Effective personnel preparation is critical to the
development of a high quality early childhood workforce
that provides optimal care and education for young children.
This mixed-methods study examined the effectiveness of,
and learner perspectives on, instruction via web-based
modules within face-to-face early childhood personnel
preparation courses. The specific modules selected were
designed around an evidence-based decision-making
framework and focused on evidence-based practices:
embedded interventions, assistive technology, and tiered
instruction. Nineteen undergraduate students studying early
childhood participated in pre- and post-instruction surveys
and post-instruction focus groups. Participants’ written
module activities provided additional sources of data. Statistical
analyses of quantitative survey data and thematic
analyses of qualitative survey data and focus groups were
conducted. Results found the web-based modules to be
effective, as indicated by learners’ knowledge and competence
ratings, written explanations of the specific evidencebased
practices, and completed assignments. Examination of
learner perspectives indicated that learners perceived webbased
modules to be effective over and above other
instructional methods and preferred web-based modules to
traditional instruction, at least to some degree. Learners
found videos and realistic practice dilemmas to be the most
useful module resources. They reported technology challenges
and identified preferred supports, including more inclass
discussion. Implications for personnel preparation and
further research are discussed.

• Instruction Via Web-Based Modules in Early Childhood Personnel Preparation: A Mixed-Methods Study of Effectivenes

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