A Formative Evaluation of Two Gallaudet University/Rochester Institute of Technology Courses Offered via Teleconferencing.

Autor/inn/en	McKee, Barbara G.; Scherer, Marcia J.
Institution	Rochester Inst. of Technology, NY. National Technical Inst. for the Deaf.
Titel	A Formative Evaluation of Two Gallaudet University/Rochester Institute of Technology Courses Offered via Teleconferencing.
Quelle	(1992), (46 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Civil Rights; College Students; Deafness; Distance Education; Educational Technology; Formative Evaluation; Higher Education; Mass Media Role; Pilot Projects; Student Attitudes; Teaching Methods; Teleconferencing + Suchen Sie Ihr Suchwort? Bürgerrechte; Grundrechte; Zivilrecht; Collegestudent; Gehörlosigkeit; Taubstummheit; Distance study; Distance learning; Fernunterricht; Unterrichtsmedien; Hochschulbildung; Hochschulsystem; Hochschulwesen; Pilot project; Modellversuch; Pilotprojekt; Schülerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Telekonferenz
Abstract	Two pilot telecourses were offered in fall 1991 at Rochester Institute of Technology and Gallaudet University. The course "Black Civil Rights in the Twentieth Century" was taught by a Rochester faculty member with a Gallaudet teacher as resource or co-teacher. The other course, "Mass Media and Deaf History," was taught from Gallaudet with a resource teacher at Rochester. Forty-five students completed the civil rights course and 21 completed the deaf/media course. Instructional delivery included captioned videotapes and movies, assigned readings, and class discussions through computer conferencing. Students were interviewed about course effectiveness and completed rating surveys. Students and faculty agreed that the technology was too cumbersome and slow. Students were otherwise divided into those who were generally satisfied and would enroll in such a course again, and those who were not satisfied and missed the regular support of peers and teachers. Recommendations are offered for course improvement. Four appendixes contain the two course surveys and detailed tables of findings. Four tables summarize information in the body of the report. (SLD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC