Does Online Learning Deliver? A Comparison of Student Teacher Outcomes from Candidates in Face-to-Face and Online Program Pathways

Autor/inn/en	Mollenkopf, Dawn; Vu, Phu; Crow, Sherry; Black, Chilene
Titel	Does Online Learning Deliver? A Comparison of Student Teacher Outcomes from Candidates in Face-to-Face and Online Program Pathways
Quelle	In: Online Journal of Distance Learning Administration, 20 (2017) 1 PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1556-3847
Schlagwörter	Online Courses; Distance Education; Conventional Instruction; Comparative Analysis; Educational Technology; Technology Uses in Education; Early Childhood Education; Preservice Teachers; Teacher Education Programs; Pedagogical Content Knowledge; Performance; Technology Integration; Lesson Plans; Teaching Methods; Experiential Learning; Scores + Suchen Sie Ihr Suchwort? Online course; Online-Kurs; Distance study; Distance learning; Fernunterricht; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Pädagogische Kompetenz; Achievement; Leistung; Lesson planning; Unterrichtsplanung; Teaching method; Lehrmethode; Unterrichtsmethode; Experiental learning; Erfahrungsorientiertes Lernen
Abstract	Although a growing number of students are accessing online learning programs, there are concerns about the quality of these programs. Multiple reports examined online program quality, but many of those studies had methodology and design issues that make it difficult to interpret the findings conclusively. This study attempted to address the methodological concerns by comparing the learning outcomes of college students enrolled in an online early childhood teacher education program pathway with students enrolled in a parallel face-to-face early childhood teacher education program pathway. The study examined the extent to which: (a) content knowledge from an earlier required applied instructional technology course would be retained at the student teaching level, and (b) a significant difference would be found in the learning performance outcomes of student teachers based on program pathway. Student teaching data analyzed over a three-year period indicate that student teachers met expectations in their technology use and in their overall lesson planning and teaching, and that there was no significant difference in student performance in the online program pathway when compared to student performance in the face-to-face program pathway. (As Provided).
Anmerkungen	State University of West Georgia. 1601 Maple Street, Honors House, Carrollton, GA 30118. Tel: 678-839-5489; Fax: 678-839-0636; e-mail: distance@westga.edu; Web site: http://www.westga.edu/~distance/ojdla
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01