Online vs. Traditional Learning in Teacher Education: A Comparison of Student Progress

Autor/in	Hurlbut, Amanda R.
Titel	Online vs. Traditional Learning in Teacher Education: A Comparison of Student Progress
Quelle	In: American Journal of Distance Education, 32 (2018) 4, S.248-266 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hurlbut, Amanda R.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0892-3647
DOI	10.1080/08923647.2018.1509265
Schlagwörter	Feedback (Response); Online Courses; Conventional Instruction; Teacher Education Programs; Academic Achievement; Teaching Methods; Grades (Scholastic); Comparative Analysis; Computer Simulation; Student Attitudes; Teacher Student Relationship; Undergraduate Students; Management Systems + Suchen Sie Ihr Suchwort? Online course; Online-Kurs; Schulleistung; Teaching method; Lehrmethode; Unterrichtsmethode; Notenspiegel; Computergrafik; Computersimulation; Schülerverhalten; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	Online education programs are well established in higher education, including graduate level and non-traditional teacher education programs. However, there is a lack of substantial research into online programs for undergraduate students in comparable preparation programs. 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 slightly higher grades and assignment scores than those who participated in the online section. Other differences in the courses existed and contributed to overall performance, but instructor feedback was reported as an important hallmark of both courses. Students in the online section who reported they were comfortable with learning in a virtual environment or who had attended a Blackboard Collaborate session with their instructor fared better in the course. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01