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Pub Date: |
2005-06-00 |
Pub Type(s): |
Journal Articles; Reports - General |
Peer Reviewed: |
Yes |
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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).
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Pub Date: |
2004-08-00 |
Pub Type(s): |
Reports - Evaluative |
Peer Reviewed: |
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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.)
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Pub Date: |
2004-00-00 |
Pub Type(s): |
Journal Articles; Reports - Descriptive |
Peer Reviewed: |
Yes |
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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.)
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