Addressing a Modality Paradox with a Two-Phase Online Rehearsal Design in an Online Science Methods Course

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Published: Apr 5, 2026
Keywords:
content methods courses, online learning
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Design Cases
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Aaron J. Sickel
University of Hawai
Jamie Sickel
Kapi‘olani Community College
https://orcid.org/0000-0002-8448-2953

Abstract

Content methods courses prepare beginning educators to teach specific subjects in grades K-12 and play a vital role in teacher education. This design case examines how a STEM teacher educator and instructional designer transitioned an in-person elementary science methods course to an online modality for a post-baccalaureate program. Reflection on the first online iteration revealed a critical oversight—the elimination of rehearsal experiences central to preparing candidates for in-person teaching. This led to reframing the design problem as a ‘modality paradox,’ defined as a mismatch between instructional modality and authentic performance context. Guided by this reframe, the designers developed a Two-Phase Online Rehearsal Design, strategically sequencing asynchronous preparation with synchronous practice.

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How to Cite
Sickel, A. J., & Sickel, J. (2026). Addressing a Modality Paradox with a Two-Phase Online Rehearsal Design in an Online Science Methods Course. International Journal of Designs for Learning, 17(1), 101–114. Retrieved from https://scholarworks.iu.edu/journals/index.php/ijdl/article/view/41218
Author Biographies

Aaron J. Sickel, University of Hawai

Aaron J. Sickel is an Assistant Professor of STEM Education in the School of Teacher Education at the University of Hawai‘i at Mānoa. He teaches methods courses in science, mathematics, and STEM, and his research interests center on the nature of beginning teacher learning and constructivist-oriented models for teaching integrated STEM.

Jamie Sickel, Kapi‘olani Community College

Jamie L. Sickel is an Assistant Professor and Instructional Designer at the Center for Excellence in Learning, Teaching, and Technology at Kapi‘olani Community College. Drawing on expertise in education, instructional design, web development, and visual communication, she helps faculty create engaging, effective learning experiences.

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