A collaborative approach to developing online instruction modules for dual language learners with disabilities
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AbstractTo address the rapidly growing demand for classroom instruction via the internet, the authors developed and piloted modules for use in a proposed series of courses for an on-line Cross Categorical Certification program leading to an M.Ed. in Special Education. The authors describes the individual experiences of each module developer and the collaborative processes used in conjunction with the Arizona State University College of Extended Education Online Teaching/Learning Group funded by PT3. Two modules were designed. Each was piloted by a convenience sample of undergraduate and graduate students who were enrolled in teacher preparation coursework. The effectiveness of each module was evaluated with a survey comprised of question in four distinct categories; 1. Ease of online navigation, 2. Quality of the content, 3. Personal characteristics of the participant, 4. Effectiveness of online communication. Results are reported and discussed.