There is quite a few studies on educators' attitudes toward e-learning in general, however I cannot find anything on educator's attitudes toward designing e-learning experiences once instructors have been required to create at least one online course (both content and the course design). Also, are there any instruments that can be adopted and modified to measure the attitudes toward the creation of online courses? Any suggestion would be very appreciated.
Yulia:
Here's some background research I did on Flexible Learning Environments that give some of the trends and issues regarding creating e-learning courses that I hope would be helpful for you.
Many thanks,
Debra
Data Flexible Learning Environments-Theories-Trends-Issues
You may find some useful information in this journal article. Teachers seem to be more interested in doing research to benefit their promotion and tenure, as opposed to integrating technology into the curriculum long-term.
Article Curriculum integration of MALL in L1/L2 pedagogy: Perspectiv...
Hi, perhaps you would like to look at this:
Tobin Framework from Tobin, K. (1998). Qualitative web. Learning Environments Research Learning Environments Research 1, 139-162.
Hi Yulia,
These articles about designing online and blended mathematics education courses might be of some assistance.
Kevin
Larkin, K. (2016). Developing Pre-service Teachers’ Mathematics Pedagogical Content Knowledge (MPCK): A Drama in Three Parts. International Journal of Mathematics Teaching and Learning (IJMTL) May 10, 2016. Retrieved from http://www.cimt.plymouth.ac.uk/journal/larkin.pdf
Larkin, K. & Jamieson-Proctor, R. (2015). Using Transactional Distance Theory to redesign an Online Mathematics Education Course for Pre-Service Primary Teachers. Mathematics Teacher Education and Development 17(1) p. 44-61. Online First. http://www.merga.net.au/ojs/index.php/mted/article/view/193
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