Résumés
Abstract
Recent advances in technology have created a surge in online educational opportunities, increasing accessibility to education. However, online learning suffers from criticism that these courses are substandard in comparison to traditional classes, despite research that suggests otherwise. We discuss our personal experiences with traditional and online education, highlighting their advantages and disadvantages. Guided by the Universal Design for Learning (UDL) framework, we propose the development of a hybrid teacher education program that utilizes the best facets of both traditional and online education.
Résumé
Les avancées récentes dans la technologie ont créé l’émergence d’opportunités d’éducation en ligne, augmentant ainsi l’accessibilité à l’éducation. Cependant, certains critiquent la qualité de ces cours offerts en ligne, qui seraient de moins grande qualité en comparaison aux cours traditionnels, malgré la littérature qui suggère autrement. Nous discutons au travers de cet article de nos expériences personnelles avec l’apprentissage traditionnelle et en ligne, en soulignant leurs avantages et inconvénients. Guidées par le cadre théorique de la Conception universelle de l’apprentissage (CUA), nous proposons le développement d’un programme hybride de formation des enseignants qui utilise les meilleurs éléments de l’éducation traditionnelle, et de celle en ligne.
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Parties annexes
Biographical notes
Hayley Vininsky is a PhD candidate in the Department of Educational and Counselling Psychology at McGill University and a member of Dr. Ingrid Sladeczek’s research team. She is a Board Certified Behaviour Analyst (BCBA) working with children, adolescents, and adults with ASD in Montreal. Her research interests include best practices in applied behaviour analysis, using technology in early intervention, and the experiences of siblings of individuals with ASD.
Amanda Saxe is a PhD Candidate in the Department of Educational and Counselling Psychology at McGill University and a member of the Social Policy, Advocacy, Research, and Community research group. She has worked as a course lecturer in the Faculty of Education since 2014, teaching pre-service teachers about strategies to use within inclusive classrooms for students with various strengths and needs. Amanda’s doctoral research concerns employment barriers and facilitators for people with disabilities in Quebec.
Bibliography
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Parties annexes
Notes biographiques
Hayley Vininsky est une candidate au PhD dans le département du Psychoéducation et de conseils et un membre de l’équipe de recherche de Dre. Ingrid Sladeczek. Elle est une analyste de comportement agréée (BCBA) qui travaille avec les enfants, adolescents, et adultes avec TSA à Montréal. Ses intérêts de recherche incluent les meilleurs pratiques en analyse appliqué du comportement, l’usage de la technologie en intervention précoce, et les expériences des frères et soeurs des individus avec TSA.
Amanda Saxe est une candidate au PhD dans le département du Psychoéducation et de conseils et un membre de l’équipe de recherche de Politique sociale, des partisans, de la recherche et la communauté. Elle travaille comme chargée de cours dans la faculté de l’éducation depuis 2014, enseignant aux enseignant pré-service en ce qui concerne les stratégies à utiliser dans les classes inclusives avec les étudiants avec des forces et besoins variés. La recherche doctorale d’Amanda concerne les barrières et la facilitation aux emplois pour les personnes avec les incapacités au Québec.