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ERIC Number: EJ1176996
Record Type: Journal
Publication Date: 2015
Abstractor: As Provided
Teaching Critical Multicultural Education Online and Face-to-Face: A Cross-Case Analysis of Students' Transformative Learning
Rudge, Lucila T.
Journal of the International Society for Teacher Education, v19 n1 p60-73 2015
With the dramatic rise of diversity in American schools, the need to prepare teachers to work with this population, and the increasing popularity of online instruction, teacher educators and researchers need to pay greater attention to the effects of online instruction. This study examines and compares the impact of a critical multicultural education (CME) course on students' learning through two modes of instruction--online and face-to-face. The course was designed in accordance with the key principles of multicultural education and taught in the same semester in a Midwestern university in the US. Thirty-six students participated in the study: 19 students were enrolled in the face-to-face class and 17 in the online module. Analysis drawn from a multiple-case study design indicated no significant difference in students' transformative learning as a result of participating in a face-to-face or online class.
Descriptors: Multicultural Education, Student Diversity, Educational Technology, Technology Uses in Education, Online Courses, Transformative Learning, Teacher Competencies, Teaching Methods, Preservice Teacher Education, Comparative Analysis, Case Studies, Program Effectiveness, Questionnaires, Assignments, Student Projects, Reflection, Group Discussion, Observation, Qualitative Research
International Society for Teacher Education. Danish School of Education, Aarhus University, Niels Juelsgade 84, 8210 Aarhus N. Denmark; e-mail: email@example.com; Web site: http://isfte.org
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Higher Education
Authoring Institution: N/A
Identifiers - Location: Montana