Distance Education Programming Barriers in Business Education Teacher Preparation Programs in the United States

Zirkle, Chris; Norris, Christopher M.; Winegardner, Amy; Frustaci, Eva

doi:10.5328/cter31.2.101

Cited by 16 publications

(7 citation statements)

References 4 publications

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“…Murphy, Shelley, White, and Baumann (2006) claimed that 'few studies explore the nature of the distance language teachers role' and we have not seen mention of teacher isolation in the TESOL-related LTED literature. It is, however, mentioned in distance education literature relating to other subjects (e.g., Becker & Watts, 2006, p. 138;Zirkle, Norris, Winegardner, & Frustaci, 2006).…”

Section: Language Teacher Educators and Lted Institutionsmentioning

confidence: 96%

Issues in the education of TESOL teachers by distance education

Hall

Knox

2009

Distance Education

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Language teacher education by distance (LTED) has become a widespread and important practice in the preservice and in-service education of teachers, and in language education internationally. The advent of the Internet has combined with developments in other information communication technologies, the globalisation of English, and the marketisation of education to afford a rapid increase in the number of TESOL (Teaching English to Speakers of other Languages) teacher education programs, and greater variety in the ways in which teaching and learning is mediated in these programs. This article reports on an international survey of TESOL teacher education providers, and considers the status of language teaching qualifications earned by distance, changes in the institutional roles of language teacher educators, and the current state of research into LTED. IntroductionAs a global language, English represents an important social, linguistic, and economic resource. The demand for English and for teachers of English around the world is likely to continue, and the demand for teachers of other international languages (e.g., Arabic, Chinese, French, Hindi, and Spanish) is also likely to grow (see Graddol, 2006).Distance education offers potential advantages for the training of teachers of international languages and less frequently taught languages. It is one of the more economically efficient ways of educating language teachers. Perraton (1995, pp. 29-30) concluded that distance programs for teacher education can be developed and run at one-third to two-thirds of the cost of face-to-face (f2f) programs for a number of reasons, including:

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Section: Language Teacher Educators and Lted Institutionsmentioning

confidence: 96%

Issues in the education of TESOL teachers by distance education

Hall

Knox

2009

Distance Education

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“…Research with DL for Reserve Component training found DL officer training equivalent in some outcomes, worse in others Schumm et al 2006). DL did save students in terms of travel time, a benefit noted elsewhere for civilian teachers (Zirkle et al 2006) compared with traditional formats, but the students spent more time in class preparation; overall, total time differences were not statistically significant. In terms of satisfaction, DL students reported higher rates; however, when instructor quality was controlled, satisfaction rates were similar.…”

Section: Distance Education In the Armed Forces: Armymentioning

confidence: 90%

Audiences and Providers of Distance Education

Roy

Schumm

2011

American Journal of Distance Education

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As noted by Moore (2007, xxiii), the fifth section of the second edition of the Handbook of Distance Education focused on "some of the main consumers and suppliers of distance education programs," including elementary and secondary education, community colleges, universities, the corporate sector, continuing professional education, the armed forces, and the virtual organization. Each chapter considered the historical development of distance education within each arena as well as policy developments and possible future trends.

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“…En lo que concierne a la reducción o eliminación de costos Zirkle et al (2006), sugirieron que las instituciones que deseen implementar la educación a distancia, deben solicitar el apoyo de fondos externos que ofrece el gobierno federal. Otros recursos de fondeo, son los que ofrecen las instituciones privadas como la Fundación Alfred P. Sloan (Parry, 2009).…”

Section: Barreras En La Implementación De La Educación a Distanciaunclassified

Implementación de la Educación a Distancia a partir de un Programa Presencial de Ingeniería en Ciencia y Tecnología de Alimentos: Revisión de Literatura

Flores

2016

REDU

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ResumenLa implementación de la educación a distancia a partir de la modalidad presencial, ha tenido un gran auge en los países en desarrollo debido a los beneficios que tiene, logrando una mayor cobertura de matrícula estudiantil que con la modalidad tradicional, no es posible alcanzar. El presente artículo proporciona un estudio del estado del arte, que revisa cuáles son los factores que intervienen para llevar a cabo la transición de la educación presencial a la modalidad en línea, y que sirve como un marco de referencia para aplicarlo en diferentes programas de educación superior que están en el proceso de cambio de la Implementation of Distance Education from Face to Face Education of an Engineering Program in Science and Food Technology: A Literature ReviewCorona Flores, J.D.Universidad Autónoma Agraria Antonio Narro (Mexico) AbstractThe implementation of distance education from the face to face modality, has boomed in developing countries because of the benefits it has, achieving greater student enrollment coverage than traditional mode, you cannot achieve. This article provides a study of the state of the art, which considers the factors involved in carrying out the transition from the classroom to the online mode education are, and can be considered as a framework to implement it in different higher educational programs that are in the process of changing the face to face education to the online mode. It

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Distance Education Programming Barriers in Business Education Teacher Preparation Programs in the United States

Cited by 16 publications

References 4 publications

Issues in the education of TESOL teachers by distance education

Issues in the education of TESOL teachers by distance education

Audiences and Providers of Distance Education

Implementación de la Educación a Distancia a partir de un Programa Presencial de Ingeniería en Ciencia y Tecnología de Alimentos: Revisión de Literatura

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