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Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children
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Evaluating Instruction in Distance Learning Classes

John Beattie

University of North Carolina, Charlotte

Fred Spooner

University of North Carolina, Charlotte

LuAnn Jordan

University of North Carolina, Charlotte

Bob Algozzine

University of North Carolina, Charlotte

Melba Spooner

College of Education, University of North Carolina, Charlotte

Techuology-mediated distance education (e.g., two-way interactive television, Web based instruction) is revolutionizing the delivery of university-level courses. The great promise provided by increased enrollments in efforts to meet supply and demand needs has made learning at a distance particularly popular in special education. In this research, student ratings were compared in a methods course that was affered on campus and off campus using different means of instruction. Students' ratings were also compared for students in the distance education course at local and remote facilities. End-of-course student evaluations (e.g., overall mean, and component evaluations which examined course, instructor, and general evaluation items) were examined using an independent groups comparison design. Analysis of outcome measures revealed no difference in the overall course means. Overall ratings as well as cluster ratings for course, instructor, and general items were similar for a methods and materials course in learning disabilities taught on campus and at a distance. When outcome measures for on-campus students vs. off-campus students were examined, again, no differences were evident in the overall ratings. Similarly, course, instructor, and general item ratings were similar across settings and courses. Implications for future research in planning, implementing, and evaluating instruction at a distance are suggested.

Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children, Vol. 25, No. 2, 124-132 (2002)
DOI: 10.1177/088840640202500204
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