Distance Education Essay

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Technology has radically transformed degree programs and the courses offered a universities and colleges in Indiana. The introduction of computer technology in distance education programs promise powerful and complex transformations in the learning process, powerful because of the extraordinary capabilities digital technologies offer, and complex, a because of the high level of training necessary to utilize these technologies. The Web chatters geographical barriers to educational access, but it also may create new ones (Gladieux, 1999). Distance education has become a playing field, where colleges and universities compete to keep students current and to recruit new ones. If the university, in its traditional or distance form does not adapt to the possibilities of technology, competing structures will surely spring up that can and will perform tasks of the university (Hall,1995).

Statement of the Problem

In order for distance education programs to continue to succeed, improve and grow, student input about "access barrier issues" in response to existing and potential technology must be identified. The broad categories that distance learning students have had to grapple with are institutional barriers and individual student access barriers. The problem for investigation in this study will be the determination of these institutional and individual access barriers. The preliminary findings from this survey could be used to solicit new ideas to improve distant learning education experiences.

Purpose and Objectives

The major purpose of this will find specific student access barriers encountered by the students enrolled in Industrial Technology Education 394 Summer II (on-line) through survey research. The purpose of this proposed research will be to obtain information from, and assess perceptions of, Indiana State University students enrolled in ITE department courses, relative to access. It will survey the students experience while enrolled in Industrial Technology Education 394. This research will explore and describe problems and limitations with the goal to categorize them for the further purpose of recommending solutions.

1. Determine what types of access barriers (institutional or individual student) exist with respect to students enrolled in the ITE departmental programs

A Categorize and rank order these barriers

B. Identify potential causes for these barrier

C. To recommend possible solutions

Statement of Need

Indiana State Universities ITE department currently (Spring 2000) has approximately 270 students enrolled part-time and full-time in three different majors in the Associate, Bachelors, Masters and Ph.D. levels. It is estimated 90 percent of the students are taking at least one course with a distance delivery method. To this point, there has been little or no research at the University, though the division of lifelong learning has conducted short surveys of student satisfaction and obtained general demographic information about distance students.

The results of this research will provide the ITE department with information specific to students enrolled in departmental courses and programs, with the goal of removing barriers and improving access.

(ITE Departmental data, 2000)

Statement of Assumptions

Several threats to the validity of the instrumentation process in surveys can cause individuals to respond differently than they might otherwise. It is assumed that:

1. Industrial Technology Education students will respond accurately and honestly.

2. The student sample population accurately represents the ITE department average.

3. ...

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