Curriculum Adaptations within the Online Environment
Abstract
As the demand for online learning increases, teacher preparation programs must offer a variety of courses utilizing E-learning formats. These formats must model effective teaching practices, curriculum design, and adaptations for the online learning environment. In addition, teacher preparation programs—following the Dewey philosophy as well as the psychological aspects of cognition outlined by Piaget—must integrate collaboration and interaction along with project-based learning. Following a qualitative design, this study examined effective practices and curriculum design in order to provide insight into effective practices within the online learning environment. Data was collected from graduate and undergraduate students enrolled in a variety of teacher preparation courses in order to examine: a) adaptations in curriculum design for the online environment, b) interactions and collaborations, c) depth of application of concepts and skills, and d) preferences and differences with regard to learning styles.
