Pub Date : 2023-03-24DOI: 10.1177/01626434231165969
Chelsey R. Simmons, Rhonda D. Miller, Nicole M. Uphold, S. Horn
Computer-based video instruction (CBVI) has been effective in teaching students with disabilities various health, community, and safety skills. Research suggests that CBVI is often used in conjunction with community-based instruction (CBI). Frequently, students with severe disabilities or students who are of high school age participate in CBI and/or CBVI and its accompanying research. This study investigated the effectiveness of CBVI to teach students with a mild ID, ages 11–13, appropriate responses to lures from strangers. A single-case, multiple probe across participants design was used to examine the impact of CBVI on one dependent variable, a correct two-step response (verbal and motor) to a lure from a stranger. The two-step response was adapted from the Akmanoglu & Tekin-Iftar (2011) study investigating responses to strangers. Data indicated that CBVI had a positive impact on all four participants. Participants also maintained the skill (up to 5 weeks) and generalized to a novel setting. Parents and teachers involved in the study also reported positive opinions regarding the aim and outcomes of the study. Implications for practice and for future research are provided.
{"title":"Teaching Students With a Mild Intellectual Disability to Respond to Strangers Using Computer-Based Video Instruction","authors":"Chelsey R. Simmons, Rhonda D. Miller, Nicole M. Uphold, S. Horn","doi":"10.1177/01626434231165969","DOIUrl":"https://doi.org/10.1177/01626434231165969","url":null,"abstract":"Computer-based video instruction (CBVI) has been effective in teaching students with disabilities various health, community, and safety skills. Research suggests that CBVI is often used in conjunction with community-based instruction (CBI). Frequently, students with severe disabilities or students who are of high school age participate in CBI and/or CBVI and its accompanying research. This study investigated the effectiveness of CBVI to teach students with a mild ID, ages 11–13, appropriate responses to lures from strangers. A single-case, multiple probe across participants design was used to examine the impact of CBVI on one dependent variable, a correct two-step response (verbal and motor) to a lure from a stranger. The two-step response was adapted from the Akmanoglu & Tekin-Iftar (2011) study investigating responses to strangers. Data indicated that CBVI had a positive impact on all four participants. Participants also maintained the skill (up to 5 weeks) and generalized to a novel setting. Parents and teachers involved in the study also reported positive opinions regarding the aim and outcomes of the study. Implications for practice and for future research are provided.","PeriodicalId":46468,"journal":{"name":"Journal of Special Education Technology","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2023-03-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42056123","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-20DOI: 10.1177/01626434231165456
Judith A. Morrison, Danielle Malone, Sara Sorensen Petersen
The project described in this article focused on the school’s environment and students’ connections with the school. The project took place in a large, comprehensive high school with eight 12th grade students, one with intellectual disabilities, three with learning disabilities, two with autism spectrum disorders, and two with health impairments. Students learned to collect data, use an ArcGIS map for analysis, brainstormed and carried out methods to bring awareness about garbage on school grounds to the school community (using posters, announcements, and incentive points), and compared garbage quantity after a week of awareness. Students gained insight into how technology can be used to define a problem, strategies to communicate important issues, and the value of collecting and using data for decision-making. The strengths of this project were engaging students in an authentic school-based investigation while being introduced to new technology tools, learning about the impact they can have on their school, and increasing their connections to the schoolwide community.
