e-Learning for Educators
Frequently Asked Questions
How many online courses can I take?
Participants may enroll for a maximum of two courses per session. Registrations for more than two courses will be cancelled. It is recommended that participants register for one course per session as each course requires 6.5-7 hours of online/offline work per each of the seven course sessions.
May individuals seeking paraprofessional certification enroll in eLearning courses?
All paraprofessionals must submit proof of passing the West Virginia State Competency Exam for Classroom Aides to the WVLearns project coordinator, Donna Landin, prior to registering for a course. Official documentation must be provided by the personnel director or the local certification officer on official county letterhead stating that the participant has passed the West Virginia State Competency Exam for Classroom Aides. All enrollees participating in eLearning courses must be pursuing West Virginia paraprofessional certification.
How long will the workshop last?
The workshop will last 7 weeks. Each session begins at 12:00 A.M. on Wednesday and each session ends at 11:59 P.M. on Tuesday.
How many sessions constitute a workshop?
Each workshop is comprised of 7 one-week sessions. Participants will complete a specific set of readings, activities and discussions every week. Projects will be developed throughout the workshop and submitted periodically and then during the last workshop session.
How much time is required to complete a workshop?
Participants are expected to spend 6.5-7 hours of online/offline work per each of the seven course sessions.
4 hours per week will satisfy weekly requirements (total of 24 hours).
21 hours will satisfy the course project requirement.
24+21=45 hours---- will meet all workshop requirements.
How many non-degree graduate credit hours can be earned per successful, workshop completion?
3 hours of non-degree graduate credit hours may be awarded per successful workshop completion for participants who complete registration with a selected university and make payment by the established deadline posted ot the course News.
What is the cost of graduate credit per workshop?
Cost of non-degree graduate credit is $141 per workshop from MU, $227 from WVU and $99 from Concord University. If I desire non-degree graduate credit from WVU, MU or Concord University, it is my responsibility to inform the course facilitator, register for the course with WVU, MU or Concord University, pay for the course during the time frame allotted for registration and payment and apply for a transcript after successful completion of the course. If I omit any of these steps, I am aware that I will not be able to receive university credit for the course. Registration and payment for course credit will not be accepted after the date provided in the course News has passed. Questions regarding course registration and payment must be submitted one week prior to the deadline provided for registration/payment submission as stated in the course News.
May the WV e-Learning courses apply toward recertification and/or advance salary classification?
Yes, you must apply for non-degree graduate credit as you will submit official transcripts from a university of your coursework to the Office of Professional Preparation for recertification or advanced salary classification. Registration and payment to WVU, MU or Concord University is required, if you are taking the course for recertification and/or for salary advancement. Please review the back of your current teaching certificate to determine if you are required to complete one 3-hour course with a focus of improving instruction through the use of technology
What universities will provide graduate credit?
Concord University, Marshall University, and West Virginia University will provide non-degree graduate credit for the WV e-Learning for Educator's courses.
When do I submit paperwork for graduate credit?
The workshop Welcome Page will provide links to forms and instructions to be followed to be completed if you wish to apply for non-degree graduate credit. The course Welcome News page will be available on the opening day of your workshop. If I desire non-degree graduate credit from WVU, MU or Concord University, it is my responsibility to inform the course facilitator, register for the course with WVU, MU or Concord University, pay for the course during the time frame allotted for registration and payment and apply for a transcript after successful completion of the course. If I omit any of these steps, I am aware that I will not be able to receive university credit for the course. Registration and payment for course credit will not be accepted after the date provided in the course News has passed.Questions regarding course registration and payment must be submitted one week prior to the deadline provided for registration/payment submission as stated in the course News.
WVU, MU and Concord University have agreed to award three hours of non-degree graduate credit for course completion. Three hours of non-degree credit will be awarded for a minimum of 45 hours of coursework.
May WV e-Learning for Educators workshops be used for continuing education hours/credit?
Seek permission from your county school system/professional development council for continuing education hours/credit prior to the opening day of selected workshops.
Is an access.k12.wv.us or k12.wv.us account required for WV e-Learning for Educators courses?
Yes, we now require an access.k12.wv.us, a k12.wv.us or a county schools account. If you do not qualify for an access.k12.wv.us or a county schools e-mail account, then contact Donna Landin at email@example.com.
Are educators from private/parochial schools in West Virginia permitted to register for the WV e-Learning for Educators workshops?
Are the WV e-Learning workshops delivered on the Internet?
All WV e-Learning for Educators are delivered via the Internet. Workshop activity will occur online. Participants may access the workshop(s) and complete assignments at any time during the day or night.
Will WV e-Learning workshop participants receive grades upon the completion of workshops?
A grade book is kept for all workshop sessions. Grades of C (Complete), I (Incomplete), and N (Not Complete) are awarded for each sessions based upon workshop participation and assignment completion. A mid-course check-up may occur in Session Three (Week Four) of the workshop or course checkpoints will be established for specific course sessions. Non-degree graduate credit will be awarded to participants who complete all course requirements. All work associated with the course for which participants are enrolled is to be work specific to the current session for which they are enrolled. Course work created for another course or a previous session of the course for which a participant is enrolled may not be resubmitted. Non-degree graduate credit will not be awarded twice for the same course. A certificate of completion will be awarded to all participants who complete all course requirements.
Is online learning as good as face-to-face learning?
Most research studies on e-learning are based on higher education courses, with impact on learning measured by tests and grades (Phillips and Merisotis, 1999). The most common result of this research is to find no significant differences between student learning in face-to-face and online courses, and to find that those who take online versions of courses are as satisfied with the experience as those who attended classes (Russell, 1999). However, in some studies, such as Koory's (2003) comparison of an Introduction to Shakespeare course delivered online and face-to-face, and Harlen & Altobello's (2003) comparison of an online and face-to-face science education course, the results showed better learning outcomes online.
Survey data from participants in many online professional development programs show that when online courses are well-designed and implemented, participants report them to be valuable and enjoyable learning experiences that impact both knowledge and professional practice. For example, survey data from participants in online workshops about integrating technology into classroom practices provided by the EdTech Leaders Online program show that: 92% said they benefited from and enjoyed learning online and would be interested in online learning in the future; 91% reported increased understanding of how to use technology to support the curriculum; and 93% reported they used things they learned in the workshop in their work (Sucher and Engel, 2003). Similarly, an evaluation report of the Florida Online Reading Professional Development program found that over 90% of participants indicated that the program contributed to their knowledge of effective reading theory, research, and instructional practice, and over 87% indicated they would make changes to their classroom reading instruction as a result of the program (ITRC, 2001).
The e-Learning for Educator's initiative involves conducting two research studies- one that includes 4th and 5th grade teachers and one that includes 7th and 8th grade teachers. Both studies focus on mathematics and English language arts. The studies are designed to evaluate the impact of online professional development on teacher knowledge, teacher practices, and, most importantly, student achievement. The Technology Assessment Study Collaborative (inTASC) at Boston College will be conducting the two studies. Additional information can be accessed from Boston College's e-Learning for Educators.
How do I know if I will be a successful online professional development participant?
The following assessments have been designed to determine your level of comfort regarding online professional development:
Self-Evaluation for Potential Online Students (the correct link appears below), Illinois Online Network This short, twelve-question tutorial helps you determine how ready you are for an online course. http://www.ion.uillinois.edu/resources/tutorials/pedagogy/selfEval.asp
What are the benefits to taking a WV e-Learning for Educator’s workshop?
e-Learning for Educators is Web-based professional development that targets improved teacher content knowledge, improved teaching practices and increased student achievement.