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Descriptors:
Noncredit Courses; Community Colleges; Distance Education; Vocational Education; Computer Uses in Education; Postsecondary Education; Trend Analysis; Online Courses; College Credits; Questionnaires; Participation; Enrollment Trends; Institutional Characteristics

Abstract:
This article presents the results of a national study of distance learning in postsecondary career and technical education (CTE). The main purpose of this study was to identify the current status and future trends associated with distance learning in postsecondary CTE. The results show that community colleges are (a) actively involved in the delivery of CTE via distance learning for the purpose of meeting the needs of their diverse student body, (b) more likely to provide credit courses via distance than noncredit courses, and (c) offering few CTE programs fully at a distance. (Contains 8 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Technical Education; Community Colleges; Vocational Education; Web Based Instruction; Distance Education; Two Year Colleges; Higher Education; Outcomes of Education; College Students; School Surveys; Enrollment; Lifelong Learning; Academic Achievement; Pretests Posttests; Motivation; Learning Strategies; Test Anxiety; Online Courses

Abstract:
A study funded by the National Research Center for Career and Technical Education (Benson, Johnson, Taylor, Treat, Shinkareva, & Duncan, 2004) investigated the course structures and environments used for online career and technical education (CTE) courses and compared their effectiveness to equivalent campus-based courses in terms of the extent to which the students demonstrated the desired learning outcomes. The study encompassed five courses from three CTE degree programs at three different community colleges with a total of 112 campus students and 81 online students. Findings of the study are highlighted here along with recommendations for community colleges interested in providing online CTE courses. (Contains 5 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Technical Education; Learning Strategies; Community Colleges; Distance Education; Instructional Effectiveness; Career Education; Comparative Analysis; Student Motivation

Abstract:
Community colleges are actively involved in distance-learning programs in Career and Technical Education (CTE). Over 76% of community colleges offer some form of distance learning in CTE. Over the years, only a few isolated studies have compared the effectiveness of distance CTE courses to traditional face-to-face courses. Typically, the findings of previous studies indicate no significant differences between the two methods. This study was designed to address the lack of systematic studies of this question. It also examines how student motivation and learning strategies differ for campus-based and online students. Finally, it investigates how online and campus-based courses differ in terms of course interaction, content organization, student support, and transactional distance (i.e., feelings of closeness to the instructor and the program). Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Technical Education; Assignments; Distance Education; Career Education; National Surveys

Abstract:
This study builds on a recent national survey that determined the current status and future trends associated with distance learning in postsecondary career and technical education (Johnson, et al., 2003). The primary goal of this study was to explore, in detail, the effectiveness of distance learning via the Internet as a strategy for providing skill-based education and training to students enrolled in postsecondary career and technical education (CTE). Emphasis in this study was placed on (a) examining the differences between online and campus-based delivery models in terms of student achievement (i.e., assessment of content knowledge gain and the quality of student assignments and projects) and (b) describing the course structure and environment created to help students gain CTE skills. The study also compared variables such as interaction within the course, course structure, and student support across the two different course delivery formats. To accomplish the research goals, a series of quasi-experimental studies were designed using equivalent online and campus-based CTE courses that varied only in their delivery format. The combination of the earlier national survey of distance learning in postsecondary CTE programs and these experimental comparison studies help to establish a baseline for distance and online technology use and practice in postsecondary career and technical education. These studies enable researchers, practitioners, and policy makers to make informed decisions about future trends and uses of distance learning in postsecondary CTE. (Contains 17 tables and 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Noncredit Courses; Community Colleges; Industry; Distance Education; Teaching Skills; Tech Prep; Skill Development; Role; High Schools; Federal Legislation; Job Training; Technical Education

Abstract:
Community colleges have played a key role in connecting high school tech prep, industry training, and baccalaureate education. As an institution of higher education known for its adaptability and willingness to provide customized training, the community college has been influenced by industry and federal policy (e.g., Workforce Investment Act (WIA) and the Carl D. Perkins Vocational and Technical Education Act). Federal policy has generally acted to increase the role community colleges play in workforce preparation. Community colleges are employing distance technologies to deliver a range of skill-based career and technical education (CTE) through credit and noncredit courses and programs. A significant majority of the distance CTE courses address hands-on skill development. At first glance, distance learning would seem to be antithetical to skill training. However, with businesses demanding increasing flexibility and a desire to re-skill their employees, the need for just-in-time skill training continues to increase. Because of the hands-on nature of skill-based learning, the delivery of distance instruction can impose barriers that must be overcome by the institution. Colleges are overcoming this barrier by blending distance learning with more traditional approaches to provide the hands-on experience needed to develop technical skills. (Contains 3 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Technical Education; Community Colleges; Distance Education; Postsecondary Education; Internet; Web Based Instruction; Online Courses; Career Education; Educational Technology

Abstract:
This article presents the results of a national study of distance learning in postsecondary career and technical education (CTE). The main purpose of this study was to identify the current status and future trends associated with distance learning in postsecondary CTE. The results show that community colleges are actively involved in the delivery of CTE via distance learning. Internet-based courses are the most prominent form of distance learning in community college CTE programs, especially for credit courses. While some colleges are creating their own online programs, many are partnering with external providers (e.g., commercial vendors) and other colleges and universities to make credit and noncredit CTE courses available to students. It was noted that the community colleges are relying heavily on low-bandwidth technologies, although significant growth in all forms of Internet-based CTE courses and technologies is expected within the next three years. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Access to Education; Community Colleges; Distance Education; Educational Policy; Educational Technology; Enrollment Projections; Internet; Nontraditional Education; Online Courses; Outcomes of Education; Postsecondary Education; Program Costs; Program Development; Student Characteristics; Vocational Education; Web Based Instruction

Abstract:
There is limited understanding of the scope and impact of distance learning on postsecondary career and technical education (CTE). Descriptive analysis of questionnaire responses and telephone interviews from 512 community colleges (response rate of 53.3%) sought to determine the following in relation to postsecondary CTE: (1) how prominent is distance education; (2) what are the institutional drivers and desired outcomes of distance education; (3) which institutions and students participate in distance courses and programs; and (4) what types of technologies are used to deliver distance courses. Some of the conclusions are as follows: (1) community colleges are providing CTE courses via distance learning to meet the needs of students by increasing access and convenience, but not to reduce costs; (2) lack of faculty interest and program development costs are the primary reasons for not offering CTE courses via distance learning; (3) a significant portion of community college CTE courses are offered via distance learning; (4) community colleges are offering few CTE programs that can be completed fully via distance learning; (5) enrollments in distance learning courses and programs are expected to increase; (6) distance learning CTE courses attract more working professionals, employed students, and single parents compared to on-campus classes; and (7) Internet-based courses are the most prominent form of distance learning. (Contains 28 tables, 2 figures, and 62 references.) (MO) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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 ERIC Full Text (1063K)