{"title":"Trash is a Problem! Building Students’ Connection to Their School Community","authors":"Judith A. Morrison, Danielle Malone, Sara Sorensen Petersen","doi":"10.1177/01626434231165456","DOIUrl":"https://doi.org/10.1177/01626434231165456","url":null,"abstract":"The project described in this article focused on the school’s environment and students’ connections with the school. The project took place in a large, comprehensive high school with eight 12th grade students, one with intellectual disabilities, three with learning disabilities, two with autism spectrum disorders, and two with health impairments. Students learned to collect data, use an ArcGIS map for analysis, brainstormed and carried out methods to bring awareness about garbage on school grounds to the school community (using posters, announcements, and incentive points), and compared garbage quantity after a week of awareness. Students gained insight into how technology can be used to define a problem, strategies to communicate important issues, and the value of collecting and using data for decision-making. The strengths of this project were engaging students in an authentic school-based investigation while being introduced to new technology tools, learning about the impact they can have on their school, and increasing their connections to the schoolwide community.","PeriodicalId":46468,"journal":{"name":"Journal of Special Education Technology","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2023-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49287288","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-18DOI: 10.1177/01626434221135158
M. A. Da Fonte, Nicole P. Wolfe, Emily R. DeLuca, Melissa J. Cavagnini, Krista L. Nardi
Mobile technologies, including apps, have become increasingly popular, and are being used to support daily activities among a variety of individuals. While the use of mobile technologies will not eliminate barriers often faced by individuals with disabilities, these systems have the potential to help minimize some of these barriers. As the popularity of apps is increasing, the purpose of this study was to evaluate the reliability, internal consistency, and social validity among novice raters on two app evaluation rating scales. A total of 17 adults, with and without identified disabilities, evaluated apps using two team-designed app rating scales. Overall, findings indicated that the ratings completed during the pilot phase by the research team were more reliable than those completed by novice raters during the testing phase; that the dimension of individualization was the most reliable among team raters and novice participants without disabilities; and that the highest level of inconsistency in the reliability was among novice participants with disabilities. Practical implications, limitations, and future research directions are discussed.
{"title":"An App Evaluation System for All Stakeholders: A Pilot Study","authors":"M. A. Da Fonte, Nicole P. Wolfe, Emily R. DeLuca, Melissa J. Cavagnini, Krista L. Nardi","doi":"10.1177/01626434221135158","DOIUrl":"https://doi.org/10.1177/01626434221135158","url":null,"abstract":"Mobile technologies, including apps, have become increasingly popular, and are being used to support daily activities among a variety of individuals. While the use of mobile technologies will not eliminate barriers often faced by individuals with disabilities, these systems have the potential to help minimize some of these barriers. As the popularity of apps is increasing, the purpose of this study was to evaluate the reliability, internal consistency, and social validity among novice raters on two app evaluation rating scales. A total of 17 adults, with and without identified disabilities, evaluated apps using two team-designed app rating scales. Overall, findings indicated that the ratings completed during the pilot phase by the research team were more reliable than those completed by novice raters during the testing phase; that the dimension of individualization was the most reliable among team raters and novice participants without disabilities; and that the highest level of inconsistency in the reliability was among novice participants with disabilities. Practical implications, limitations, and future research directions are discussed.","PeriodicalId":46468,"journal":{"name":"Journal of Special Education Technology","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2023-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45295593","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-09DOI: 10.54985/peeref.2303p7231114
Kershnee Sevnarayan
Despite efforts to understand how social media platforms encourage student interaction, researchers have noted that there needs to be more research that focuses on using Telegram messenger as a means to encourage student motivation and interaction in academic writing. This study aimed to understand how Telegram groups, created for first-year students at ODeL universities, increase student motivation and interaction in the Academic Writing module. This type of research is qualitative. This study uses a qualitative interpretative approach. Data collection techniques using interviews and observation. The subjects of this study were 4 lecturers and 9 students. The data analysis technique used is descriptive qualitative analysis. The study results found that lecturers considered Telegram a useful pedagogical tool to increase student motivation and interaction. Further findings reveal that Telegram motivates students to interact in groups and with modules. It is suggested that stakeholders reconsider their pedagogy and encourage using Telegram to assist students' learning of academic writing.
