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Question Development in Two Online Graduate Teacher Education Courses

Author

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  • Lynda R. Wiest

    (College of Education, University of Nevada, Reno, NV, USA)

  • Eleni Oikonomidoy

    (College of Education, University of Nevada, Reno, NV, USA)

Abstract

The authors conducted a self-study of the questions they developed for student discussion in their respective fully online graduate teacher education courses. Through individual and joint analyses of their decision-making processes and the resulting question content, the authors found that they had used both similar and different approaches to question development, influenced in part by their differing course content. Their deliberate decisions in developing questions for student discussion at times served, but in some cases constrained, course goals to have students address equity/diversity content candidly and in sufficient complexity. The authors found participating in a self-study with a colleague who had similar sociocultural perspectives useful for helping them undertake more exacting self-analyses that could lead to greater change in future development of course material.

Suggested Citation

  • Lynda R. Wiest & Eleni Oikonomidoy, 2013. "Question Development in Two Online Graduate Teacher Education Courses," International Journal of Online Pedagogy and Course Design (IJOPCD), IGI Global, vol. 3(4), pages 68-84, October.
    • Handle: RePEc:igg:jopcd0:v:3:y:2013:i:4:p:68-84
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