Evaluating Instruction in Distance Learning Classes

Abstract

Techuology-mediated distance education (e.g., two-way interactive television, Web based instruction) is revolutionizing the delivery of university-level courses. The great promise provided by increased enrollments in efforts to meet supply and demand needs has made learning at a distance particularly popular in special education. In this research, student ratings were compared in a methods course that was affered on campus and off campus using different means of instruction. Students' ratings were also compared for students in the distance education course at local and remote facilities. End-of-course student evaluations (e.g., overall mean, and component evaluations which examined course, instructor, and general evaluation items) were examined using an independent groups comparison design. Analysis of outcome measures revealed no difference in the overall course means. Overall ratings as well as cluster ratings for course, instructor, and general items were similar for a methods and materials course in learning disabilities taught on campus and at a distance. When outcome measures for on-campus students vs. off-campus students were examined, again, no differences were evident in the overall ratings. Similarly, course, instructor, and general item ratings were similar across settings and courses. Implications for future research in planning, implementing, and evaluating instruction at a distance are suggested.

Promoting Special Education Preservice Teacher Expertise

“…Beattie, Spooner, Jordan, Algozzine, and Spooner (2002) found that preservice teachers' course evaluations of a methods course in learning disabilities were similar whether presented in online or face-to-face formats. In addition to measuring preservice teachers' perceptions about distance education, several research teams (Caywood & Duckett, 2003;Pindiprolou, Peck Peterson, Rule, & Lignugaris-Kraft, 2003;Smith, Smith, & Boone, 2000) have investigated knowledge acquisition and application outcomes.…”

Determining the feasibility of an e-portfolio application in a distance education teaching practice course

“…These systems have received considerable attention because they enhance interactivity and connectedness (Perraton, 2010). As a result, teacher education programs have begun embracing various web-based distance learning models to allow teachers to pursue additional education and professional growth experiences (Frey, 2008;Aldridge, Fraser, & Ntuli, 2009;Ludlow & Brannan, 1999;Beattie, Spooner, Jordan, Algozzine, & Spooner, 2002). These models have provided new instructional tools, such as asynchronous web support through emails or discussion lists and forums and synchronous teleconferencing or videoconferencing, especially in circumstances where students have a greater need for guidance and supervision.…”

Promoting Special Education Preservice Teacher Expertise

“…Several studies compared outcomes in traditional face-toface instructional formats versus courses that were taught using online components. Beattie, Spooner, Jordan, Algozzine, and Spooner (2002) found that preservice teachers' course evaluations of a methods course in learning disabilities were similar whether presented in online or face-to-face formats. In addition to measuring preservice teachers' perceptions about distance education, several research teams (Caywood & Duckett, 2003;Pindiprolou, Peck Peterson, Rule, & Lignugaris-Kraft, 2003;Smith, Smith, & Boone, 2000) have investigated knowledge acquisition and application outcomes.…”