Online Learning in Pre-Service Teacher Education: A Comparison of Student Progress in a Traditional and Online Development and Learning Theory Course
PROCEEDING
Amanda Hurlbut, Texas Woman's University, United States
Society for Information Technology & Teacher Education International Conference, in Austin, TX, United States ISBN 978-1-939797-27-8 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA
Abstract
Online education programs are well established in teacher education for graduate and non-traditional students. However, there is a lack of substantial research into online programs for pre-service students. The purpose of this study was to determine how student progress in a face-to-face or traditional growth and development course compares to student performance in an online section taught by the same instructor, and to determine what factors contributed to performance in the course as determined by student grades and responses, perceived instructional strategies, and participation in online interactive content. This study used a mixed-method design using both quantitative and qualitative data. Findings from the study suggest that students enrolled in the traditional class generally received higher grades and assignment scores than those who attended classes online. Other differences in the courses exist and contributed to overall performance.
Citation
Hurlbut, A. (2017). Online Learning in Pre-Service Teacher Education: A Comparison of Student Progress in a Traditional and Online Development and Learning Theory Course. In P. Resta & S. Smith (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 1277-1282). Austin, TX, United States: Association for the Advancement of Computing in Education (AACE). Retrieved July 2, 2022 from https://www.learntechlib.org/primary/p/177409/.
© 2017 Association for the Advancement of Computing in Education (AACE)
Keywords
References
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