Online Teaching and Learning

PSU has partnered with VHS Collaborative to offer a MEd in Curriculum and Instruction with an Online Teaching and Learning concentration. The Online Teaching and Learning program meets the needs of teachers who are new to integrating technology into the classroom. It also helps educators incorporate cutting-edge technology within their classrooms. Participants will learn to use the Internet in instruction efficiently and effectively to develop student-centered, project-based learning that supports the development of 21st century skills. The capstone experience pairs students with an experienced online educator to help apply newly learned skills in the online education environment.

In addition to this concentration, there is an option for students to earn a 15-credit Online Teaching and Learning Certificate.

Program of Study

  • Master’s Core Component – 9 credits
  • 3
    Seeks to examine the manner in which the behavior, feelings, or thoughts of one individual are influenced by the behavior or characteristics of others. Topics to be considered include social perception, attitudes, gender, social cognition, conflict, social influence, intercultural awareness, prejudice, discrimination, aggression, and group behavior. Fall, spring, and summer.
  • - OR -
  • 3
    This course will provide an in-depth study of the social/cultural basis of behavior and examine the role of mythology as a vehicle for intrapersonal and interpersonal understanding. The major theoretical, empirical, and applied lines of work in the following topics in contemporary social psychology will be explored, including social cognition, interpersonal perception, attitudes, stereotyping and prejudice, the self, and interpersonal and group relations. Mythology will be employed as a mechanism for cross-cultural comparison and as a unifying construct to enhance multicultural understanding.
  • 3
    A study of the historical, philosophical, and social-philosophic foundations of education. Emphasis is placed upon the ideas of the classical, medieval, Enlightenment, and post-Enlightenment periods that have influenced types of American educational systems relative to their mission and purpose. Analysis of how these systems have defined ethics and the characteristics of the virtuous person.
  • 3
    Knowledge and understanding of the commonly accepted research designs. Study of research instruments and statistics used in educational research. Wide reading in various types of research design. Critical analysis of research design.
  • Online Teaching and Learning Component – 12 credits
  • 3
    Educators need to integrate technology into their curriculum to transform student learning and meet the goals of the 21st Century. To succeed in today's information-driven academic environment, students need to know how to find, use, manage, evaluate and convey information efficiently and effectively. This includes not only knowledge of technology, but the ability to use critical-thinking skills to solve problems within a technological environment. Teachers wrap 21st Century Literacy skills into lesson content using a variety of strategies. This course helps educators plan and assess effective technology teaching methods, incorporate technology into any discipline, and develop key accountability and assessment strategies. In this six week course, educators wear both a "student hat" and a "teacher hat" as they use digital technology and communication tools to solve an information problem. Educators experience how to use technology as a tool to research, organize, evaluate and communicate information as well as develop a fundamental understanding of the ethical/legal issues surrounding the access and use of information. This valuable, first-hand experience demonstrates the essential technology skills students need to succeed in the 21st Century.
  • 3
    The Web-Enhanced Classroom is a six week course that uses technology to enhance traditional face-to-face (f2f) instruction. Online material is viewed as an extension of the classroom, and traditional lectures or classroom activities are linked with enhancements such as virtual tours, WebQuests, real-time information, maps, pictures, streaming video, audio clips, and open source course components. Web-extended classrooms allow learning to happen in an interesting and exciting way. This course provides teachers with the opportunity to develop a complete unit of study for a web-extended classroom and view other units created by peers. The unit of study is developed using the internet and includes information about open source portal components, while the educator learns how to efficiently and effectively search the web for resources. The topic for the unit of study is of the educator's choice; some resources will be provided through virtual tours of websites.
  • 3
    A hybrid course combines face-to-face instruction and web-or computer-based learning. Common features of hybrid courses will be explored including the delivery of the syllabus, effective online lectures, readings and assignments on web pages; discussions and presentations through online message boards, e-mail and chat; interactive tutorials and labs; and on-line assessments. By taking advantage of web-enhance instruction, less in-class time can be spent on mundane tasks and more time can be spent on collaborative, flexible and meaningful activities that incorporate all student learning styles. In this six week course, teachers determine what aspects of their course are best suited to presentation online, create new approaches to communicating with students and create active independent learning experiences for students. Using computer-based technologies, instructors use the hybrid model to redesign some lecture or lab content into new online learning activities, such as case studies, tutorials, self-testing exercises, simulations, and online group collaborations.
  • 3
    Web-technologies are shaping education in ways that have only been dreamed about before the advent of Web 2.0. The new web enhances teaching practices and student learning because new tools allow the user to publish and interact in ways never before possible. In Web 2.0 learners become consumers of information and need to become critical readers and viewers, ready to hit the edit button, in the age of new literacies. Educators must teach and model methods in which ideas and products can be published on the Internet. Web 2.0 provides the ability to work collaboratively across the virtual environment enhancing literacies such as communication skills and global awareness which has the effect of bringing down classroom walls. In this six week course, participants explore the tools of Web 2.0 while participating in activities involving some of those which are more widely accepted in educational environments. This course demonstrates how Web tools can generate new and exciting learning experiences for students of all abilities and learning styles. The course will offer participants ideas to help them think differently about technology and how it can be used to strengthen student's critical thinking, writing, reflection, interactive learning and meta-cognition.
    • Content Component – 9 credits

9 credits to be determined with advisor

  • Capstone Experience – 3 credits
  • 3
    Moving from teaching in a face to face environment to teaching students online is not simply a matter of changing mediums; it also means changing instructional methodologies. In this six week course, participants will have the opportunity to experience online teaching by partnering with an online master teacher in an established middle or high school online course. Through observation, reflection and actively participating in the online classroom environment the participant will first partner with the master teacher to deliver instruction, and then will fully assume online classroom responsibilities.
  • Total for MEd in Curriculum and Instruction, Online Teaching and Learning Concentration – 33 credits

Getting started is easy!

Apply today or request more info.

To begin planning your program, contact:

Cheryl Baker, (603) 535-2737 or e-mail: cbaker@plymouth.edu

Get started now!

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