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Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2000. Hill, Jacquetta Waddoups, Gregory Linford 2015-09-25T19:57:10Z 2015-09-25T19:57:10Z 10000-01-01 2000 2000 Three broad questions motivated my research and analysis in the CTER Online program. First, what processes are associated with teachers participating and learning in online courses? Second, what is the nature of the online learning environment and to what extent can robust contexts for learning be constructed? Can best practices be gleaned from my analysis of teaching and learning in this program? Third, what kind of a context for professional development and learning can be constructed online? Made available in DSpace on 2015-09-25T19:57:10Z (GMT). No. of bitstreams: 2 license.txt: 4848 bytes, checksum: 96035ab3f5e1c23cc7138a224ce498bd (MD5) 9990176.pdf: 5227817 bytes, checksum: cade18bb4b6f0093f8d43d56dc8efecd (MD5) Previous issue date: 2000 Embargo set by: Seth Robbins for item 81723 Lift date: Forever Reason: Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs U of I Only 200 p. http://hdl.handle.net/2142/80441 (MiAaPQ)AAI9990176 eng Education, Special Deploying Identities in E -Worlds: K--12 Teachers Extending, Adopting, and Defending Their Practitioner Identities text Education Education University of Illinois at Urbana-Champaign Dissertation Ph.D.