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ERIC Number: ED429630
Record Type: Non-Journal
Publication Date: 1999-May-14
Pages: 24
Abstractor: N/A
Reference Count: N/A
Fine Tuning Interactive Delivery for High School Students in a Rapidly Growing College and Distance Learning System: A Student Readiness Approach.
Hammond, Ron J.
In an effort to determine whether advanced placement and concurrently enrolled high school students learn as well as college students in distance education courses, Utah Valley State College (UVSC) administered an open-ended survey in the spring of 1998 to all students learning off-campus via the computer or television, soliciting information on the interactive learning experience, demographics, and the level of satisfaction with the course and teacher. After the survey was administered, fourteen interactive teachers were surveyed on similar issues. Findings indicate that: (1) high school students had more complaints about interactive learning, yet were more complimentary of teachers than were the college students; (2) high school students value interactive classes more than college students, yet do not perform as well; (3) high school students reported feeling isolated and found the interactive courses to be difficult; (4) teacher feedback was similar to student feedback regarding the necessity of basic student skills for success in an interactive environment; (5) both teachers and students like the technology and access; (6) it is questionable whether high school students are prepared or ready for interactive college courses; and (7) further study should be conducted. Appended are the survey instruments. Contains 12 references. (EMH)
Publication Type: Reports - Research; Tests/Questionnaires
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Utah Valley State Coll., Orem.