Student Satisfaction with Two-Way Interactive Distance Learning for Delivery of Early Childhood Special Education Coursework

Peggy A. Gallagher; Katherine McCormick

doi:10.1177/016264349901400103

Student Satisfaction with Two-Way Interactive Distance Learning for Delivery of Early Childhood Special Education Coursework

Peggy A. Gallagher, Katherine McCormick

Early Childhood, Special Education, and Counselor Education

Research output: Contribution to journal › Article › peer-review

15 Scopus citations

Abstract

Two-way interactive television (ITV) can be a viable alternative to traditional course delivery in Early Childhood Special Education. ITV involves students and faculty at different locations in the live transmission of two way auditory and visual signals simultaneously between sites. Two preservice master's level courses in Early Childhood Special Education, Characteristics of Young Children with Disabilities and Methods of Young Children with Disabilities, were taught twice across two academic years through distance learning using ITV Results from structured telephone surveys evaluating student satisfaction with ITV are presented. Factors critical to the successful implementation of an ITV model are discussed and include establishing a collaborative learning environment, providing an experienced instructor who can promote interaction, promoting a support system for ITV within and across institutions of higher education, and assuring high quality and delivery of the technology used.

Original language	English
Pages (from-to)	32-47
Number of pages	16
Journal	Journal of Special Education Technology
Volume	14
Issue number	1
DOIs	https://doi.org/10.1177/016264349901400103
State	Published - Dec 1 1999

Bibliographical note

Funding Information:
Project LEEDE (Learning in Early Education through Distance Education) was funded as a pilot project in Georgia through the Georgia Department of Education, Division for Exceptional Students and collaborating Institutions of Higher Education. The project had two purposes: 1) to facilitate and expand preservice efforts to provide quality personnel serving young children with disabilities within school and community environments; and 2) to investigate the usefulness of a distance education model to meet the preservice and inservice needs of these personnel. Three courses, Characteristics of Young Children with Disabilities, Methods of Teaching Young Children with Disabilities, and Language Development, qualify a previously certified spe cial education or early childhood teacher for an endorsement certificate in "Preschool Handicapped" in Georgia. These courses are part of University Master's level programs but are also offered at non-credit producing staff development sites. Through Project LEEDE, two of the courses, Characteristics and Methods, were offered twice as college credit to students at two universities in Georgia (where the course instructors were) as well as to rural areas through I1V during the period of this study. The Characteristics course focused on skills and competencies in assessment, characteristics of young children with disabilities, and legislation in Early Childhood Special Education. Targeted learning outcomes included skills related to assessing/identifying,placing, and educating young children with disabilities. The second course, Methods, focused on curriculum, educational programming, behavior and classroom management, and child and program evaluation. Each course required approximately 15 hours of field work outside of class time.

Publisher Copyright:
© 1999 Technology and Media Division of the Council for Exceptional Children.

Copyright:
Copyright 2019 Elsevier B.V., All rights reserved.

ASJC Scopus subject areas

Education
Computer Science Applications

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10.1177/016264349901400103

Cite this

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title = "Student Satisfaction with Two-Way Interactive Distance Learning for Delivery of Early Childhood Special Education Coursework",

abstract = "Two-way interactive television (ITV) can be a viable alternative to traditional course delivery in Early Childhood Special Education. ITV involves students and faculty at different locations in the live transmission of two way auditory and visual signals simultaneously between sites. Two preservice master's level courses in Early Childhood Special Education, Characteristics of Young Children with Disabilities and Methods of Young Children with Disabilities, were taught twice across two academic years through distance learning using ITV Results from structured telephone surveys evaluating student satisfaction with ITV are presented. Factors critical to the successful implementation of an ITV model are discussed and include establishing a collaborative learning environment, providing an experienced instructor who can promote interaction, promoting a support system for ITV within and across institutions of higher education, and assuring high quality and delivery of the technology used.",

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note = "Funding Information: Project LEEDE (Learning in Early Education through Distance Education) was funded as a pilot project in Georgia through the Georgia Department of Education, Division for Exceptional Students and collaborating Institutions of Higher Education. The project had two purposes: 1) to facilitate and expand preservice efforts to provide quality personnel serving young children with disabilities within school and community environments; and 2) to investigate the usefulness of a distance education model to meet the preservice and inservice needs of these personnel. Three courses, Characteristics of Young Children with Disabilities, Methods of Teaching Young Children with Disabilities, and Language Development, qualify a previously certified spe cial education or early childhood teacher for an endorsement certificate in {"}Preschool Handicapped{"} in Georgia. These courses are part of University Master's level programs but are also offered at non-credit producing staff development sites. Through Project LEEDE, two of the courses, Characteristics and Methods, were offered twice as college credit to students at two universities in Georgia (where the course instructors were) as well as to rural areas through I1V during the period of this study. The Characteristics course focused on skills and competencies in assessment, characteristics of young children with disabilities, and legislation in Early Childhood Special Education. Targeted learning outcomes included skills related to assessing/identifying,placing, and educating young children with disabilities. The second course, Methods, focused on curriculum, educational programming, behavior and classroom management, and child and program evaluation. Each course required approximately 15 hours of field work outside of class time. Publisher Copyright: {\textcopyright} 1999 Technology and Media Division of the Council for Exceptional Children. Copyright: Copyright 2019 Elsevier B.V., All rights reserved.",

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Student Satisfaction with Two-Way Interactive Distance Learning for Delivery of Early Childhood Special Education Coursework

Abstract

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