term and all three completed by the Fall, 2007 semester.

Design and develop the courses as stand-alone offerings thatcan be taken in any sequence, and in any combination.

Offer the courses without restrictions so that individuals can take all of them or just those courses that they need tocomplete their licensure requirements.

Provide courses that communicate the latest research on whatworks in instruction, classroom management, and curriculum (Marzano, 2001; see Appendix A).

Provide courses that fulfill the needs of off-campus students in a way that avoids competition with similar on-campus courses.

Provide online professional studies instruction that embodies the elements cited by research as necessary for effective professional development (Larson, 2005; USDE,



2000). Specifically, the courses will:

Be linked to the Standards of Learning for the Commonwealth of Virginia;

Incorporate authentic, transferable learning experiences (e.g., active, hands-on exercises that course participants can apply in their classrooms);

Provide opportunities for course participants to customize their assignments to their specific content areas;

Encourage participants to reflect on their pedagogy, content and beliefs (i.e., pedagogical practices, strategies that work best for specific content, and basicbeliefs about knowledge, how students learn, and student conceptions and misconceptions);

Incorporate collaboration with course peers and/or experts in a convenient, asynchronous format, to promote future collaboration with colleagues; and

Provide technical and content support for candidates through the provision for continuous technical assistanceand feedback.

Target Audience & Learner Analysis

The target audience for the PSLC consists of professionals whohave recently entered the teaching profession, but do not possess the required Virginia teacher certification. The courses are designed for teachers who have been hired by a school system and awarded a provisional license by the state. Many of these teachers still need professional studies coursesto gain full licensure. Also, individuals seeking licensure as a Technical Professional may take the Professional Studies Licensure Courses to address their requirements for professional studies. Finally, in addition to provisionally licensed teachers, some people may also take these courses in anticipation of seeking employment in a school setting.

Acceptance into the program will be based on satisfactory completion of eligibility requirements, including the



recommendation of the educational agency employing the applicant. In addition to the employer’s recommendation, applicants should have work experience, have the characteristics of a successful online learner (see Appendix B), and be capable of completing their course assignments in an online environment. Individuals who are currently teachingwith a provisional license are required by the Virginia Department of Education (VDOE) to take specific professional education courses within a three-year period from the time they begin teaching.

Learner Needs and Characteristics

The needs of the target learners are dictated by the requirements of the VDOE, and are reflected in the PSLC coursetitles and content. The characteristics of potential PSLC students are based on the qualifications identified by the VDOE for provisional licensure. The target learners:

Possess a minimum of a four-year degree from an accredited college or university in a subject area identified by the VDOE as qualifying for a provisional license;

May or may not possess the characteristics of a successful online learner (see Appendix B);

Since in most cases these individuals are career switchers and have had no courses in education, they do not possess previous exposure to the topics addressed in the PSLC courses;

Possess a wide range of experience and cognitive capacity, although they can be assumed to be capable of university-level coursework based on their employment with an educational agency and their previous degree work;

Possess a wide range of intelligences (as defined by Gardner’s Multiple Intelligences theory), although it is likely that many have strong verbal and mathematical skills;

May or may not be physically challenged (assistive technologies and accommodations will be made available);



May be a mix of those comfortable with technology and those for whom technology is a challenge (in particular, for some of the individuals switching to a teaching career later in life); and

Are well motivated by the desire to complete their licensurerequirements.

Course Development & Operations

The development of the five, initial PSLC courses will occur over a one-year period, and the courses will be offered as soon as they have been reviewed and approved. Project course designers will use the traditional ADDIE instructional design model in an iterative manner, completing and revisiting the stages of Analysis, Design, Development, Implementation, and Evaluation.

The development team will consist of:

Two full-time course designer-developers, A faculty subject matter expert/reviewer for each of the

courses developed, and A part-time programmer.

Since the School of Education (SOE) currently employs one designer-developer, the second designer-developer hired shouldpossess similar competencies, as outlined in the SOE’s job description for the position. Ideally, the designer-developers will possess a familiarity with the course topics, or the capacity to research those topics. The part-time programmer is also currently employed by the SOE, and is a graduate student pursuing a degree. Therefore, his current duties will be adjusted to avoid exceeding the 20-hour limit on his graduate assistantship.

We will select the faculty subject matter experts/reviewers based on the alignment of their expertise with the PSLC



courses to be developed. The faculty members will act as experts on the topics to be covered, will provide guidance on course scope and content, and will be responsible for reviewing the course materials at a number of key points in the ADDIE process. They will also be expected to recommend research, readings and texts to the course developers on the topics to be covered.

