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Title: | In-depth Examination of Attitudes towards Distance Education in Students Attending a Special Education Preparation Program |
Authors: | Koustriava, Eleni Chronopoulou, Elena |
Type: | Article |
Subjects: | FRASCATI::Social sciences::Educational sciences::Education, special (including:to gifted persons, those with learning disabilities) FRASCATI::Social sciences::Educational sciences::Education, general (including: training, pedagogy,didactics) |
Keywords: | attitudes distance education special education online learning trainees |
Issue Date: | 2022 |
Source: | International Journal of Instruction |
Volume: | 15 |
Issue: | 3 |
First Page: | 1099 |
Last Page: | 1110 |
Abstract: | Students’ attitudes towards Distance Education (DE) could easily affect a relative program’s success, as well as participants’ satisfaction. This is why a DE provider should examine future or current participants’ attitudes. The aim of the present study was to examine the attitudes towards DE in the context of an online program on the field of special education. Six hundred and ninety-one participants answered a questionnaire of 22 items and 3 subscales concerning attitudes. The results revealed slightly positive attitudes (as a whole) towards DE, slightly positive attitudes as far as the affective component was concerned, definitely positive attitudes regarding their beliefs about DE and their intention to participate in a DE program, and negative attitudes towards DE when it was compared to the traditional model. Moreover, the analysis revealed no possible impact of age and gender on participants’ attitudes. Findings of the present study could be very useful in planning DE programs for special education teachers/ trainees. |
URI: | https://doi.org/10.29333/iji.2022.15358a https://ruomo.lib.uom.gr/handle/7000/1823 |
ISSN: | 1694-609X 1308-1470 |
Other Identifiers: | 10.29333/iji.2022.15358a |
Appears in Collections: | Department of Educational & Social Policy |
Files in This Item:
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iji_2022_3_58.pdf | 387,13 kB | Adobe PDF | View/Open |
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