Distance Learning Approaches in Teacher Training
Forty two teacher-training students participated in a 60 hour, year long teacher-training course that used two different distance learning approaches. Students worked in the first semester with synchronous Picture-Tel® videoconferencing, and in second semester with an asynchronous Internet based course. Their comparative satisfaction with each delivery system, and their comparative level of control of the learning process were examined. Results indicate that the interactive and asynchronous Internet Distance Learning approach contributes to a significantly higher level of satisfaction and higher level of control of the learning process than the interactive synchronous system. It is suggested that when the issue of introducing Distance Learning at the college level for teacher-training students is addressed, it is preferable to install an interactive Internet type method rather than a Picture-Tel® type system in order to best promote student satisfaction as well as student level of control of the learning situation.
Key wordsdistance learning Internet level of control satisfaction videoconference
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