Evaluation of the PSLC Courses

The PSLC courses and their content will undergo rigorous review and evaluation to ensure a quality learning experience for the target audience. As stated, the faculty members will be responsible for reviewing and approving the course content at critical points during the development process, including:

Course objectives and content outline Course reading selections and texts Lesson activities and interactions Lesson assignments and guiding/grading rubrics Final course projects and grading rubrics

In addition to content reviews during the design and development process, we will use the first implementation of each course as an opportunity to evaluate its effectiveness. During these evaluations, we will seek the impressions of key stakeholders, including course participants, the project oversight committee in the SOE, and course facilitators.

The PSLC courses will be evaluated on a number of levels. We will collect data to indentify the reactions of the target learners to the instruction, and to determine the success of the instruction in fostering the desired learning outcomes foreach course. We will also conduct return-on-investment calculations to ascertain the impact of the courses on the SOE’s enrollments. The data from the evaluations will be



analyzed and compiled to produce a report for the SOE and IDDL. Revisions will be made for the next implementation of the courses, based on the results of the evaluations, and the review and evaluation cycle will begin again so that the courses will be improved and updated on a continual basis.

Policies, Guidelines & Infrastructure

The policies and guidelines for staff operations for the PSLC project will be drawn from those established by the School of Education. Course designers and the programmer will report tothe head of the Instructional Design division, who will coordinate with the Dean of the School of Education concerningthe oversight of the faculty subject matter experts and reviewers.

The eLearning infrastructure for this project, or the underlying mechanism or framework, details the means by which voice, video, and data will be processed and transferred from one site to another. It consists of several protocols, including network, communication, messaging, and data or information protocols. Specifications for the infrastructure will, whenever possible, take advantage of existing systems, adding additional components as needed. (For example, the course will be delivered via the existing Blackboard course management system.) Specific infrastructure requirements willbe identified by a committee composed of University Information Technology representatives, representatives from IDDL, and individuals representing the course design division of the School of Education.

Project Costs & Schedule Projections

Since many of the resources to be used for the PSLC project are already owned by the SOE, the majority of project costs tobe incurred will be in salaries. Over time, the development and implementation costs will be covered by tuition receipts. At the start of the project, we intend to fund the program by using a portion of a program manager’s salary and GTA support.



Returned resources will cover all direct costs of the program and any surplus will be invested in instructional improvementsfor the School of Education. Proposed tuition will be in linewith that set for K-12 school personnel ($234.00 per in-state credit hour and $534.00 per out-of-state credit hour).

Project enrollment estimates for the period of 2006-2009:

Year In-State Out-of-State Total2006-07 240 0 240

2007-08 462 0 462

2008-09 540 0 540

The minimum enrollment required to cover all direct and indirect costs of delivering the program (as taken from the VTIDDL Enterprise Fund Financial Plan):

Year In-State: Out-of-State Total2005- 06 360 0 208

2006-07 360 0 360

2007-08 360 0 360

Therefore, we assume that the program to operate at a loss thefirst year it is offered, but that it will exceed enrollment requirements in the second and third year. If tuition revenuedoes not cover all direct and indirect costs, the VT School ofEducation agrees to cover the difference. Revenue projectionsfor the project include:

YearTotal Enterprise Tuition

RevenueRevenue Remaining afterDirect & Indirect Costs

2004- 06(Baseline) No Baseline

2006-07 $65,520 $6,037



2007-08 $126,126 $23,606

2008-09 $147,420 $44,900

The estimated financial impact on the existing University budget (30% indirect) is:

2004-06 2006-07 2007-08 2008-09

$0 $12,746 $21,969 $21,969

Variances to the scope are expected to impact the proposed schedule and budget for the project. For example, the VDOE islikely to adjust its requirements for professional studies coursework, and if this happens, the PSLC courses will be adjusted to align with the new requirements. Depending on thescope of the changes, this may require that new courses be offered or that content topics be switched from one course to another.

Marketing Plan

The PSLC courses will be marketed through a variety of channels, including the Virginia Department of Education (VDOE), memorandums of understanding with in-state and out-of-state school systems, and through targeted marketing by the VTInstitute for Distance and Distributed Learning (IDDL). In addition, the courses will be featured on the websites managedby IDDL and the School of Education.

References

Cohen, D.K., & Hill, H.C. (1998). State policy and classroom performance: Mathematics reform in California. CPRE Policy Brief No. RB-27. Philadelphia: Consortium for Policy Research in Education, University of Pennsylvania.



Dabbagh, N. (2007). The online learner: Characteristics and pedagogical implications. Contemporary Issues in Technology and Teacher Education, 7(3), 217-226.

