Traditional Versus Blended Instruction Impact on Special Education Learning Outcomes
Abstract
Three associate professors highlight their examination of the differences between face-to-face and hybrid/blended formats on learning outcomes across three different special education graduate courses. Course evaluations, exam scores, focus groups and a 26-item survey were utilized at the end of each course to assess the impact of the instructional format on student learning, classroom climate, interest, student effort, and technology effectiveness. Research questions include: 1) Are there differences in learning and learning application across the different formats; 2) What are differences in instructional satisfaction, learning, and application of learning; 3) What are reasons facilitating or inhibiting learning and learning application? The preliminary findings revealed that teaching in a hybrid format is an effective method to deliver special education content and that students report higher workload in the hybrid format. The objectives of session are to: 1) report the methods, procedures, and results of study; 2) share how results are being utilized to improve teaching; 3) discuss next steps for teaching and learning using blended formats, and 4) demonstrate interactive online learning tools utilized in the hybrid courses. Participants will gain ideas on how to actively engage students in a blended course through online teaching tools.
Location
Room 2011
Recommended Citation
Neilsen Gatti, Shelley L.; Stansberry Brusnahan, Laroye Lynn; Mead, Tim Patrick; Alghamdi, Ahmed; and Ali, Mustafa, "Traditional Versus Blended Instruction Impact on Special Education Learning Outcomes" (2015). SoTL Commons Conference. 69.
https://digitalcommons.georgiasouthern.edu/sotlcommons/SoTL/2015/69
Traditional Versus Blended Instruction Impact on Special Education Learning Outcomes
Room 2011
Three associate professors highlight their examination of the differences between face-to-face and hybrid/blended formats on learning outcomes across three different special education graduate courses. Course evaluations, exam scores, focus groups and a 26-item survey were utilized at the end of each course to assess the impact of the instructional format on student learning, classroom climate, interest, student effort, and technology effectiveness. Research questions include: 1) Are there differences in learning and learning application across the different formats; 2) What are differences in instructional satisfaction, learning, and application of learning; 3) What are reasons facilitating or inhibiting learning and learning application? The preliminary findings revealed that teaching in a hybrid format is an effective method to deliver special education content and that students report higher workload in the hybrid format. The objectives of session are to: 1) report the methods, procedures, and results of study; 2) share how results are being utilized to improve teaching; 3) discuss next steps for teaching and learning using blended formats, and 4) demonstrate interactive online learning tools utilized in the hybrid courses. Participants will gain ideas on how to actively engage students in a blended course through online teaching tools.
