Face-to-Face and Synchronous Interactive Videoconferencing Instruction: Learning Experiences of Educators Enrolled in an Autism Certificate Program

Abstract

Autism spectrum disorder (ASD) was once considered a rare and severe disability (low incidence), but today individuals with ASD are educated in every academic environment, with 89% spending a portion of their day in the general education setting. Therefore, it is critical that all highly qualified teachers be prepared to provide appropriate education and support for these students. And to ensure that happens, quality personnel preparation programs in ASD are needed. One such program, the Autism Certificate Program, utilizes a distance education model that combines site-based synchronous face-to-face (host site) or interactive video conferencing (IVC) instruction (remote site) with asynchronous E-learning in a yearlong post-bachelor's level program. This innovative approach provides quality professional development to ensure that educators acquire specific knowledge and skills to meet the requirements of the Individuals with Disabilities Education Act (IDEA, 2004), the Elementary and Secondary Education Act (ESEA, 2001), as well as specific outcomes or standards identified for teaching students with ASD (Council for Exceptional Children, 2009). This study examined educators' knowledge and skill acquisition based on their enrollment at (a) remote sites or (b) the host site. In addition, the study compared the perceived knowledge and skill acquisition of participants at the two sites and effectiveness of the instructional delivery methods (i.e., face-to-face vs interactive video) relative to course outcomes and student learning experiences on the Perceived Knowledge and Skills &mdash Autism Survey (Swanson, 2012). Data were collected from 91 educators and related service professionals (referred to as educators throughout paper) who were enrolled in the course: Characteristics of Students With Autism Spectrum Disorders. Thirty-one participants attended the course from the host site and 60 attended the course from a remote site. Results include descriptive statistics from the Perceived Knowledge and Skills &mdash Autism Survey, course grades, E-learning activities, evidence-based practice examinations, and a culminating assignment. A Mann-Whitney U and chi-square analysis of the (a) achieved knowledge and skill and (b) perceived knowledge, skill, and learning experiences of participants at the host site and remote sites was conducted. Findings are discussed relative to the literature along with implications for professional development and future research.