Effects of Online/Face-to-Face Professional Development on College Faculty Perceptions of Disabilities
thesisposted on 21.10.2015 by Jennifer J. Buss
In order to distinguish essays and pre-prints from academic theses, we have a separate category. These are often much longer text based documents than a paper.
This study was designed to assess the effects of participating in a professional development model that include a face-to-face and online module components. To measure the participants’ self-reported knowledge and attitude before and after the professional development would provide information about possible effects of the professional development. Murray and his colleagues have refined the use of the survey tools to gain insight regarding college faculty’s knowledge, attitude and services of information (Murray et al., 2008, Murray et al., 2009, Murray et al., 2010, Lombardi et al., 2011, Lombardi et al., 2013). This study utilized a pretest/posttest design was used to compare participants’ self-reports of knowledge and attitude before and after the professional development intervention. The independent variable in this study was the professional development experiences. The dependent variables were knowledge and attitudes towards college students with disabilities in higher education, measured with pre-and post-surveys, as well as the usage data from the online module.