Learning Technologies for Learner Services

Phillips, Marion; Kelly, Patrick

doi:10.1002/ace.8802

Cited by 3 publications

(1 citation statement)

References 7 publications

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“…As the result of Scott's research (2003), students remarked that the characteristics and advantages pertaining to intensive format courses are: 1) Focused learning, 2) In-depth discussion, 3) Memorable learning experience, 4) Better learning abnosphere, and 5) Better performance. Phillips and Kelly (2000) noted that continuous consultation and advice pertaining to non-traditional learners plays a crucial role in determining learning performance, as well as directly deciding the success of an off-campus education. In reality, even though the off-campus students cannot attend traditional on-campus classes, fiom time to time, they would still like to communicate with their instructor in person.…”

Section: Introductionmentioning

confidence: 99%

An Assessment of Intensive/Weekend Teaching Format of Aviation Education: A Case of Aviation Law

Lu¹

2005

JAAER

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Although most universities in the United States (U.S.) have launched off-campus education for working adults, the quality of such an educational format remains skeptical to many educators who exchange knowledge mainly via on-campus lecture means (Elliott et al, 1978; Swenson, 2003 Spring). In order to further examine academic performance based on such a non-traditional channel, the rigor and integrity of off-campus education should be investigated ' (Karwin, 1973). This study sought to evaluate the learning outcome of off-campus aviation education currently using intensivelweekend seminar format. Meanwhile, the main goals of this study also include the discovery of possible pedagogical gaps to continuously enhance off-campus teaching. Focus group was utilized as the research methodology. Purposive sampling was applied containing two groups of students, one on-campus and off-campus for another, recruited fiom aviation law class. Both qualitative and quantitative data were collected and analyzed. The result showed flexibility of class study and convenient location of classroom were the two most attractive factors adult learners consider. In addition to opposing to a fully Internet-based aviation education, off-campus students' comments helped the researcher reveal specific pedagogical deficiencies that need to be reviewed for validating future educational service.

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Section: Introductionmentioning

confidence: 99%

An Assessment of Intensive/Weekend Teaching Format of Aviation Education: A Case of Aviation Law

Lu¹

2005

JAAER

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Online student induction: a case study of the use of mass customization techniques

Phillips

Hawkins

Lunsford

et al. 2004

Open Learning: The Journal of Open, Distance and e-Learning

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Learner Support Experienced by RNs in a Collaborative Distance RN-to-BSN Program

Oehlkers¹,

Gibson²

2001

J Contin Educ Nurs

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Sixteen RN-to-BSN students participated in interviews at the start and at the completion of taking their first class from a newly implemented, university-based, collaborative distance learning program. The purpose of the taped, semi-structured telephone interviews was to identify the support RNs experienced. Institutional themes of support that emerged were orientation programs, technical support/ mentors, library resources, and prompt feedback from instructors. Non-institutional support themes focused on family, friends, peers, the workplace, and learners.

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Learning Technologies for Learner Services

Abstract: Information technology can be helpful in supporting advice, guidance, and student learning services, but its successful use demands constant attention to learners' realities and a skeptical enthusiast' s attitude.

Cited by 3 publications

References 7 publications

An Assessment of Intensive/Weekend Teaching Format of Aviation Education: A Case of Aviation Law

An Assessment of Intensive/Weekend Teaching Format of Aviation Education: A Case of Aviation Law

Online student induction: a case study of the use of mass customization techniques

Learner Support Experienced by RNs in a Collaborative Distance RN-to-BSN Program

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