Driscoll, M. P. (2000). Psychology of learning for instruction (2nd ed.).Boston: Allyn and Bacon.

Guskey, T.R. (2000). Evaluating professional development. Thousand Oaks, CA: Corwin Press, Inc.

Kennedy, M. (1998). Form and substance in inservice teacher education. Research monograph 13, National Institute for Science Education, University of Wisconsin – Madison. Retrieved from: http://ed-web3.educ.msu.edu/reports/ed-researchrep/00/00dec-report2.htm

Larson, M. (January, 2005). Professional development models: A review of the literature. Charleston, WV: The Institute for the Advancement of Research in Education at Appalachian Educational Laboratory, Edvantia Corporation.

Marzano, R.J., Pickering, D.J., & Pollock, J.E. (2001). Classroom instruction that works: Research-based strategies for increasing student achievement. Alexandria, VA: Association for Supervision and Curriculum Development.

Rowland, G., Fixl, A., & Yung, K. (1992). Educating the reflective designer. Educational Technology, 32(12), 36-44.

U.S. Department of Education, Planning and Evaluation Service.(USDE) (2000). Does professional development change teaching practice? Results from a three-year study. Washington, D.C.: Office of the Under Secretary.

Wenglinsky, H. (2002, February 13). How schools matter: The link between teacher classroom practices and student academic performance. Educational Policy Analysis Archives, 10(12). Retrieved from http://epaa.asu.edu/epaa/v10n12/


http://epaa.asu.edu/epaa/v10n12/

http://ed-web3.educ.msu.edu/reports/ed-researchrep/00/00dec-report2.htm

http://ed-web3.educ.msu.edu/reports/ed-researchrep/00/00dec-report2.htm


Appendix A

What Works in Instruction (taken from Larson, 2005)

The following categories of instructional strategies were identified through a meta-analysis of many studies by researcher Robert Marzano (2001), as having a strong effect onstudent achievement. The PSLC courses will highlight and use these strategies, when and where appropriate:

1. Identifying similarities and differences, (average effectsize of 1.61)

2. Summarizing and note-taking, (ES = 1.00)3. Reinforcing effort and providing recognition, (ES =.80)4. Homework and practice, (ES = .77)5. Nonlinguistic representations, (ES = .75)6. Cooperative learning, (ES = .73)7. Setting objectives and providing feedback, (ES = .61)8. Generating and testing hypotheses, (ES = .61) and9. Questions, cues, and advance organizers (ES = .59).

(Marzano, 2001, p. 7)

1. The task of identifying similarities and differences has been identified as the most powerful of nine categories of strategies that have a strong effect on student achievement (Marzano, 2001). If the student is asked to compare and contrast or identify similarities and differences, provide them with a graphic organizer for the task, such as a T-chart or table. Graphic and symbolic representations of similarities and differences enhance students’ understandingof content (Chen, 1999; Cole & McLeod, 1999; Glynn & Takahashi, 1998; Lin, 1996; Mason, 1994). Research has identified four forms of this activity that are highly effective: comparing, classifying, creating metaphors, and creating analogies (Marzano, 2001).

2. High school students often need help in learning to summarize and take notes, therefore, summarizing activities



will also be included in the PSLC course to equip participants with strategies for teaching summarizing and note-taking skills. Rule-based summary strategies, summary frames, and reciprocal teaching can be used in the exercisesto demonstrate summary strategies. Webbing, outlining, teacher-prepared notes, and combination notes (webbing and outlining) can be used as strategies for note-taking.

3. The research is clear on the importance of effort in studentachievement, and it also shows that student achievement results for reinforcing effort range from an effect size of .52 to 2.14 (Marzano, 2001, p. 51). Research shows that students are often unaware of the relationship between effort and achievement and that teaching about that relationship is important. However, some students may also need to actually experience that connection through instructional aids that require them to track their own levels of effort and the resulting achievement. Therefore, effort and achievement rubrics will be provided at least once for each PSLC course. As to recognition, the automated responses for learning exercises and assessments for PSLC courses will be developed in line with guidelines for effective praise, as recorded by Marzano (2001, p. 56).

4. In line with the research regarding homework, the purpose of each learning activity in the PSLC courses will be clearly identified and articulated (Marzano, 2001), and willbe used for practice, for preparation, or for elaboration (Foyle, 1985; Foyle & Bailey, 1988; Foyle, Lyman, Tompkins, Perne, & Foyle, 1990). In addition, since research shows that homework assigned but not commented on generates on effect size of only .28, while graded homework produces an effect size of .78 and commented homework produces an effectsize of .83 (Marzano, 2001), all homework will be commented on, preferably through a computer-automated response system.Furthermore, since research shows that mastering a skill requires a fair amount of focused practice and that that practice should be spread out over time, those skills identified as critical during the course design phase will



be featured in multiple opportunities for practice spread out across the duration of the 16-week course (Marzano, 2001). In line with research that indicates that students must adapt and shape what they learn to promote deep understanding, the number of examples provided will be limited, but students will be required to examine those examples in depth (Marzano, 2001).

