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

Abstract

A causal-comparative research design was used to examine the influence of course delivery (face-to-face flipped or asynchronous online) on participants’ self-efficacy beliefs toward teaching in an inclusive classroom. The following research questions were used to guide the study: (a) Is there a relationship between completing an introduction of exceptionalities course and participants’ self-efficacy toward teaching an inclusive classroom? (b) Is there a relationship between completing an introduction of exceptionalities course in an asynchronous online or face-to-face flipped format on participants’ self-efficacy beliefs toward teaching in an inclusive classroom? The purpose of this study was to explore if there is a relationship between self-efficacy belief development and course delivery models. The results indicated a significant difference in self-efficacy beliefs towards teaching in an inclusive classroom after completing an introduction of exceptionalities course. However, there was no significant difference in the participants’ efficacy based on the course delivery model (face-to-face flipped or asynchronous online). Implications and suggestions for future research are discussed.

Student expectations of peers in academic asynchronous online discussion

“…Student perspectives and the student experience are increasingly the focus of practitioner research in open, flexible, and distance learning. It is timely to recognise and attend to the value of student perceptions, and the relevance of doing so has been celebrated in the literature-including, for example, comparisons of student perceptions between online and face-to-face courses (Smothers et al, 2020;Spencer & Temple, 2021), and how students feel connected through online social presence (Peacock et al, 2020). Some studies have looked at what students expect of teaching staff or how they perceive the affordances of the technologies (Fiock et al, 2021;Spencer & Temple, 2021), most recently during remote teaching and learning induced by COVID-19 (Means & Neisler, 2021).…”

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“…In this regard, this study examines the relationship between these three aspects of teacher candidates and provides, in accordance with the results, a discussion on and some suggestions for the teacher training programs. It may be important to note that some studies have been conducted on these aspects separately or one with another aspect while focusing on different variables (e.g., Aydın & Boz, 2010;Black, 2015;Çalışkan 2013;Kanatlı, & Schreglman, 2014;Smothers, Colson, & Keown, 2020). However, and different from previous studies, this current study bears an importance since it takes all these three aspects (self-efficacy beliefs, democratic values, and educational beliefs derived from philosophical approaches to education) altogether into consideration and provides an analysis on them.…”