Distance Education Programs Preparing Personnel for Rural Areas: Current Practices, Emerging Trends, and Future Directions

Abstract

In this study, a review of the professional literature from 1985 through 1999 was conducted to identify any reports of technology-mediated distance education programs designed to prepare special education and related services personnel in rural areas. Data collection involved an index search of refereed journals as well as conference programs or proceedings of professional organizations, an online search of Web sites of colleges and universities, and contacts with professional colleagues known to be engaged in distance education. For each reference or report located, data were collected to answer questions related to the target population, the technologies used for delivery, the program components, the funding sources, and the intended outcomes of the program. Where needed data were lacking, researchers sought additional information by reviewing the program's Web site, brochure or other material, and interviewing personnel reposnsible for each program to clarify inconsistencies ro obtain missing data. Analysis of the data revealed that many of the distance education programs that currently exist in special education and related services are focussed on personnel preparation in rural areas. In addition, the technologies utilized for distance education have changed considerably over time as new options became available, with most programs making use of a combination of media for distance delivery. The demonstrated longevity of many distance education programs suggests that this mode of delivery will continue to have a major impact on personnel supply and demand in rural special education and disability services in the years to come.

Mixed-Methods Analysis of Rural Special Educators’ Role Stressors, Behavior Management, and Burnout

“…Practical methods for building relationships with students need to be a part of that coursework. PD is also important, but, according to teachers in the study, only if the facilitator has “street cred.” As online methods of PD delivery become more prominent (Ludlow & Brannan, 1999; Stichter, Laffey, Galyen, & Herzog, 2014), future research is needed in which PD programs are most beneficial to rural special education teachers’ needs in behavior management and how they can be delivered online.…”

Online Teacher Education: Exploring the Impact of a Reading and Literacy Program on Student Learning

“…The move toward online delivery methods has recently extended to teacher education programs. Specifically, teacher educators are attempting to provide full or partial undergraduate, post baccalaureate, and graduate teacher education programs and course offerings [15,17,19,20,21], field experience and practicum support [19,22,23], and teacher professional development and enrichment opportunities [2,24,25,26,27,28].…”

Determining the feasibility of an e-portfolio application in a distance education teaching practice course

“…These systems have received considerable attention because they enhance interactivity and connectedness (Perraton, 2010). As a result, teacher education programs have begun embracing various web-based distance learning models to allow teachers to pursue additional education and professional growth experiences (Frey, 2008;Aldridge, Fraser, & Ntuli, 2009;Ludlow & Brannan, 1999;Beattie, Spooner, Jordan, Algozzine, & Spooner, 2002). These models have provided new instructional tools, such as asynchronous web support through emails or discussion lists and forums and synchronous teleconferencing or videoconferencing, especially in circumstances where students have a greater need for guidance and supervision.…”