A Comparison of On-Campus and Distance Teacher Education Programs in Severe Disabilities

Abstract

Distance teacher education programs employing videoconferencing technology and other online teaching tools are increasingly being used to prepare teachers of students with disabilities in rural and remote communities. This evaluation study compared the effectiveness of a distance and an on-campus teacher education program for teachers of students with severe disabilities. Teacher candidates in the distance cohort received the same program of study as candidates in the on-campus program except that the coursework was delivered through videoconferencing technology instead of traditional, face-to-face instruction. Instructional activities for candidates in both cohorts were supported through online instructional tools (i.e., Web CT) and on-site field supervision from university clinical faculty members and cooperating professionals from the local school districts. A variety of measures were used to assess candidates’ acquisition of content and their ability to apply the knowledge and skills acquired through the program of study. The results indicate that there were no significant differences between students in the distance and on-campus teacher education cohorts on the measures of learning. The implications of the findings for further research are discussed.

Perceived Effectiveness of Web Conferencing Software in the Digital Environment to Deliver a Graduate Course in Applied Behavior Analysis

“…instructor to the students, who then can exchange ideas and receive immediate instructor and peer feedback (Bullock, Gable, & Mohr;2008: Doherty-Sneddon et al, 1997McDonnell et al, 2011;Waggoner, 1992). Students may communicate and interact in either an asynchronous or synchronous learning environment.…”

An evidence-based case for quality online initial teacher education

“…Importantly, analysis revealed no statistical difference between residing location and CWA nor between residing location and FPE within these cohorts, despite the known challenges of studying ITE online (Muir et al, 2019). These results suggest that there is potential for these students to remain in these urban, regional and remote areas, fulfilling the needs of their local school communities (McDonnell et al, 2011).…”

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

“…Dell (2012) conducted a longitudinal study in which she examined the competency level of an online elementary education cohort (n = 67) compared to traditional face-to-face program completers (n = 86) and found that the online cohort demonstrated the same level of competencies as those in the face-to-face program. Another study (McDonnell et al, 2010) that explored the influence of online and face-to-face coursework on teacher candidates' acquisition of content and their ability to apply the newly learned skills and knowledge in the classroom, found no significant difference between the groups. Vernon-Dotson et al's (2014) review of the literature regarding effectiveness between distance and face-to-face courses stated that "no clear differences were noted between studies comparing traditional education to distance education" (p. 41).…”