Timing Matters: Approaches for Measuring and Visualizing Behaviours of Timing and Spacing of Work in Self-Paced Online Teacher Professional Development Courses

Riel, Jeremy; Lawless, Kimberly A.; Brown, Scott W.

doi:10.18608/jla.2018.51.3

Cited by 29 publications

(19 citation statements)

References 44 publications

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“…However, the synchronous opportunities would be limited because the format would be self-paced. Teachers' opportunities to collaborate in real-time would be limited (Fiel, Lawless, & Brown, 2018). Still, online training can be as effective as in-person professional development (Philipsen, Tondeur, McKenney, & Zhu, 2019).…”

Section: Discussionmentioning

confidence: 99%

Adopting Instructional Strategies for English Language Learners in Elementary Classrooms

Olds¹,

McCraney²,

Panesar-Aguilar³

et al. 2021

WJE

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In an Eastern U.S. school district, little is understood about how elementary general education teachers apply instructional strategies for English Language Learners (ELLs) in the classroom and which strategies they perceive support academic achievement. The purpose of this basic qualitative study was to explore elementary general education teachers’ reported application of ELL instructional strategies and their perceptions of how those strategies support ELL academic achievement. The study’s conceptual framework consisted of Vygotsky’s sociocultural theory, which infers that learning is a social process guided by interactions with one’s environment, people, and culture. Also framing this study was Krashan’s second language acquisition theory (Long, 1983), which infers that language is attained though one’s strong desire to interact with the world around them. Two research questions were used to investigate the reported ELL instructional strategies used by teachers and how teachers perceive those strategies support ELLs’ achievement. Semistructured interviews were conducted with 11 elementary general education teachers. Volunteers were recruited from schools having ELL populations of 30% or more. Interview data were analyzed by using open and a priori codes and thematic analysis. The findings indicated that participants used familiar instructional strategies and consistently applied them for the whole class. Additionally, participants perceived ELLs’ academic confidence and connecting concepts with their primary language as important to academic achievement. This study contributes to positive social change through a deeper understanding of the ELL instructional strategies that may benefit elementary teachers and stakeholders.

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Section: Discussionmentioning

confidence: 99%

Adopting Instructional Strategies for English Language Learners in Elementary Classrooms

Olds¹,

McCraney²,

Panesar-Aguilar³

et al. 2021

WJE

View full text Add to dashboard Cite

show abstract

“…By exploring teachers' responses to the characteristics and practices of the online program, researchers could potentially improve efficacy of the oTPD in meeting the outcomes set for the program. This category included a wide variety of methodological approaches and investigated a wide variety of questions related to design and implementation (e.g., Masters et al, 2010;Fiel et al, 2018). Often, survey questions asked teachers for feedback on whether best practices identified for in-person professional development were also best practices for online settings (e.g., Chen et al, 2009;Holmes et al, 2011;Collins and Liang, 2015).…”

Section: Teachers and Otpdmentioning

confidence: 99%

Examining a Decade of Research in Online Teacher Professional Development

et al. 2020

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This literature review documents research in the area of online teacher professional development (oTPD) and seeks to inform developers and facilitators on the complex and unique empirical indicators that are important in designing, developing, implementing, evaluating, and researching oTPD. The 73 studies analyzed in this review suggest that the research in oTPD is progressing toward more rigorous empirical methods and theoretically grounded design, implementation, and evaluation. Research in oTPD is moving forward in more sophisticated ways and adding to our understanding of highquality practices that engage teachers in meaningful teacher professional learning in online contexts.

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“…When students are working in a self-paced environment, such as when learning in a MOOC, they can determine their own schedules and when to work. What time during the day, during the week, and across the whole course students choose to work has been found to be related to learning outcomes and performance (Boroujeni, Sharma, Kidziński, Lucignano, & Dillenbourg, 2016;Fiel, Lawless, & Brown, 2018). However, these models primarily attempt to find patterns in how students use their time rather than predicting timing.…”

Section: Modelling Student Behavioursmentioning

confidence: 99%

Real-Time Prediction of Students’ Activity Progress and Completion Rates

Faucon

Olsen

Håklev

et al. 2020

JLA

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In classrooms, some transitions between activities impose (quasi-)synchronicity, meaning there is a need for learners to move between activities at the same time. To make real-time decisions about when to move to the next activity, teachers need to be able to balance the progress of their students as they work at different paces. In this paper, we present a set of estimators that can be used in real time to predict the progress and completion rates of students working on computer-supported activities that can be divided into sequential subtasks. With our estimators, we investigate what effect the average progress rate of the class, a given number of previous steps, or weighting the proportion of progress assigned to each subtask has on predictions of students' progress. We find that accounting for the average class progress rate near the beginning of the activity can improve predictions over baseline. Additionally, weighted subtasks decrease prediction accuracy for activities where the behaviour of faster students diverges from the average behaviour of the class. This paper contributes to our ability to provide accurate student progress predictions and to understand the behaviour of students as they progress through the activity. These real-time predictions can enable teachers to optimize learning time in their classrooms. Notes for Practice• This paper advances our knowledge of the challenges of time management and the characteristics of students' progress within single activities in classrooms.• Several estimators of students' progress rates and the proportion of time required by each subtask of an activity are proposed and tested on student data from 12 university courses ranging from 64 to 241 students.• The estimators have an average error of less than 2% when predicting the average progress of the class, which can help teachers optimize their use of class time.

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Timing Matters: Approaches for Measuring and Visualizing Behaviours of Timing and Spacing of Work in Self-Paced Online Teacher Professional Development Courses

Cited by 29 publications

References 44 publications

Adopting Instructional Strategies for English Language Learners in Elementary Classrooms

Adopting Instructional Strategies for English Language Learners in Elementary Classrooms

Examining a Decade of Research in Online Teacher Professional Development

Real-Time Prediction of Students’ Activity Progress and Completion Rates

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