NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1163875
Record Type: Journal
Publication Date: 2011-Dec
Pages: 13
Abstractor: As Provided
ISSN: ISSN-8756-8705
A Comparison of Large Lecture, Fully Online, and Hybrid Sections of Introduction to Special Education
O'brien, Chris; Hartshorne, Richard; Beattie, John; Jordan, Luann
Rural Special Education Quarterly, v30 n4 p19-31 Dec 2011
This study evaluated the effectiveness of flexible learning options at a university serving multiple geographic areas (including remote and rural areas) and age groups by teaching an introduction to special education course to three large groups of pre-teacher education majors using three modes of instruction. The university offered sections as (a) a traditional large lecture class, (b) a fully online asynchronous course, and (c) a hybrid course with lecture and asynchronous online instruction. Data analysis centered on course performance, perceptions of instructional effectiveness, and perceptions of preparedness for future role as teachers of students with special needs. The researchers noted no statistically significant differences in students' perceptions of instructional effectiveness; however, the presumed attractiveness of the flexibility of online instruction did not appear to extend to traditional undergraduates who required more support in developing personal responsibility and organizational strategies. Results also indicated that face-to-face interactions with instructors positively impacted perceptions of preparedness for teaching.
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:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A