A Comparison of Large Lecture, Fully Online, and Hybrid Sections of Introduction to Special Education

Abstract

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.

Does Delivery Model Matter? The Influence of Course Delivery Model on Teacher Candidates’ Self-Efficacy Beliefs Towards Inclusive Practices

“…Online education has been found to promote accessibility to educational opportunities for non-traditional students and those who live in remote regions (Chau, 2010;Robina & Anderson, 2010). Also, students often report valuing the flexibility of online courses so they can pursue their academic career while holding jobs and maintaining personal obligations (Chau, 2010;O'Brien, Hartshorne, Beattie, & Jordan, 2012;Vernon-Dotson, Floyd, Dukes, & Darling, 2014). Studies have found that some online learning models are student-centered (Gilboy, Heinrichs, & Pazzaglia, 2015), increase student engagement (Anderson, 2008;Herrington & Herrington, 2006), and assist in the development of students' technological skills which can be applied in their workplace (Chau, 2010).…”

“…As commonly noted, distance education is a convenient option for non-traditional students because it allows them to pursue their education with flexibility, which is critical if they are balancing coursework and a complex schedule. One study noted that traditional undergraduate students felt that online course work was difficult and time-consuming, while non-traditional students indicated that they felt more comfortable in that educational setting (O'Brien et al, 2012). Understanding the demographic trends of students who opt-in for specific delivery models would enable educators to better meet students' needs.…”

Motivational Factors in a Blended Learning Course When Teaching Students from Confucian-Heritage Culture

“…A third type of learning environment combines the features of both traditional face-to-face instruction with online learning techniques [23,24,25]. This is referred to as "blended" or "hybrid courses."…”

Student Interaction with Content in Online and Hybrid Courses: Leading Horses to the Proverbial Water

“…Since hybrid or blended modes seek to maximize the best elements of online and face-to-face learning (O'Brien, Hartshorne, Beattie, & Jordan, 2011), considerable research has been conducted to compare online and blended learning. Overbaugh and Nikel (2011) conclude in one such study that students in both delivery modes were satisfied with the course and had equally high degrees of perceived learning.…”