NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1052260
Record Type: Journal
Publication Date: 2015-Mar
Pages: 12
Abstractor: As Provided
Reference Count: 32
ISBN: N/A
ISSN: ISSN-1082-3301
Instruction via Web-Based Modules in Early Childhood Personnel Preparation: A Mixed-Methods Study of Effectiveness and Learner Perspectives
Hollingsworth, Heidi L.; Lim, Chih-Ing
Early Childhood Education Journal, v43 n2 p77-88 Mar 2015
Effective personnel preparation is critical to the development of a high quality early childhood workforce that provides optimal care and education for young children. This mixed-methods study examined the effectiveness of, and learner perspectives on, instruction via web-based modules within face-to-face early childhood personnel preparation courses. The specific modules selected were designed around an evidence-based decision-making framework and focused on evidence-based practices: embedded interventions, assistive technology, and tiered instruction. Nineteen undergraduate students studying early childhood participated in pre- and post-instruction surveys and post-instruction focus groups. Participants' written module activities provided additional sources of data. Statistical analyses of quantitative survey data and thematic analyses of qualitative survey data and focus groups were conducted. Results found the web-based modules to be effective, as indicated by learners' knowledge and competence ratings, written explanations of the specific evidence-based practices, and completed assignments. Examination of learner perspectives indicated that learners perceived web-based modules to be effective over and above other instructional methods and preferred web-based modules to traditional instruction, at least to some degree. Learners found videos and realistic practice dilemmas to be the most useful module resources. They reported technology challenges and identified preferred supports, including more in-class discussion. Implications for personnel preparation and further research are discussed.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A