{"title":"The implementation of telegram as a pedagogical tool to enhance student motivation and interaction in academic writing","authors":"Kershnee Sevnarayan","doi":"10.54985/peeref.2303p7231114","DOIUrl":"https://doi.org/10.54985/peeref.2303p7231114","url":null,"abstract":"Despite efforts to understand how social media platforms encourage student interaction, researchers have noted that there needs to be more research that focuses on using Telegram messenger as a means to encourage student motivation and interaction in academic writing. This study aimed to understand how Telegram groups, created for first-year students at ODeL universities, increase student motivation and interaction in the Academic Writing module. This type of research is qualitative. This study uses a qualitative interpretative approach. Data collection techniques using interviews and observation. The subjects of this study were 4 lecturers and 9 students. The data analysis technique used is descriptive qualitative analysis. The study results found that lecturers considered Telegram a useful pedagogical tool to increase student motivation and interaction. Further findings reveal that Telegram motivates students to interact in groups and with modules. It is suggested that stakeholders reconsider their pedagogy and encourage using Telegram to assist students' learning of academic writing.","PeriodicalId":46468,"journal":{"name":"Journal of Special Education Technology","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2023-03-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88605384","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-02-07DOI: 10.1177/01626434231155936
Reagan Murnan, H. Cornell
High levels of self-regulation and attentional management are essential to skilled writing. Many students with disabilities struggle with the demands of expressing their ideas through writing. The act of high-quality composition requires close attention and management of the entire writing process: planning, composing, and revising. Many students with disabilities struggle to employ the needed self-regulation strategies that are required throughout the writing process. As a result, they generally possess poorer self-regulated writing strategies compared to skilled writers. This article will describe how digital tools can support various aspects of self-regulation within the writing process. When paired with explicit instruction, teachers can use the digital tools provided in this article to deliver effective, self-regulated writing instruction.
{"title":"Digital Tools to Support Self-Regulation in the Writing Process for Exceptional Learners","authors":"Reagan Murnan, H. Cornell","doi":"10.1177/01626434231155936","DOIUrl":"https://doi.org/10.1177/01626434231155936","url":null,"abstract":"High levels of self-regulation and attentional management are essential to skilled writing. Many students with disabilities struggle with the demands of expressing their ideas through writing. The act of high-quality composition requires close attention and management of the entire writing process: planning, composing, and revising. Many students with disabilities struggle to employ the needed self-regulation strategies that are required throughout the writing process. As a result, they generally possess poorer self-regulated writing strategies compared to skilled writers. This article will describe how digital tools can support various aspects of self-regulation within the writing process. When paired with explicit instruction, teachers can use the digital tools provided in this article to deliver effective, self-regulated writing instruction.","PeriodicalId":46468,"journal":{"name":"Journal of Special Education Technology","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2023-02-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45979217","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-17DOI: 10.1177/01626434231152893
Annemarie L. Horn, Marcia L. Rock, Laura C. Chezan, Jonna Bobzien, Olga Karadimou, Aeshah Alturki
Engaging in deliberate practice opportunities during special education teacher preparation may increase the implementation and sustainability of evidence-based practices with fidelity in K-12 classrooms. We used a concurrent multiple baseline design across participants to evaluate the effects of providing immediate feedback through eCoaching with online Bug-In-Ear (BIE) technology on special education teacher candidates’ acquisition and sustained use of behavior specific praise (BSP) during Mursion™ classroom simulations. We also measured equitable praise rates and used the Behavior Specific Praise Observational Tool (BSP-OT) to evaluate teacher candidates’ praise variety. Results showed a functional relation between the intervention and teacher candidates’ use of BSP. Maintenance, equity, and praise variety data indicated promising social validity findings.
