The Intersection of the Scholarship of Teaching and Learning with Online Course Design in Teacher Education

Abstract

This study employed a web-based survey investigating graduate students' perceptions of effectiveness of various learning activities in an online teacher education course designed to teach instructional strategies. Learner-centered evaluation allows for insights into the teaching and learning process, and learner satisfaction is particularly critical in determining quality in distance education. The findings would inform a redesign of the course with the goal to enhance learning, using students as evaluators. The students’ ratings and comments of course activities are discussed, and implications related to course redesign are examined.