Online Learning and Teacher Education: Knowledge Acquisition, Application Skills, and Reported Confidence

Institution	Vanderbilt University, IRIS Center
Titel	Online Learning and Teacher Education: Knowledge Acquisition, Application Skills, and Reported Confidence
Quelle	(2014), (4 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	College Students; Academic Achievement; Learning Modules; Electronic Learning; Teaching Methods; Conventional Instruction; Computer Assisted Instruction; Comparative Analysis; Evidence Based Practice; Disabilities; Academic Accommodations (Disabilities); Knowledge Level; Functional Behavioral Assessment; Pretests Posttests; Scores; Preservice Teachers; Preservice Teacher Education; Outcomes of Education; Special Education + Suchen Sie Ihr Suchwort? Collegestudent; Schulleistung; Learning module; Lernmodul; Teaching method; Lehrmethode; Unterrichtsmethode; Computer based training; Computerunterstützter Unterricht; Handicap; Behinderung; Wissensbasis; Lehramtsstudiengang; Lehrerausbildung; Lernleistung; Schulerfolg; Special needs education; Sonderpädagogik; Sonderschulwesen
Abstract	This report presents two studies that demonstrate superior performance of college students after use of free, online instructional Modules, produced by the IRIS Center. When compared to traditional teacher education methods, IRIS Modules yield better outcomes in terms of knowledge acquisition, application skills, and confidence in the use of evidence-based practices (EBPs). IRIS instructional Modules are grounded in John Bransford's "How People Learn theory" (Bransford, 2009; Bransford, Brown & Cocking, 2000). They are delivered through the IRIS Center's barrier-free Website (www.iriscenter.com) at no cost to users. In study 1, college students' increased knowledge about making accommodations for students with disabilities in inclusive settings. Over 300 non-special education majors enrolled in one of three large sections of Introduction to Special Education served as subjects. Through a tightly designed series of studies, learner-outcomes from module-use were tested and proven effective at the 0.001 level of significance when compared to learning from a textbook and three instructors' lectures. Study 2 compared the use of the IRIS Module about functional behavioral assessments (FBAs) and traditionally delivered (lecture-based) college instruction on the same topic. Two indicators of learning were assessed: conceptual application of knowledge and confidence regarding the ability to apply the EBP in practice. (ERIC).
Anmerkungen	IRIS Center. Available from: Claremont Graduate University. 150 E. 10th Street, Claremont, CA 91711. Tel: 909-607-8982; Fax: 909-607-0959; e-mail: iris@cgu.edu; Web site: https://www.cgu.edu/center/the-iris-center/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01