A brief note about your search: All of the results matching your search query require you to be a member of the UNT Community (you must be on campus or login with university credentials for access).
Distance Education in the Preparation of Special Education Personnel: An Examination of Videoconferencing and Web-based Instruction

Distance Education in the Preparation of Special Education Personnel: An Examination of Videoconferencing and Web-based Instruction

Access: Use of this item is restricted to the UNT Community.
Date: August 2005
Creator: Bore, Julia Chelagat
Description: This study examined the effectiveness of employing videoconferencing and Web-based instruction in the preparation of special education personnel. Due to the acute shortage of special education personnel, it was anticipated that the use of videoconferencing and online instruction would provide a convenient way for students to attend class without having to travel to the actual location of the educational site. Further, it was believed that this initiative would result in higher student enrollment in special education teacher certification programs, consequently leading to an increase of personnel in the field. Moreover, the increase in personnel would enhance the ability of educational institutions to address the dismal academic, social, and behavioral outcomes of students with disabilities. Information for the study was collected from surveys that investigated how students perceived the use of videoconferencing and web-based instruction in the preparation of special education personnel. Ninety-four graduate students responded to the videoconferencing surveys while 88 responded to the Web-based instruction surveys. Six respondents were randomly selected to participate in face-to-face interviews designed to investigate the effectiveness of both approaches. Findings indicated that videoconferencing and Web-based instruction are convenient ways for students to attend class although videoconferencing sites may not be conveniently located to all ...
Contributing Partner: UNT Libraries
Effects of Web-based Instruction in High School Chemistry.

Effects of Web-based Instruction in High School Chemistry.

Access: Use of this item is restricted to the UNT Community.
Date: May 2003
Creator: Stratton, Eric W.
Description: The intent of this study is to identify correlations that might exist between Web-based instruction and higher assessment scores in secondary education. The study framework was held within the confines of a public high school chemistry classroom. Within this population there were students identified as gifted and talented (GT) as well as those without this designation. These two classifications were examined for statistically higher assessment scores using a two-tailed t-test. Results indicated that females outperformed males on pre- and post- instructional unit tests. All subgroups improved their logical-thinking skills and exhibited positive attitudes towards Web-based instruction. In general, Web-based instruction proved beneficial to improving classroom performance of all GT and non-GT groups as compared to traditional classroom instruction.
Contributing Partner: UNT Libraries