Comparison of Face-to-Face, Semi-Online, and Fully Online Approaches for Introduction to Educational Technology Courses for Educators

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Cavanaugh, C., Cavanaugh, T. & Boulware, Z. (2001). Comparison of Face-to-Face, Semi-Online, and Fully Online Approaches for Introduction to Educational Technology Courses for Educators. In J. Price et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2001 (pp. 401-402). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/16719.

Conference Information

Society for Information Technology & Teacher Education International Conference (SITE) 2001
Norfolk, VA
2001
  Jerry Price, Dee Anna Willis, Niki Davis & Jerry Willis
AACE

More Information on SITE
Table of Contents

Authors

Cathy Cavanaugh, Terence Cavanaugh, Zella Boulware, Univ. of North Florida, USA

Abstract

An important experience for educators is learning to use computer technology for teaching and learning. In Florida, a course for undergraduates and a graduate class offer that experience. The courses topics include educational hardware, software, multimedia, Internet, and ethical and legal issues. Both courses share primary goals: building technology skills, and helping students to become integrators of technology into teaching. This year, six simultaneous sections of the courses were offered using a range of approaches. Two sections were taught fully face-to-face. Three sections were taught with students meeting in person for 50% of the time, and working in a web-based environment half of the time. One section met only online. Surveys of all students were conducted at the beginning and the end of the course, and student performance on class activities and assessments was tracked. Comparisons were made on student attitudes and self-reported technology abilities, as well as course grades.

Keywords

• Ethical Issues
• Legal Issues
• Students
• Educational Technology

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