A Qualitative Study of Teachers' Planning of Instruction for Adult Learners in a Telecommunications-based Distance Education Environment.

Autor/in	Wolcott, Linda L.
Titel	A Qualitative Study of Teachers' Planning of Instruction for Adult Learners in a Telecommunications-based Distance Education Environment.
Quelle	(1991), (25 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Adult Learning; College Faculty; Course Descriptions; Delivery Systems; Distance Education; Higher Education; Instructional Design; Media Adaptation; Planning; Qualitative Research; Teacher Developed Materials; Telecommunications + Suchen Sie Ihr Suchwort? Adulte education; Adult training; Erwachsenenbildung; Fakultät; Kursstrukturplan; Auslieferung; Distance study; Distance learning; Fernunterricht; Hochschulbildung; Hochschulsystem; Hochschulwesen; Lesson concept; Lessonplan; Unterrichtsentwurf; Medienverwendung; Ablaufplanung; Planungsprozess; Qualitative Forschung; Telekommunikationstechnik
Abstract	This qualitative study investigated how 11 full-time university faculty members planned live instruction for adult learners in a telecommunications-based distance education setting. All of the subjects had taught the same courses in a traditional setting and had experience teaching distance courses. Students at 8-11 sites in Utah and Colorado were linked with live instruction from a classroom at a state university in Utah. Instruction was delivered via two-way audio and one-way still image video signals via telephone lines; daily UPS deliveries were used for the submission and return of assignments and tests. Data were collected via semi-structured interviews, observation of class sessions in the originating classroom, and analysis of planning documents and journals prepared by the teachers. Three features were found to characterize the preactive planning process: (1) faculty engaged in course or term planning as a front-end activity; (2) planning was driven by content and centered on the selection and sequencing of subject matter; and (3) distance planning focused on the development of an extended syllabus. Factors that influenced planning included time constraints; the medium of delivery; and faculty beliefs, attitudes, and concerns about the nature and conduct of instruction. It is noted that the resulting courses were retrofitted rather than redesigned, and the paper concludes by suggesting that differences between face-to-face instruction and the distance education environment should be taken into account when planning for instruction in non-traditional settings with non-traditional learners. (25 references) (BBM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC