Pre-service teachers' perceptions of the effectiveness of education courses and programs delivered at a distance
Allan Everol Young, Colorado State University, United States
Colorado State University . Awarded
The purpose of this study was to examine the perceptions of pre-service teachers regarding the effectiveness of courses and programs delivered at a distance. This study utilized a purposive sampling method, and only selected universities that volunteered were surveyed. A quantitative design was used for the study with the inclusion of two open-ended questions geared at validating the findings.
A total of 92 pre-service teachers responded to mailed and electronic surveys. Of the surveys returned, 77% of the respondents were female and 23% were male. The independent variables for the study were gender, age, number of courses taken, and progression in course of study. The dependent variables were effectiveness of course structure, adequacy of student/teacher interaction, overall enjoyment and satisfaction, and adequacy of peer-to-peer interactions.
Results of the study showed that students were generally satisfied with the adequacy of student/teacher interaction. However, the results indicated some concern about the adequacy of peer-to-peer interaction. Female students were found to have somewhat higher means scores than males on all 18 items and on the means of the four clusters; significance was detected for specific statements dealing with comfort in contacting the instructor and the presentation and organization of distance courses. Age and the number of courses taken at a distance did not seem to be factors in determining satisfaction among teacher candidates.
The study also revealed that pre-service teachers at the beginning stage of their program were significantly more satisfied overall with distance courses and programs than those at the end of their program. Students near the beginning and middle of their program rated grading and timely return of assignments, a sense of accomplishment, and willingness to take additional distance courses significantly higher than those who were at the end of their program. However, the opportunity to know others in the distance class, although rated low, was higher for students at the end of their program. Open-ended questions revealed that pre-service teachers considered success characteristics as either internal factors such as self-motivation, self-starter, technological savvy, time management, management of stress and independent learning, or external factors such as grades, resources, costs, expectations, schedule fit, and interaction with others.
Young, A.E. Pre-service teachers' perceptions of the effectiveness of education courses and programs delivered at a distance. Ph.D. thesis, Colorado State University.
Citation reproduced with permission of ProQuest LLC.
For copies of dissertations and theses: (800) 521-0600/(734) 761-4700 or https://dissexpress.umi.com