A Comparison of Large Lecture, Fully Online, and Hybrid Sections of Introduction to Special Education
| Autor: | Richard Hartshorne, LuAnn Jordan, John Beattie, Chris O'Brien |
|---|---|
| Rok vydání: | 2011 |
| Předmět: |
Performance based assessment
Online instruction 05 social sciences 050301 education Development Special education Electronic learning Education Blended learning Teacher preparation Age groups Pedagogy ComputingMilieux_COMPUTERSANDEDUCATION Mathematics education 0501 psychology and cognitive sciences Rural area Psychology 0503 education 050104 developmental & child psychology |
| Zdroj: | Rural Special Education Quarterly. 30:19-31 |
| ISSN: | 2168-8605 8756-8705 |
| DOI: | 10.1177/875687051103000404 |
| Popis: | 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 instructional 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 preparedness for teaching. |
| Databáze: | OpenAIRE |
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