Literaturnachweis - Detailanzeige
| Autor/inn/en | Garst, Barry A.; Bowers, Edmond P.; Quinn, William H.; Weston, Kayla L. |
|---|---|
| Titel | Benefits and Challenges of a Blended Online Youth Development Graduate Degree Program |
| Quelle | In: American Journal of Distance Education, 35 (2021) 2, S.118-132 (15 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Garst, Barry A.) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0892-3647 |
| DOI | 10.1080/08923647.2020.1829438 |
| Schlagwörter | Blended Learning; Online Courses; Nontraditional Students; Youth Programs; Educational Technology; Technology Uses in Education; Barriers; Student Responsibility; Writing Skills; Study Skills; Correlation; Alumni; Program Effectiveness; Graduate Study; Competence |
| Abstract | While many academic degree programs target nontraditional students who are working professionals, the literature exploring the challenges facing nontraditional students has not considered the experiences of students pursuing youth development degrees. This study explored benefits and challenges nontraditional students associate with participating in a graduate degree program in youth development delivered through a blended online instruction model. Data were collected via an online survey administered to 95 graduates of a blended online youth development leadership degree program at a state university in the Southeastern United States. Respondents answered questions about changes in competency using a retrospective format, challenges associated with degree completion, and time since participation in the degree program. Competency scores were compared using paired samples t-tests, indicating significant (p[less than or equal to]0.05) pre-to-post degree program growth in all competency areas. Top-ranked challenges to degree completion included: (1) balancing the degree requirements with employment responsibilities and personal/family responsibilities; and (2) writing and study skills confidence when returning to academic work after many years. Correlation analyses indicated no significant relations between when respondents participated in the program and the average change reported on any competency (all p's>0.05). Additionally, alumni generally ranked challenges in a similar manner regardless of when they participated in the program. Implications for both research and practice are considered for organizations providing professional development or academic degree programs for youth development professionals. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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