5. A synthesis of the research on using nonlinguistic representations in the classroom has yielded average effect sizes of from .50 to 1.31 (Marzano, 2001, p. 74). Research shows that a variety of activities enhance the development of nonlinguistic representations and subsequent understanding in students including creating graphic representations, making physical models, generating mental pictures, drawing pictures and pictographs, and engaging in kinesthetic activity (see Marzano, 2001, pages 73-74 for citations). The process of generating nonlinguistic representations engages students in elaboration, which has been shown to improve understanding and recall (Pressley, Symons, McDaniel, Snyder, & Turnure, 1988; Woloshyn, Willoughby, Wood, & Pressley, 1990). Efforts will be made to include nonlinguistic representations within the course instruction as well as in course learning activities to givestudents opportunities to elaborate on new knowledge and to see the utility and range of applications that can be used for graphic organizers.

6. Due to the nature of course development constraints, cooperative learning will be used on a limited basis within theinstruction of the PSLC courses, with at least four activities per course featuring this instructional strategy.Recognized leaders in the field of cooperative learning, David Johnson and Roger Johnson (1999) have identified five elements of cooperative learning: positive interdependence, face-to-face promotive interaction, individual and group accountability, interpersonal and small group skills, and group processing. Explicit instruction on these elements



and on grouping strategies will be included in the course instruction and in the activities, when possible.

7. Setting objectives and providing feedback serve to engage the learner’s metacognitive system of thinking. Establishing a direction for learning enables students to focus their learning, and if instructional objectives are not too specific, they enable students to personalize them and accommodate them to their own learning plan. Research has shown that instructional goals stated in behavioral objective format do not produce effect sizes as high as instructional goals stated in more general formats (Fraser, Walberg, Welch, & Hattie, 1987), possibly because their specificity prevents individuals from personalizing and adapting them to their own needs (Marzano, 2001). The majority of research studies on the general effects of feedback have generated effect sizes of over .50, and emphasizes that feedback should be corrective in nature, timely, specific to a criterion, and can be effectively provided by students themselves through activities designed to encourage self-evaluation (refer to Marzano, 2001 for references). Therefore, in line with these findings, the objectives included for the PSLC courses will be flexible innature to enable students to adapt them to their needs, and when possible, they will be provided with feedback related to those objectives.

8. A number of strategies can be used to give students inductive and deductive practice in generating and testing hypotheses. To provide practice in generating and testing hypotheses, students will frequently be given examples and asked to identify a rule that characterizes those examples (example/rule instruction), and they will be given a rule and asked to come up with examples that illustrate that rule(rule/example instruction). In addition, a variety of structured tasks will be used to give students practice in developing learning activities using this strategy for theirown classes. When possible, tasks involving systems analysis, problem solving, historical investigation,



invention, experimental inquiry, and decision making will beemployed.

9. Questions, cues, and advance organizers all help students retrieve what they already know about a topic, serving to activate their prior knowledge or experience, and are effective learning tools even when asked before a learning experience (Alexander & Judy, 1988; Ausubel, 1968; Risner, Nicholson, &Webb, 1994). Research indicates that questions and cues should focus on what is critical and should be geared to produce higher level thinking to produce deeper learning (Marzano, 2001; Osman & Hannafin, 1994; Pressley, Tenebaum, McDaniel, & Wood, 1990). Explicit instruction on questioning techniques, cuing strategies, and a variety of advance organizers will be included in the PSLC methods courses, and these strategies will be employed in all PSLC courses through a variety of techniques including orienting and reflective questions, mindmaps and mindmap exercises.



Appendix B

Characteristics of a Successful Online Learner

The following characteristics and skills were reported by Dabbagh (2007, p. 220) as being critical to success for onlinelearners:

Having a strong academic self-concept. Exhibiting fluency in the use of online learning

technologies. Possessing interpersonal and communication skills. Understanding and valuing interaction and collaborative

learning. Possessing an internal locus of control. Exhibiting self-directed learning skills. Exhibiting a need for affiliation.

In addition, Dabbagh (2007) reports that to increase the potential for meaningful interaction, collaboration and knowledge building in an online learning environment, the online learner should also possess “social learning skills, discursive or dialogical skills, self and group evaluation skills, and reflection skills” (ibid, p. 221).


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