2010
DOI: 10.1177/0888406410380424
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Abstract: Distance teacher education programs employing videoconferencing technology and other online teaching tools are increasingly being used to prepare teachers of students with disabilities in rural and remote communities. This evaluation study compared the effectiveness of a distance and an on-campus teacher education program for teachers of students with severe disabilities. Teacher candidates in the distance cohort received the same program of study as candidates in the on-campus program except that the coursewo… Show more

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Cited by 15 publications
(17 citation statements)
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“…instructor to the students, who then can exchange ideas and receive immediate instructor and peer feedback (Bullock, Gable, & Mohr;2008: Doherty-Sneddon et al, 1997McDonnell et al, 2011;Waggoner, 1992). Students may communicate and interact in either an asynchronous or synchronous learning environment.…”
mentioning
confidence: 99%
“…instructor to the students, who then can exchange ideas and receive immediate instructor and peer feedback (Bullock, Gable, & Mohr;2008: Doherty-Sneddon et al, 1997McDonnell et al, 2011;Waggoner, 1992). Students may communicate and interact in either an asynchronous or synchronous learning environment.…”
mentioning
confidence: 99%
“…Importantly, analysis revealed no statistical difference between residing location and CWA nor between residing location and FPE within these cohorts, despite the known challenges of studying ITE online (Muir et al, 2019). These results suggest that there is potential for these students to remain in these urban, regional and remote areas, fulfilling the needs of their local school communities (McDonnell et al, 2011).…”
Section: Location and Access To Itementioning
confidence: 75%
“…Dell (2012) conducted a longitudinal study in which she examined the competency level of an online elementary education cohort (n = 67) compared to traditional face-to-face program completers (n = 86) and found that the online cohort demonstrated the same level of competencies as those in the face-to-face program. Another study (McDonnell et al, 2010) that explored the influence of online and face-to-face coursework on teacher candidates' acquisition of content and their ability to apply the newly learned skills and knowledge in the classroom, found no significant difference between the groups. Vernon-Dotson et al's (2014) review of the literature regarding effectiveness between distance and face-to-face courses stated that "no clear differences were noted between studies comparing traditional education to distance education" (p. 41).…”
Section: Establishing the Need For Distance Education In Teacher Educmentioning
confidence: 99%