Engaging the Disengaged: How Is It Different When Using Distance Education?

Autor/in	Gross, Peggy
Titel	Engaging the Disengaged: How Is It Different When Using Distance Education?
Quelle	(1997), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Stellungnahme; Adult Education; Adult Students; Community Colleges; Continuing Education; Distance Education; Educational Television; Educational Trends; Labor Force Development; Nontraditional Students; Resistance to Change; Student Characteristics; Student Motivation; Teacher Attitudes; Telecourses; Two Year Colleges + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Community college; Community College; Weiterbildung; Distance study; Distance learning; Fernunterricht; Bildungsfernsehen; Schulfernsehen; Bildungsentwicklung; Arbeitskräftebestand; Schulische Motivation; Lehrerverhalten; Fernsehkurs
Abstract	In response to large numbers of returning adult students, Wisconsin's technical college system has placed an increased emphasis on school-to-work transition and innovative forms of distance education (DE). DE began in Europe at least 150 years ago through correspondence programs, expanded to include radio programs in the 1920s and 1930s, and moved to television programs with the development of satellite technology in the 1980s. Wisconsin's Northcentral Technical College began offering satellite television courses in 1986 and has provided interactive distance classes to 16,119 students since 1989. Data on these students indicate that 39% are between 26-40 years of age, 42% are not assigned to a particular program, 31% attend part-time, 28% attend full-time, 49% take courses to earn credit for a degree, and 34% take courses for occupational improvement. While much of the research conducted on DE has focused on learners and their motivations, little research has been done on faculty perceptions. Some faculty remain resistant to DE because of the increased workload it can represents, pay issues, authorship issues, technical and clerical support, problems in engaging students, loss of faculty autonomy, and threatened job security. Faculty in the future, however, are likely to see their roles change from creators of instruction to managers of resources. (HAA)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC