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A comparative study of three distance education strategies on the learning and attitudes of elementary school teachers participating in a professional development project
DISSERTATION

, University of Missouri - Saint Louis, United States

University of Missouri - Saint Louis . Awarded

Abstract

Distance Education is a significant topic among institutions at all levels of education. It is not only significant in terms of finances and student enrollment but in terms of meaningful learning. This study produced evidence regarding the relative effectiveness of three distance educations strategies for enhancing the science learning of 94 midwestern elementary school teachers who were participating in a five-year professional development project. The three distance education strategies studied were live interactive television (live), videotapes with live wrap-around discussions ( video), and asynchronous, web-based sessions with streamed video presentations supported by interaction through discussion boards ( web). A repeated measures design was used to analyze the science learning and attitudes of the study participants. Data on the participants' attitudes toward and perceptions of their distance education involvement were collected through the Flashlight Online instrument.

Science learning was assessed with instrument based on released questions from the NAEP, TIMSS and Praxis exams. Three types of science items were used: multiple choice, constructed response, and vignettes describing students with science misconceptions. Analysis of variance of participants' post-session science test scores and the Flashlight Online scores yielded differences (p < 0.05) on multiple choice and constructed response science subscales and on the subscale measuring opportunity for interaction. Participants in the live mode performed most effectively then participants in both the video and web modes on all three of these subscales. Participants in the web mode performed more effectively than the participants in the video mode on multiple choice and constructed response subscales but not on the opportunity for interaction subscale. Not surprisingly, the analyses showed that teachers with a more extensive science background scored significantly higher on the multiple choice subscale of the science tests regardless of the distance education mode experienced, but not on the constructed response or vignette subscales.

Citation

Annetta, L.A. A comparative study of three distance education strategies on the learning and attitudes of elementary school teachers participating in a professional development project. Ph.D. thesis, University of Missouri - Saint Louis. Retrieved May 25, 2019 from .

This record was imported from ProQuest on October 23, 2013. [Original Record]

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