Universal Journal of Educational Research Vol. 4(3), pp. 561 - 569
DOI: 10.13189/ujer.2016.040313
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Student Perception of Online Learning in ESL Bilingual Teacher Preparation


Mayra C. Daniel 1,*, Gail Schumacher 1, Nicole Stelter 2, Carolyn Riley 1
1 College of Education, Department of Literacy and Elementary Education, Northern Illinois University, USA
2 College of Education, Department of Counseling, Adult, Higher Education, Northern Illinois University, USA

ABSTRACT

Current technologies are changing delivery options for post-graduate teacher education. Many practicing teachers who return to school to prepare to educate English learners choose distance learning. This article explores teachers' perceived satisfaction with the quality of online courses, with the collaborative tasks required in these, and the extent to which the teachers consider the online course format effectively prepares them to work with English learners. This study reports qualitative and quantitative finding from a questionnaire administered to teachers who completed graduate level courses in an online format. Data gathered strongly support online course delivery as a viable and appropriate format for post-graduate teacher preparation. Study findings are encouraging for the effectiveness of online course formats to prepare practicing teachers. Responses on the survey questionnaire completed by participants document their perception that online courses are as rigorous as F2F coursework given effective online delivery formats that include appropriate instructor availability, timely and positive feedback, and flexible course organization.

KEYWORDS
Asynchronous Learning, Online Courses, Teacher Preparation, English Learners

Cite this paper
Mayra C. Daniel , Gail Schumacher , Nicole Stelter , Carolyn Riley . "Student Perception of Online Learning in ESL Bilingual Teacher Preparation." Universal Journal of Educational Research 4.3 (2016) 561 - 569. doi: 10.13189/ujer.2016.040313.