Literaturnachweis - Detailanzeige
| Autor/inn/en | Vasquez, Eleazar, III; Serianni, Barbara A. |
|---|---|
| Titel | Research and Practice in Distance Education for K-12 Students with Disabilities |
| Quelle | In: Rural Special Education Quarterly, 31 (2012) 4, S.33-42 (10 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 8756-8705 |
| DOI | 10.1177/875687051203100406 |
| Schlagwörter | Educational Research; Distance Education; Elementary Secondary Education; Disabilities; Electronic Learning; Best Practices; Outcomes of Education; Rural Schools; Web Based Instruction; Internet; Reading Strategies; Reading Instruction; Reading Improvement; Instructional Effectiveness; Evidence Based Practice; Literature Reviews Bildungsforschung; Pädagogische Forschung; Distance study; Distance learning; Fernunterricht; Handicap; Behinderung; Lernleistung; Schulerfolg; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Web Based Training; Reading strategy; Leselernstufe; Lesetechnik; Leseunterricht; Unterrichtserfolg |
| Abstract | This review of literature highlights the empirical work to date in the area of K-12 distance education and online learning. While research indicates that distance and online learning can be equally effective as compared to more traditional learning environments for many students, there is little empirical evidence to suggest that previously validated face-to-face best practices can be effective in the online environment or if students with disabilities have similarly parallel experiences. Technology/media--the debate as to whether it is a part of instructional design or an inert component of the learning environment seems to be ending as the sophistication of technology changes the very nature of instruction and demonstrates the need for empirically validating practices in this new environment. The potential impact on rural schools and districts is of particular import in light of their often-critical need for access to qualified teachers and advanced coursework for their students. We conclude with considerations for research including lingering questions as well as a call for action on the part of educational researchers. (As Provided). |
| Anmerkungen | SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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