Student Ratings of Instruction in Distance Learning and On-Campus Classes

Spooner, Fred; Jordan, LuAnn; Algozzine, Bob; Spooner, Melba

doi:10.1080/00220679909597588

Cited by 99 publications

(70 citation statements)

References 9 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The on-line discussion forum gave "voices" to this otherwise silent half of the class. This finding, when joined with others' data regarding which students are most likely to succeed in Internet-based courses (Brown, 1998), adds one more piece to the puzzle regarding the potential of online applications in special education related coursework (Spooner, Spooner, Algozzine, and Jordan, 1998;Zorfass, Remz, and Ethier, 1998) The data were also encouraging with regard to giving students a more active role in generating discussion topics. While the data showed students in the course generating ten new student-initiated discussions, that number does not accurately reflect the content of the other threaded discussions.…”

Section: Discussion and Lessons Learnedmentioning

confidence: 53%

“…The goal of exploring various technology-based applications was to address some of these concerns and thus, better meet the needs of adult-learners in my classes (Spooner, Spooner, Algozzine, and Jordan, 1998). An over-riding goal was to move away from the traditional classroom experience best characterized as a "sage on the stage" structure with its a one-way flow of information.…”

Section: Rationale For Technology Usagementioning

confidence: 99%

See 1 more Smart Citation

Linking Collaborating Special Education Teachers

Knackendoffel¹

1999

Educational Considerations

View full text Add to dashboard Cite

Section: Discussion and Lessons Learnedmentioning

confidence: 53%

Section: Rationale For Technology Usagementioning

confidence: 99%

Linking Collaborating Special Education Teachers

Knackendoffel¹

1999

Educational Considerations

View full text Add to dashboard Cite

“…Research on the satisfaction and achievement of students in online versus classroom courses has produced mixed results; some fi ndings suggest that students in online courses are not as successful or not as satisfi ed with their courses as students in face-to-face courses and others suggest that online students perform just as well or better than students in face-to-face classes (e.g., Kassop 2003, Spooner et al 1999. The main reason are highly motivated teachers who now have the ability to create a learning environment for students that is interactive, informative, and interesting.…”

Section: A Comparison Between E-learning and C-learningmentioning

confidence: 99%

Education Through E-Learning: Case of Serbia

Marković

2009

Journal of Business Economics and Management

View full text Add to dashboard Cite

Abstract. The objective of this paper is to analyze education through e-learning. The author presents an overview of some recent projects with focus on Serbia and uses their results to discuss advantages of using e-learning as an alternative opportunity and support to "face-to-face" education. From the author's viewpoint, it is believed that online learning will not replace face-to-face learning but still should be offered as a style of learning that suits students needs. Through the research done on this subject, it has been identifi ed that online learning can assist in complementing studies when coupled with faceto-face learning. In addition, the author's fi ndings suggest that without good policy and fi nancial support there is no good interaction between e-learning (classroom learning )or face-to-face learning and e-learning .

show abstract

“…The term "distance education" has been used to describe the process of providing education where the instructor is distant (geographically separated) from the student (Gallagher and McCormick, 1999), or any instructional arrangement in which the teacher and learner are geographically separated to an extent that requires communication through media such as print or some other form of technology Thompson, 1997, as cited in Spooner, Jordan, Algozzine, andSpooner, 1999;Perraton, 1988;Keegan, 1986;Shale, 1987, as cited in Sherry, 1996).…”

Section: Distance Education Backgroundmentioning

confidence: 99%

IRRODL Volume 4, Number 2

Authors

2003

IRRODL

View full text Add to dashboard Cite

Pointing to the "objectivised, rationalized, technologically-based interaction," Peters (1973) referred to the then prevailing correspondence forms of distance education as "the most industrialized form of education" (p. 313). With such features as assembly line methods; division of labor; centralized processes of teaching materials development, production and dispatching; student admissions enrollment systems; automated registration, course allocation, and student support, and personnel management systems, distance education institutions demonstrated management structures and practices utilized in industrial and business organizations. Large numbers of courses and students were thus "processed" in correspondence, radio, and televisionbased distance education systems.Over the past decade or so, there has been a major worldwide expansion of distance education systems, particularly online, Web-based systems. Unlike prior distance education systems, however, network-based distance education models do not so readily accommodate industrialized forms of education. Indeed, the interaction that network-based models enable between students and course content, teachers and peers, sets practical and attenuates the extent to which such teaching-learning transactions may be regarded a form of industrialization.This divergence from industrial patterns of mass production is further reinforced by, currently in vogue, psychological approaches to learning that encourage abandonment of traditional teacherdirected exposition and passive student assimilation of the structures of objective reality. Constructivism calls for teaching that encourages students' active engagement in the construction of their own cognitive structures and perceptions of reality. To encourage constructivist thinking in the context of network-based distance education, teachers encourage active teacher-student and student-peer dialogue. However, there are practical limits to the number of students with whom an instructor can teach. The finite capacity of teachers to conduct and monitor these different forms of student interaction imposes limits on the capacity of institutions to match the massive numbers of students served by correspondence and mass media-based distance education systems.Notwithstanding these logistical and practical limits to applications of industrial mass production methods to online distance education at the stage of implementation, such applications continue to be relevant for other stages of distance education design and development. When reliant on print-based course materials, large distance education providers, for example, usually maintain large stockpiles of course materials to be shipped as needed to enrolled students. Production of such materials incurs costs of printing, stockpiling, and warehousing. Printing presses and warehouse facilities occupy space. Materials need to be stored, moved, and processed; sometimes Cookson, Vol. 4, No. 2, Editorial: Does "lean thinking" relate to network-based distance education? 2 they become ou...

show abstract

Student Ratings of Instruction in Distance Learning and On-Campus Classes

Cited by 99 publications

References 9 publications

Linking Collaborating Special Education Teachers

Linking Collaborating Special Education Teachers

Education Through E-Learning: Case of Serbia

IRRODL Volume 4, Number 2

Contact Info

Product

Resources

About