Incorporating Service-Learning in Special Education Coursework: Experiences of University Faculty

2020 ◽  
Vol 43 (4) ◽  
pp. 343-357
Author(s):  
Lance S. Neeper ◽  
Stacy K. Dymond
Keyword(s):  
Special Education ◽  
Service Learning ◽  
Course Delivery ◽  
Semistructured Interview ◽  
Education Faculty ◽  
Delivery Methods ◽  
Demographic Questionnaire ◽  
Course Delivery Methods ◽  
Education Coursework ◽  
Education Courses

The purpose of this investigation was to determine how service-learning (SL) is used by special education faculty in higher education courses. Participants were 13 special education faculty with documented expertise in SL pedagogy. Sources of data included a demographic questionnaire, a semistructured interview, and course documents. Interviews were analyzed using a content analysis procedure, and course documents were reviewed to confirm interpretations of interview data. Findings describe course types, topics, and enrollment; course elements; types of SL projects; course delivery methods; and selection of community partners. Faculty shared similar definitions and understanding of SL; however, they used SL differently to purposefully meet specific course and programmatic needs.

Contextualizing Social Presence and Learner Identity Through the Lens of Moore's Theory of Transactional Distance

2021 ◽  
pp. 1-15
Author(s):  
Michael Marmon
Keyword(s):  
Online Education ◽  
Student Satisfaction ◽  
Social Presence ◽  
Online Courses ◽  
Course Delivery ◽  
Transactional Distance ◽  
Delivery Methods ◽  
Learner Identity ◽  
Face To Face ◽  
Course Delivery Methods

Online education has become a ubiquitous and convenient method by which to complete courses at institutions of higher education across the globe. To achieve this level of parity between course delivery methods (online or face-to-face), the instructor or course designer must understand the complex relationship between the technology and instructional design theories being leveraged in these contexts. Within the context of this chapter, these barriers manifest themselves within Moore's Theory of Transactional Distance, a theory which states that the transactional distance between stakeholders (whether it is instructor-learner or learner-learner communication) has the potential to obstruct the path for comprehending the information being presented as well as influencing the level of rapport between students. This chapter examines the obstacles that are present because of Moore's Theory of Transactional Distance and the influence that social presence has on learners in online courses from the perspective of student satisfaction and positive learning outcomes.

The Master’s in Library and Information Studies Program via Distance at the University of Wisconsin-Madison

2013 ◽  
pp. 222-228
Author(s):  
Debra Shapiro
Keyword(s):  
Public Library ◽  
Course Delivery ◽  
Delivery Methods ◽  
Web Based ◽  
University Of Wisconsin ◽  
Library And Information Studies ◽  
Information Studies ◽  
History Of ◽  
Course Delivery Methods ◽  
The University

A narrative history of the development of the online Master’s degree at the University of Wisconsin-Madison, School of Library and Information Studies (SLIS), from its inception in collaboration with an Illinois public library system, to its current, fully online iteration is given. In addition, course delivery methods, from videoconferencing to Web-based methods, are outlined, and other details of the program are described.

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