A Comparison of Large Lecture, Fully Online, and Hybrid Sections of Introduction to Special Education.
| Autor: | O'Brien, Chris, Hartshorne, Richard, Beattie, John, Jordan, LuAnn |
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| Předmět: |
ACADEMIC achievement
ALTERNATIVE education ANALYSIS of variance COLLEGE students CONFIDENCE EDUCATIONAL technology FOCUS groups INTERVIEWING LEARNING strategies RESEARCH methodology HEALTH outcome assessment QUESTIONNAIRES SCALE analysis (Psychology) SPECIAL education STATISTICS STUDENT attitudes UNIVERSITIES & colleges DATA analysis THEMATIC analysis EVALUATION of human services programs DESCRIPTIVE statistics |
| Zdroj: | Rural Special Education Quarterly; Winter2011, Vol. 30 Issue 4, p19-31, 13p |
| Abstrakt: | This study evaluated the effectiveness of flexible learning options at a university serving multiple geographic areas (including remote and rural areas) and age groups by teaching an introduction to special education course to three large groups of pre-teacher education majors using three modes of instruction. The university offered sections as (a) a traditional large lecture class, (b) a fully online asynchronous course, and (c) a hybrid course with lecture and asynchronous online instruction. Data analysis centered on course performance, perceptions of instruc-tional effectiveness, and perceptions of preparedness for future role as teachers of students with special needs. The researchers noted no statistically significant differences in students' perceptions of instructional effectiveness; however, the presumed attractiveness of the flexibility of online instruction did not appear to extend to traditional undergraduates who required more support in developing personal responsibility and organizational strategies. Results also indicated that face-to-face interactions with instructors positively impacted perceptions of prepared-ness for teaching. [ABSTRACT FROM AUTHOR] |
| Databáze: | Complementary Index |
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