Implementing Constructivist Web-Based Learning and Determining its Effectiveness on a Teacher Preparation Course
Martha Casas, University of Texas at El Paso
This paper describes the design of an online course to reflect a constructivist approach to teaching and learning, and how students are able to identify the constructivist elements of the course. Key to this study is to determine how effectively the student participants believe the course prepares them to become K-8 teachers, and which elements of the course are most beneficial and which are not. Ninety-four percent of the students who took the course over two semesters were able to identify at least four of the constructivist elements of the course. Furthermore, 100% of the student participants found the course to be effective. The data stem from pre- and post-questionnaires and instructor course evaluations.