Student Satisfaction: A Distance Learning Model for Training Teachers of Students with Visual Impairments in New York State

Trief, Ellen; Decker, Lisa M.; Ryan, Daniel

doi:10.1177/0145482x0409800605

Cited by 7 publications

(5 citation statements)

References 5 publications

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“…However, chronic shortages, especially in rural areas, spurred a move to distance education models, including the use of within-or across-state consortium agreements (DeMario & Heinze, 2001). Such programs have used combinations of Web-based instruction with interactive television and/or occasional face-to-face meetings in Colorado (Ferrell, Perschitte, Lowell, & Roberts, 2001), Michigan (Bruce & Hwang, 2001), California (Lueck, 2002), Utah (Day & Sebastian, 2002), Texas (Cooper & Keefe, 2001;Griffin-Shirely, Almon, & Kelley, 2002), and New York (Trief, Decker, & Ryan, 2004).…”

Section: Personnel Preparation In Vision Impairmentsmentioning

confidence: 99%

Low Incidence Disabilities and Personnel Preparation for Rural Areas: Current Status and Future Trends

Ludlow

Conner

Schechter

2005

Rural Special Education Quarterly

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The shortages of special education personnel are nowhere more severe than in low incidence disabilities in rural schools. This article presents the results of a national study that identified shortage estimates, state certification patterns, personnel preparation programs, and distance delivery mechanisms and examined relationships among these data to assess the state of shortages of special educators in the areas of vision impairments, hearing impairments, severe disabilities, and early intervention. The authors outline current issues and future trends in preparing personnel in low incidence disabilities for rural areas.

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Section: Personnel Preparation In Vision Impairmentsmentioning

confidence: 99%

Low Incidence Disabilities and Personnel Preparation for Rural Areas: Current Status and Future Trends

Ludlow

Conner

Schechter

2005

Rural Special Education Quarterly

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“…We found only one published study that directly compared the perceptions (quality of course experiences) between distance education and traditional classroom students who were enrolled in personnel preparation programs in visual impairments. Trief, Decker, and Ryan (2004) examined differences in the level of satisfaction between the on-site students at a main university campus and those who took the same courses on O&M and visual impairments via video teleconferencing. Within the sample of 24 students, 67% of the students who took the courses via video teleconferencing reported technical difficulties as an interfering factor in their learning, while none of the on-site students did.…”

mentioning

confidence: 99%

“…Although Trief et al's (2004) study allowed us to get a glimpse of how satisfied distance education students were compared to traditional on-campus students, it was a purely descriptive study with no inference to the corresponding population. Furthermore, in the absence of controls for possible confounding variables, such as students' characteristics, the findings of Trief et al (2004) should be considered tentative. Given such a paucity of research on students' level of satisfaction with distance education programs compared to their level of satisfaction with traditional on-campus programs in visual impairments, the study presented here investigated whether there is a difference in the level of satisfaction between the graduates of a distance education program and those of a traditional on-campus program.…”

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confidence: 99%

Comparison of Levels of Satisfaction with Distance Education and On-campus Programs

Kim

Lee

Skellenger

2012

Journal of Visual Impairment & Blindness

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Introduction The study compared the level of satisfaction of 101 graduates with a distance education versus an on-campus program. Methods A self-administered anonymous survey was used to gather information about satisfaction from the recent graduates of a university personnel preparation program in visual impairments (response rate = 57.7%). The survey measured graduates’ satisfaction with their programs in six subareas: (1) faculty-student interaction, (2) student-student interaction, (3) fairness of evaluations, (4) organization of courses, (5) adequacy of the difficulty of courses, and (6) practicum or internship experience. Results The program modality was not a significant predictor of overall satisfaction with a program once we controlled for the confounding variables, including age, program area, and presence of visual impairments (—.277 – .226, 95% CI). However, it was a significant independent predictor of faculty-student interaction (—.616 – —.012, 95% CI) and student-student interaction (—.875 – —.073, 95% CI). Discussion There was no significant difference in the two groups of graduates’ overall satisfaction with the program, but although the findings are preliminary in nature, the graduates from the on-campus program indicated a higher level of faculty-student and student-student interactions. Implications for practitioners Given the findings of this study, prospective students who are interested in university personnel preparation programs in visual impairments may consider distance education programs an option that may satisfy them. Similarly, these programs may consider continuing their distance education programs as a satisfactory option for many students. However, the lower level of faculty-student and student-student interactions perceived by the distance education graduates may suggest a need to ensure a mechanism that facilitates such interactions more effectively.

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“…However, all students stated they would take another online course. Trief, Decker, and Ryan (2004) addressed the implementation of a distance learning model (i.e., video teleconferencing) for preparing teachers of students with visual impairments. The video teleconferencing model provided the on-site and the remote students with simultaneous interaction to discuss course content.…”

mentioning

confidence: 99%

Comparing Web-based to Traditional Instruction for Teaching Special Education Content

O'Neal

Jones

Miller

et al. 2007

Teacher Education and Special Education: The Journal of the Tea

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Web-based instruction (WBI), including both online courses and online degree programs, offer flexibility to students and instructors and are now typical in higher education programs. Researchers compared WBI to traditional instruction for teaching undergraduate students about students with disabilities. Forty-four students participated in this study. Half were enrolled in the Web-based section of the course; half were enrolled in the traditional section. Researchers measured students' achievement and opinions. For pretest and posttest scores, significant differences were found within groups; no significant differences were found between groups. Results indicated that the two groups of students began the course with similar knowledge and completed the course with similar knowledge gains. No significant differences in opinions were found between the two groups. Findings indicated that WBI is effective for disseminating special education course content to preservice teachers.

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Student Satisfaction: A Distance Learning Model for Training Teachers of Students with Visual Impairments in New York State

Cited by 7 publications

References 5 publications

Low Incidence Disabilities and Personnel Preparation for Rural Areas: Current Status and Future Trends

Low Incidence Disabilities and Personnel Preparation for Rural Areas: Current Status and Future Trends

Comparison of Levels of Satisfaction with Distance Education and On-campus Programs

Comparing Web-based to Traditional Instruction for Teaching Special Education Content

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