{"title":"Effects of eCoaching on the Occurrence, Equity, and Variety of Behavior Specific Praise During Mursion™ Simulations","authors":"Annemarie L. Horn, Marcia L. Rock, Laura C. Chezan, Jonna Bobzien, Olga Karadimou, Aeshah Alturki","doi":"10.1177/01626434231152893","DOIUrl":"https://doi.org/10.1177/01626434231152893","url":null,"abstract":"Engaging in deliberate practice opportunities during special education teacher preparation may increase the implementation and sustainability of evidence-based practices with fidelity in K-12 classrooms. We used a concurrent multiple baseline design across participants to evaluate the effects of providing immediate feedback through eCoaching with online Bug-In-Ear (BIE) technology on special education teacher candidates’ acquisition and sustained use of behavior specific praise (BSP) during Mursion™ classroom simulations. We also measured equitable praise rates and used the Behavior Specific Praise Observational Tool (BSP-OT) to evaluate teacher candidates’ praise variety. Results showed a functional relation between the intervention and teacher candidates’ use of BSP. Maintenance, equity, and praise variety data indicated promising social validity findings.","PeriodicalId":46468,"journal":{"name":"Journal of Special Education Technology","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2023-01-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44696477","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The development and learning paradigm is always followed by adjustments to the implementation of learning activities. Currently, a solution is being offered to improve the quality of learning through the implementation of kurikulum prototype. This study aims to see the potential and opportunities for product development of teaching materials based on E-Books for learning mathematics. This research belongs to the mixed methods approach. The research subjects consisted of teachers, and 42 students. While the data collected in the form of qualitative and quantitative data. Qualitative data were collected with technical observations, and interviews with the instruments, namely observations and interviews. Quantitative data were collected using a non-test technique, namely a questionnaire and followed by a questionnaire as an instrument. The research data will be analyzed descriptively with interactive analysis through data collection, data reduction, data presentation, and drawing conclusions. The results showed that during the implementation of learning, teachers had basically used ICT-based media which were limited to the type of presentation slides and the internet, student responses stated that they needed ICT-based teaching materials for learning mathematics (92.9%), total 90.5% of students also agrees with the development of ICT-based teaching materials in e-book format for learning mathematics, this is certainly an initiative and desire that must be realized in order to implement innovative learning. Thus, the results of this study can be used as a basis for developing an innovation through ICT-based teaching materials in e-book format to improve the learning process in vocational high schools.
{"title":"The Urgency of Prototype Curriculum Based E-Book for Mathematics Learning for Vocational School Students","authors":"Lulus Budiarto, M. Akhyar, Djono","doi":"10.23887/jet.v6i4.53286","DOIUrl":"https://doi.org/10.23887/jet.v6i4.53286","url":null,"abstract":"The development and learning paradigm is always followed by adjustments to the implementation of learning activities. Currently, a solution is being offered to improve the quality of learning through the implementation of kurikulum prototype. This study aims to see the potential and opportunities for product development of teaching materials based on E-Books for learning mathematics. This research belongs to the mixed methods approach. The research subjects consisted of teachers, and 42 students. While the data collected in the form of qualitative and quantitative data. Qualitative data were collected with technical observations, and interviews with the instruments, namely observations and interviews. Quantitative data were collected using a non-test technique, namely a questionnaire and followed by a questionnaire as an instrument. The research data will be analyzed descriptively with interactive analysis through data collection, data reduction, data presentation, and drawing conclusions. The results showed that during the implementation of learning, teachers had basically used ICT-based media which were limited to the type of presentation slides and the internet, student responses stated that they needed ICT-based teaching materials for learning mathematics (92.9%), total 90.5% of students also agrees with the development of ICT-based teaching materials in e-book format for learning mathematics, this is certainly an initiative and desire that must be realized in order to implement innovative learning. Thus, the results of this study can be used as a basis for developing an innovation through ICT-based teaching materials in e-book format to improve the learning process in vocational high schools.","PeriodicalId":46468,"journal":{"name":"Journal of Special Education Technology","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2022-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75057506","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-21DOI: 10.1177/01626434221146765
Kiera Anderson, Matthew T. Marino
Enrollment rates of students with disabilities (SWD) in postsecondary education continue to rise, yet SWD continue to face challenges with persistence toward degree completion. Executive function deficits (e.g., difficulty concentrating, managing time, problem solving, or planning) often impact academic, social, and occupational function. Academic and social adjustment to the complexity of life beyond students' homes can be stressful, further exacerbating difficulties with executive function skills necessary for postsecondary success. Coaching can assist young adults during postsecondary education to enhance executive function skills and has the potential to reduce stress and anxiety. Coaching is a collaborative, client-centered process designed to elicit client identification of goal areas, increase self-awareness, and problem-solving solutions. This practitioner article explores executive function skills, coaching, and how technology can be used within the coaching process to support executive function deficits for students in the postsecondary environment.
