Inclusion and the Highly Motivated Grad Student: A Distance Education Case Study
Mark Mortensen, University of North Texas, United States ; Les Lunce, University if North Texas, United States
Society for Information Technology & Teacher Education International Conference, in Atlanta, GA, USA ISBN 978-1-880094-52-5 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
The purpose of this paper was to investigate the experience of a vision impaired but highly motivated graduate student using case study methodology. The first semester the student received a video tape of the course each week. Although it was a passive activity, the student had the opportunity to hear the class activities and, most importantly, hear the philosophical discussions that are part of the average doctoral level course. The second semester a two-way audio and visual device was loaned to the student. This provided an opportunity for the student to participate in real time. The student had the ability to interact with class, initiate questions and receive immediate answers and any other benefits that may have been accrued from the two-way audio and video technology. It should also be mentioned that the students in the regular classroom had the ability to see and hear the remote student.
Mortensen, M. & Lunce, L. (2004). Inclusion and the Highly Motivated Grad Student: A Distance Education Case Study. In R. Ferdig, C. Crawford, R. Carlsen, N. Davis, J. Price, R. Weber & D. Willis (Eds.), Proceedings of SITE 2004--Society for Information Technology & Teacher Education International Conference (pp. 601-606). Atlanta, GA, USA: Association for the Advancement of Computing in Education (AACE).