Search results for: Distance education
Page 4/4 39 items
The purpose of this study was to discover why students participate in online courses, what their perception of integrity of the courses, and whether they would participate again in online instruction. Data was gathered from a west coast private postsecondary institution through the use of a survey. The results of the survey paint a picture showing students’ desire for flexibility outweighing the apparent need for instructor and peer interaction as one of the driving reasons behind enrollment in an online course. The quality of course content was additionally reported.
Updated: Nov. 05, 2008
Effectiveness of Personal Interaction in a Learner-Centered Paradigm Distance Education Class Based on Student Satisfaction
This study examined relationships between students’ perceptions of course-related interaction and their course satisfaction within the learner-centered paradigm in distance education. A Students’ Perceived Interaction Survey (SPIS) instrument was developed to examine nine separate hypotheses about the nature of course-related interaction. It concluded that student-instructor personal interaction, student-student personal interaction, and student-content interaction, along with students’ perceptions of WebCT features and gender were predictors of course satisfaction.
Updated: Nov. 02, 2008
Special education teacher preparation programs typically require training in delivery of standardized achievement assessments. Appropriate administration of standardized assessments in eligibility and instruaional planning process are critical. To insure production of valid assessments, pre-service teachers at Utah State University must deliver a valid checkout assessment directly to course instructors. On-campus, this process is accomplished with ease.
Updated: Jul. 28, 2008
A key factor in successful teacher education is designing activities that promote attainment of instructional objectives. However, in online teacher education there is little evidence regarding the types of activities that can be used to achieve specific objectives and variation from class to class while providing effective instruction. This study examined 6 online activities focused on the types of objectives instructors often set in teacher education coursework. The activities were evaluated in an online graduate methods course.
Updated: Jul. 21, 2008
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.
Updated: Jul. 17, 2008
Teacher education programmes delivered at a distance: An examination of distance student perceptions
The article discusses technological innovations and their effect on education. Specifically, the writers focus on distance education in general and teacher education in particular. The study revealed differing perceptions between male and female students as far as course structure, student/teacher interaction, overall satisfaction and peer interaction. The study offers recommendations for distance education courses worldwide.
Updated: Apr. 08, 2008
The Observation, Documentation, and Shared Reflection Process: Preparing Early Childhood Educators to Teach in Alaska Native Communities
The article describes a study of early childhood teachers in rural school districts in Alaska. The purpose of the study was to provide the teachers with observation skills that would enable them to make decisions that foster appropriate development and cultural responses to the children's needs. The study relied on the principle that intrinsic changes can occur in program management, curriculum development, and teacher practice when teachers learn how to use observation of children rather than external evaluation to make decisions about their programs.
Updated: Jan. 27, 2008
A prescribed quality assurance process has helped the University of Houston at Clear Lake, Texas, to focus its efforts and prioritize quality in its online courses. This process involves eight quality assurance strategies covering instructional plan review, Web design review, editing, usability and accessibility, sustainability, copyright, infrastructural impact, and content and rigor.
Updated: Jan. 24, 2008
The article aims to examine the effectiveness of online learning. The study included the identification of early childhood teacher education students' perceptions of their learning experience in the online environment. Those perceptions were compared with on-campus students receiving face-to-face contexts and distance learning students, receiving printed material.
Updated: Jan. 23, 2008