Abstract:

How did a Master of Arts in Teaching (MAT) program transition initial teacher candidates deliberately and cautiously to online learning? Since 2002, the program’s faculty has been moving from hybrid to online learning for its graduate teaching candidates not because teaching or learning was believed to be more effective than it would be face-to-face; but a change that was necessary to prepare career changers who could address the learning environments of the ‘digital learner’ by delivering instruction that incorporated ‘best practices’ in ways that were more motivational and engaging. Further, the faculty wanted to afford graduate candidates the opportunity to earn a Masters’ Degree at a distance due to eight hour work schedules and other commitments that might lessen their motivation to teach or reach their goal. As career changers seek teaching jobs, they will need the skills to address the demands of P-12 schools offering virtual summer schools via hybrid or online courses for credit recovery. Beyond the latter, it was based on the belief that P-12 schools seek not only effective traditional (face-to-face) teachers in classrooms, but also those who would be as effective or more effective at a distance in a virtual environment during the school day. Also, it was not unrealistic to believe that P-12 schools seek teachers with skills to expand after school programs (remediation or acceleration) and foster greater parental involvement, input and participation with greater opportunities to better meet needs for diversity and variability (students and parents). The goal was to prepare candidates for the schools that The American Association of Colleges for Teacher Education (AACTE) and the Partnership for 21st Century Skills (P21) demand to bring curricula in line with the 21st –century. The major focus of this article is a continuum for not only equipping Career Changers with teaching methodology, but also preparing them concurrently to apply the methodologies using state-of-the-art-technology. The article outlines the steps that have been taken and what must be done to reach the goal. Phase I began by identifying the faculty’s technology experiences (novices to expert scale) relative to distance learning, researching practices, correlating instructional methodology (traditionally versus electronically), assessing learning, teaching styles (techniques and strategies), reviewing courses (hybrid, online or neither) and being realistic about the availability and acquisition of resources (human, material and funding). Phase II focused on candidates’ (career background, degree area, learning communities, desire and readiness, learning climate and environment). In the first two Phases, there was not any naivety to fears, barriers, interactions, myths, computer phobia, resistance, and other human related factors. Phase III is not the final phase, but focused on the Computer Management System to deliver the instruction at a distance. The training needs of faculty meant moving from a seemly email only comfort level for some to a delivery system that the College changed three times from 2004 to 2010 while it simultaneously implemented an electronic assessment system. Thus far ‘success’ has been moving courses from 25% to 75% hybrid to 100% online while some traditionally remain face-to-face. The realization is that we have been deliberate, but cautious in the undertaking and growing as a higher education faculty in the 21st century.

Keywords:

Distance Learning, On-line Learning, Hybrid Learning, Career Changers, Technology Integration, Digital learner, Learning Community.