E. Johnson (Germany)
On-line education, professional development
This paper presents the results of a qualitative study examining the amount of learning that occurs during a six-week on-line mainstreaming course. The course is an introduction to special education and is a requirement for practicing teachers in California to earn their clear credential. A pre/post survey was administered to 145 teachers enrolled in the course over a one year time period. Results of the study show a significant amount of learning takes place on factual knowledge, but that responses to applied situations remain largely unchanged. Results are examined in the context of the increased requirements for professional certification and the accompanying reliance on on-line education to complete them.
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