If You Build It, Will They Come? Predictors of Teachers’ Participation in and Satisfaction with the Effective Classroom Interactions Online Courses

The Effective Classroom Interactions (ECI) online courses were designed to provide an engaging, effective and scalable approach to enhancing early childhood teachers’ use of classroom practices that impact children’s school readiness. The created courses included several versions aimed at testing w...

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Autores principales:	Jennifer LoCasale-Crouch, Bridget Hamre, Amy Roberts, Kathy Neesen
Formato:	article
Lenguaje:	EN
Publicado:	Athabasca University Press 2016
Materias:	innovative online experiences early childhood teacher education Special aspects of education LC8-6691
Acceso en línea:	https://doaj.org/article/858273a8eef4427a997630b8e0353710
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spelling	oai:doaj.org-article:858273a8eef4427a997630b8e03537102021-12-02T18:03:24ZIf You Build It, Will They Come? Predictors of Teachers’ Participation in and Satisfaction with the Effective Classroom Interactions Online Courses10.19173/irrodl.v17i1.21821492-3831https://doaj.org/article/858273a8eef4427a997630b8e03537102016-02-01T00:00:00Zhttp://www.irrodl.org/index.php/irrodl/article/view/2182https://doaj.org/toc/1492-3831 The Effective Classroom Interactions (ECI) online courses were designed to provide an engaging, effective and scalable approach to enhancing early childhood teachers’ use of classroom practices that impact children’s school readiness. The created courses included several versions aimed at testing whether or not certain design aspects could increase participation and subsequent learning outcomes. The purpose of this study was to examine the extent to which early childhood teachers accessed the courses and varied in their a) participation in the core course content and b) optional discussion board as a result of the course experience they were assigned to as well as individual characteristics that may be associated with participation. Findings indicated that early childhood teachers accessed the course often on nights and weekends and reported high levels of satisfaction with their experience. Both persistence in the ECI courses and overall completion of activities were higher than those reported in other studies of online learning. Whether or not the participant was in the course that had regular interactions with the instructor, comfort with technology and took the course for credit consistently predicted participation, but not always in expected ways. Implications for exploring online learning as a feasible option for early childhood educators are discussed. Jennifer LoCasale-CrouchBridget HamreAmy RobertsKathy NeesenAthabasca University Pressarticleinnovative online experiencesearly childhood teacher educationSpecial aspects of educationLC8-6691ENInternational Review of Research in Open and Distributed Learning, Vol 17, Iss 1 (2016)
institution	DOAJ
collection	DOAJ
language	EN
topic	innovative online experiences early childhood teacher education Special aspects of education LC8-6691
spellingShingle	innovative online experiences early childhood teacher education Special aspects of education LC8-6691 Jennifer LoCasale-Crouch Bridget Hamre Amy Roberts Kathy Neesen If You Build It, Will They Come? Predictors of Teachers’ Participation in and Satisfaction with the Effective Classroom Interactions Online Courses
description	The Effective Classroom Interactions (ECI) online courses were designed to provide an engaging, effective and scalable approach to enhancing early childhood teachers’ use of classroom practices that impact children’s school readiness. The created courses included several versions aimed at testing whether or not certain design aspects could increase participation and subsequent learning outcomes. The purpose of this study was to examine the extent to which early childhood teachers accessed the courses and varied in their a) participation in the core course content and b) optional discussion board as a result of the course experience they were assigned to as well as individual characteristics that may be associated with participation. Findings indicated that early childhood teachers accessed the course often on nights and weekends and reported high levels of satisfaction with their experience. Both persistence in the ECI courses and overall completion of activities were higher than those reported in other studies of online learning. Whether or not the participant was in the course that had regular interactions with the instructor, comfort with technology and took the course for credit consistently predicted participation, but not always in expected ways. Implications for exploring online learning as a feasible option for early childhood educators are discussed.
format	article
author	Jennifer LoCasale-Crouch Bridget Hamre Amy Roberts Kathy Neesen
author_facet	Jennifer LoCasale-Crouch Bridget Hamre Amy Roberts Kathy Neesen
author_sort	Jennifer LoCasale-Crouch
title	If You Build It, Will They Come? Predictors of Teachers’ Participation in and Satisfaction with the Effective Classroom Interactions Online Courses
title_short	If You Build It, Will They Come? Predictors of Teachers’ Participation in and Satisfaction with the Effective Classroom Interactions Online Courses
title_full	If You Build It, Will They Come? Predictors of Teachers’ Participation in and Satisfaction with the Effective Classroom Interactions Online Courses
title_fullStr	If You Build It, Will They Come? Predictors of Teachers’ Participation in and Satisfaction with the Effective Classroom Interactions Online Courses
title_full_unstemmed	If You Build It, Will They Come? Predictors of Teachers’ Participation in and Satisfaction with the Effective Classroom Interactions Online Courses
title_sort	if you build it, will they come? predictors of teachers’ participation in and satisfaction with the effective classroom interactions online courses
publisher	Athabasca University Press
publishDate	2016
url	https://doaj.org/article/858273a8eef4427a997630b8e0353710
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If You Build It, Will They Come? Predictors of Teachers’ Participation in and Satisfaction with the Effective Classroom Interactions Online Courses

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