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

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.

[1]  Penny Beile,et al.  Library Instruction and Graduate Professional Development: Exploring the Effect of Learning Environments on Self-Efficacy and Learning Outcomes. , 2002 .

[2]  T. Covassin,et al.  Online Weight Training , 2008, Journal of strength and conditioning research.

[3]  J. Bore.  Perceptions of Graduate Students on the Use of Web-based Instruction in Special Education Personnel Preparation , 2008 .

[4]  Nanci A. Scheetz,et al.  Online versus Traditional Classroom Delivery of a Course in Manual Communication , 2004 .

[5]  M. Miles,et al.  The Qualitative Researcher's Companion , 2002 .

[6]  Teresa M. Petty,et al.  Examining a Pilot Program for the Remote Observation of Graduate Interns , 2009 .

[7]  Fred Spooner,et al.  Student Ratings of Instruction in Distance Learning and On-Campus Classes , 1999 .

[8]  S. Steinweg,et al.  A Comparison of Traditional and Online Instruction in an Introduction to Special Education Course , 2005 .

[9]  W. L. Heward.  Exceptional Children: An Introduction to Special Education , 1995 .

[10]  T. Buskirk,et al.  Traditional and virtual microscopy compared experimentally in a classroom setting , 2007, Clinical anatomy.

[11]  John Beattie,et al.  Evaluating Instruction in Distance Learning Classes , 2002 .

[12]  James M. Kauffman,et al.  Exceptional Children: Introduction to Special Education , 1986 .

[13]  A. Strauss,et al.  Grounded theory , 2017 .

[14]  F. Fitch.  Inclusion, Exclusion, and Ideology: Special Education Students' Changing Sense of Self , 2003 .

[15]  B. Margot,et al.  Universities online : a survey of online education and services in Australia , 2002 .

[16]  Jane Duckett,et al.  Online vs. On-Campus Learning in Teacher Education , 2003 .

[17]  E. Carlson,et al.  Identifying Attributes of High Quality Special Education Teachers , 2004 .

[18]  Bryan G. Cook.  A Comparison of Teachers' Attitudes Toward Their Included Students with Mild and Severe Disabilities , 2001 .

[19]  Terry L. Dennis.  A CONCEPTUAL FRAMEWORK FOR HYBRID DISTANCE DELIVERY FOR INFORMATION SYSTEM PROGRAMS , 2002 .

[20]  Woo Sik Jung.  Preservice Teacher Training for Successful Inclusion , 2007 .