Online versus Traditional Classroom Delivery of a Course in Manual Communication

Scheetz, Nanci A.; Gunter, Philip L.

doi:10.1177/001440290407100107

Cited by 8 publications

(6 citation statements)

References 11 publications

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“…The same finding was affirmed in a review of the literature done by Smith and Kennedy (2014). Scheetz and Gunter (2004) noted that positive outcomes could be attributed to teacher candidates' ability to choose their delivery model based on their learning style and needs. Vernon-Dotson et al 2014specified that other critical factors were represented within the literature, but did not directly address the following factors: (a) quality of the instructor, (b) need for a standardized evaluation of online education, and (c) skill sets needed by the diverse populations that were served.…”

Section: Establishing the Need For Distance Education In Teacher Educmentioning

confidence: 73%

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

Smothers

Colson

Keown

2020

IRRODL

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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.

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Section: Establishing the Need For Distance Education In Teacher Educmentioning

confidence: 73%

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

Smothers

Colson

Keown

2020

IRRODL

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“…Accordingly, distance education was deemed just as effective as traditional on-campus course offerings with noted caution. With the exception of one study (Scheetz & Gunter, 2004), participants were able to self-select the preferred mode of instruction. This implies that positive outcomes may occur if participants are able to select the type of instruction that is "best suited for their particular learning needs and preference" (O'Neal, Jones, Miller, Campbell, & Pierce, 2007).…”

Section: Effectivenessmentioning

confidence: 99%

“…One researcher controlled for quality of instructors by participating as an instructor, developing the distance delivery, designing the course studied, and closely monitoring the implementation and fidelity. Scheetz and Gunter (2004) stated, "It seems likely that given resources, including time for development and evaluation, effective [distance] delivery systems for entire preservice and inservice training programs could become a reality" (p. 116). Summed up simply, online instruction was not a substitute for quality instruction and cannot "compensate for poor instruction" (Beattie et al, 2002, p. 130).…”

Section: Critical Factorsmentioning

confidence: 99%

Course Delivery

Vernon-Dotson

Floyd

Dukes

et al. 2013

Teacher Education and Special Education: The Journal of the Tea

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In this review of the literature, the authors examined studies investigating course delivery methods for preparing special education teachers. Ultimately, 17 studies were reviewed using a constant comparative qualitative method of analysis. This analysis led to the emergence of five themes: (a) established needs, (b) effectiveness, (c) logistics, (d) instructional methods, and (e) critical factors. The findings from this review are discussed in relation to mechanisms affecting special education teacher education, including (a) technology, (b) diversity, (c) preservice and in-service prerequisite knowledge, (d) skills and dispositions, and (e) program quality. Implications for future research in distance education related to special education teacher preparation, such as need for variability in the courses types are examined, while the necessity for studies utilizing random selection and implications for practice pertaining to instructor and student readiness as well as program infrastructure are suggested.

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“…Ongoing teacher education research is required to assess the outcomes for pre-service teachers, given various web-based and traditional modes of instruction (Scheetz & Gunter, 2004). Specifically, this study sought to determine if distance education models are equally effective in terms of preparing students for the next level of teacher education with sufficient content knowledge and disposition.…”

Section: Implications For Teacher Education and Special Educationmentioning

confidence: 99%

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

O'Brien

Hartshorne

Beattie

et al. 2011

Rural Special Education Quarterly

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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.

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Online versus Traditional Classroom Delivery of a Course in Manual Communication

Cited by 8 publications

References 11 publications

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

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

Course Delivery

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

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