An Examination of Instructional Approaches in Online Technical Education in Community Colleges

Abstract

Technical education programs in community colleges prepare students for many science and engineering-based jobs in the United States. An increasing number of technical education programs in community colleges are using online learning tools to teach courses. However, little is currently known about the ways these programs are integrating online learning in their coursework. This study examined fifteen National Science Foundation funded technical education programs that use online learning to partially or entirely deliver their courses. We conducted semi-structured interviews with key personnel from each project. Through analysis of this data, we found that technical education programs used a variety of instructional delivery approaches that can be categorized as follows: (a) a hybrid or blended course with asynchronous online lectures; (b) a hybrid or blended course with synchronous lectures; (c) a hybrid or blended course with a combination of asynchronous and synchronous lectures and discussions; or (d) a course that is fully online. We also found that online or hybrid technical education programs used a variety of different methods to give students experience in their field of study that can be categorized as follows: (a) pre-recorded video; (b) live video; (c) simulations; (d) equipment at home; (e) equipment in lab; and (f) professional site experience. We recommend that future research examine how well these approaches are working, incorporate student perceptions, and incorporate the views of employers of these programs’ graduates.

Blending asynchronous and synchronous digital technologies and instructional approaches to facilitate remote learning

“…In post-secondary education, there is a variety of instructional approaches adopted. Horvitz et al, (2019) identified four categories of instructional approaches in community colleges in the United States, these included: (a) a hybrid or blended course with asynchronous online lecturers; (b) a hybrid or blended course with synchronous lectures; (c) a hybrid or blended course with a combination of asynchronous and synchronous lectures and discussions; and (d) a course that is fully online (pp. 241-242).…”

Scientific Performance and Mapping of the Term STEM in Education on the Web of Science

“…The methodological approach on teaching STEM has recently evolved in education from using traditional media to more advanced technological media [44,45]. Moreover, more and more studies are associated with other teaching methods considered innovative, such as online learning, gamification, learning communities, design-based science education or augmented reality [46][47][48][49][50][51]. This methodology brings to the educational field another active teaching method, which allows to develop the competences of the students towards the society [28].…”

Synchronous or Asynchronous Course: Business Students’ Perspectives on an Optimized Modality of Online Teaching and Learning

“…In fact, some universities and instructors have been experimenting with the new modality since shortly before the pandemic. For instance, Horvitz et al (2019, p. 237) identify “a hybrid or blended course with a combination of asynchronous and synchronous lectures and discussions” as one of the four instructional approaches adopted in U.S. community colleges. On the website of Kansas State University (n.d.), simple strategies for synchronous and asynchronous online teaching are highlighted.…”