A Comparison of Online and Traditional Graduate Counseling Courses: Learning Style, Instructional Preferences, and Educational Environment

Autor/in	Flamez, Brande Nicole
Titel	A Comparison of Online and Traditional Graduate Counseling Courses: Learning Style, Instructional Preferences, and Educational Environment
Quelle	(2010), (209 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Texas A&M University - Corpus Christi
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-1242-5727-3
Schlagwörter	Hochschulschrift; Dissertation; Cognitive Style; Student Attitudes; Student Evaluation of Teacher Performance; Online Courses; Counselor Training; Counseling; Educational Environment; Teaching Methods; Masters Degrees; Questionnaires; Educational Psychology; Distance Education; Conventional Instruction; Comparative Analysis + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Cognitive styles; Kognitiver Stil; Schülerverhalten; Online course; Online-Kurs; Counselling; Beratung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Teaching method; Lehrmethode; Unterrichtsmethode; Fragebogen; Erziehungspsychologie; Pädagogische Psychologie; Distance study; Distance learning; Fernunterricht
Abstract	The purpose of this study was to examine learning style, instructional preferences, and educational climate of online verses traditional, face-to-face instruction. Subjects included 64 masters level students enrolled in a Council for Accreditation of Counseling and Related Educational Programs (CACREP) Counselor Education Program Thirty students selected the online course experience, while thirty-four chose the face-to-face method of instruction. Learning styles were measured at the beginning of courses by the Grasha-Reichmann Student Learning Style Scales (GRSLSS). At the end of the semester courses the educational environment was measured by the Dundee Ready Education Environment Questionnaire (DREEM) Findings produced no statistically significant differences between learning styles of students enrolled in the face-to-face courses and online courses. Based on these findings, the researcher concluded that method of instruction and specific learning styles were independent of each other. The effect of method of instruction on students' perception of learning and students' perception of teachers as measured by the DREEM were statistically significant, favoring the online method of instruction. The effect size was "medium" for students' perception of learning and "large" for students' perception of teachers. There were no statistically significant differences on remaining DREEM subscale scores of academic self-perceptions, students' perception of atmosphere, and students' social self-perceptions. The intervention effect on the DREEM total score was statistically significant, favoring the online method of instruction. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10