{"title":"Using Technology as a Compensatory Technique for Executive Function Skill Deficits During the Coaching Process","authors":"Kiera Anderson, Matthew T. Marino","doi":"10.1177/01626434221146765","DOIUrl":"https://doi.org/10.1177/01626434221146765","url":null,"abstract":"Enrollment rates of students with disabilities (SWD) in postsecondary education continue to rise, yet SWD continue to face challenges with persistence toward degree completion. Executive function deficits (e.g., difficulty concentrating, managing time, problem solving, or planning) often impact academic, social, and occupational function. Academic and social adjustment to the complexity of life beyond students' homes can be stressful, further exacerbating difficulties with executive function skills necessary for postsecondary success. Coaching can assist young adults during postsecondary education to enhance executive function skills and has the potential to reduce stress and anxiety. Coaching is a collaborative, client-centered process designed to elicit client identification of goal areas, increase self-awareness, and problem-solving solutions. This practitioner article explores executive function skills, coaching, and how technology can be used within the coaching process to support executive function deficits for students in the postsecondary environment.","PeriodicalId":46468,"journal":{"name":"Journal of Special Education Technology","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2022-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42426024","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-16DOI: 10.1177/01626434221146766
Aleksandra Hollingshead, Don D. McMahon
Editorial Introduction to the Special Issue Dedicated to Diversity, Equity, Inclusion, and Access.
《多样性、公平、包容和准入》特刊社论导言。
{"title":"Introduction to the Special Issue Dedicated to Diversity, Equity, and Social Justice in Special Education Technology","authors":"Aleksandra Hollingshead, Don D. McMahon","doi":"10.1177/01626434221146766","DOIUrl":"https://doi.org/10.1177/01626434221146766","url":null,"abstract":"Editorial Introduction to the Special Issue Dedicated to Diversity, Equity, Inclusion, and Access.","PeriodicalId":46468,"journal":{"name":"Journal of Special Education Technology","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2022-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44767592","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Mada Umaro, T. Rejekiningsih, D. Ardianto, Kata Kunci
The digital era is currently affecting activities in the world of training. This study investigates the challenges training institutions face in accelerating the availability of online classes for today's trainees. This research uses a descriptive qualitative approach. A total of 126 participants came from graphic design training participants. Then, the data collected in this study was by distributing a 4-scale questionnaire, pretest-posttest assessment, and using a Likert Scale observation sheet with five scales (0-4). The results showed that the participants had a reasonable opinion of the availability of online classes at training institutions on the aspects of mastery of the material by the instructor, the accuracy of the presentation, the relevance of the training content, and its suitability for the needs of the training participants. The significance value based on age range, gender, and graduate status is 0.863, 0.094, and 0.107. The results of the pretest-posttest assessment also increased when using online classes. Positive results also impact training participants in understanding graphic design material as a whole with the availability of online courses at training institutions. The presence of this online class has had many positive influences in all aspects but still needs improvement because there are challenges that need to be resolved by the Training Institute. The faster the availability of online classes at the Training Institute, the quicker the fulfillment of training needs.
{"title":"Challenges of Training Institutions in Accelerating The Availability of Graphic Design Online Classes for Trainees","authors":"Mada Umaro, T. Rejekiningsih, D. Ardianto, Kata Kunci","doi":"10.23887/jet.v6i4.48041","DOIUrl":"https://doi.org/10.23887/jet.v6i4.48041","url":null,"abstract":"The digital era is currently affecting activities in the world of training. This study investigates the challenges training institutions face in accelerating the availability of online classes for today's trainees. This research uses a descriptive qualitative approach. A total of 126 participants came from graphic design training participants. Then, the data collected in this study was by distributing a 4-scale questionnaire, pretest-posttest assessment, and using a Likert Scale observation sheet with five scales (0-4). The results showed that the participants had a reasonable opinion of the availability of online classes at training institutions on the aspects of mastery of the material by the instructor, the accuracy of the presentation, the relevance of the training content, and its suitability for the needs of the training participants. The significance value based on age range, gender, and graduate status is 0.863, 0.094, and 0.107. The results of the pretest-posttest assessment also increased when using online classes. Positive results also impact training participants in understanding graphic design material as a whole with the availability of online courses at training institutions. The presence of this online class has had many positive influences in all aspects but still needs improvement because there are challenges that need to be resolved by the Training Institute. The faster the availability of online classes at the Training Institute, the quicker the fulfillment of training needs.","PeriodicalId":46468,"journal":{"name":"Journal of Special Education Technology","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2022-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89474367","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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