Incorporating Distance Learning into Counselor Education Programs: A Research Study.

Autor/inn/en	Wantz, Richard A.; Tromski, Donna M.; Mortsolf, Christina Joelle; Yoxtheimer, Greggory; Brill, Samantha; Cole, Alison
Titel	Incorporating Distance Learning into Counselor Education Programs: A Research Study.
Quelle	(2003), (20 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Computer Assisted Instruction; Counselor Educators; Counselor Supervision; Counselor Training; Courseware; Curriculum Development; Distance Education; Enrollment; Ethics; Legal Responsibility; Nontraditional Education; Online Courses; Student Recruitment; Telecourses + Suchen Sie Ihr Suchwort? Computer based training; Computerunterstützter Unterricht; Lernsoftware; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Distance study; Distance learning; Fernunterricht; Einschulung; Ethik; Strafmündigkeit; Non-traditional education; Alternative Erziehung; Online course; Online-Kurs; Fernsehkurs
Abstract	The purpose of this study is to determine the number of counselor education programs that utilize distance learning, to identify the distance learning software delivery products used, and to identify features of software used. The researchers also attempt to identify faculty perceptions related to and experience with the importance of distance learning; the impact of distance learning on counselor education programs in terms of quality and enrollment, recruitment practices, course development, time commitment, supervision issues, and faculty compensation; and ethical and legal issues. All Council for the Accreditation of Counseling and Related Educational Programs (CACREP) counseling programs, as well as other administrative units identified by Hollis and Wantz (1993), were surveyed, thus targeting a sample size that approximates the population. In this study, distance learning is defined as any type of technology utilized outside of the traditional face-to-face classroom instruction. The study makes a distinction between courses that are delivered 100% via distance learning and courses taught in the classroom that are augmented by distance learning (e.g., technology- or web-enhanced). (Contains 19 references and 7 tables.) (Author/ADT)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC