Award Date

1-1-2003

Degree Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Special Education

First Committee Member

Susan Miller

Number of Pages

112

Abstract

It has been documented that there are multiple ways to offer teacher preparation course work. Incorporating technology into teacher preparation programs using Web-based instruction may help address obstacles involving distance and time. The purpose of this study was to investigate the efficacy of using Web-based instruction as an appropriate method for disseminating information and teaching undergraduates in the college of education about appropriate teaching practices for students with disabilities. Data were collected to answer three specific research questions related to student achievement, student satisfaction, and quality and quantity of discussions; There were 44 undergraduate participants in the study who were enrolled in ESP444, Teaching Exceptional Children in the Regular Classroom . Twenty-two participants were enrolled in the traditional section of the course that met in a classroom at the university. Twenty-two participants were enrolled in the Web-based section of the course that accessed the course through home computers. The instructional program for both groups included the same required textbook, the same syllabus, and the same activities; A pre/posttest was used to measure academic achievement. The pretest scores indicated that both groups of students began the course with the same knowledge. The posttest scores indicated that both groups of students gained knowledge from their respective method of instruction. A survey was used to measure the students' perceptions of the course content, experience and their learning outcomes. The data collected for both groups of students indicated that there was a positive satisfaction outcome. Evaluation of the transcribed course discussions and printed threaded discussions were used to measure the quantity and quality of discussions. Several similar themes emerged for both groups of students indicating that both groups had similar discussions related to the course content. The results of this study have direct implications for the future preparation of teachers and indicate that using Web-based instruction is as effective as traditional instruction for preservice teachers.

Keywords

Based; Comparing; Content; Education; General; General Education; Instruction; Preservice; Preservice Teachers; Special; Special Education Teaching; Traditional; Traditional Instruction; Web; Web-based

Controlled Subject

Special education; Teachers--Training of

File Format

pdf

File Size

5140.48 KB

Degree Grantor

University of Nevada, Las Vegas

Language

English

Permissions

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Identifier

https://doi.org/10.25669/hv6r-yffe


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