In-Service Teachers' Perceptions of Online Learning Environments

In this study, the participants were in-service teachers (N = 28) enrolled in an advanced methods course in science teaching, organized to include a mix of face-to-face meetings and online discussion. The teachers were assigned to synchronous audio conferencing, synchronous text chat, and asynchronous discussion board groups for the online portion of the course. Perceptions of the quality of the online learning environment were compared using the Constructivist On-Line Learning Environment Survey. ANOVA analyses revealed significant differences among the groups on items assessed. Post-hoc analyses indicated that teachers participating in synchronous text chats perceived their online learning experiences more reflective, interactive, and supportive.