When and How Far Will Potential Participants Travel to Participate in Educational Leadership Programs?

Lavetta Henderson

Abstract


Abstract: Online education and virtual distance learning programs have increased in popularity and enrollment since their inception. With this increase of popularity, where does this leave the traditional educational leadership programs? This study examined the preferences of potential participants, K-12 instructional staff, for when they were willing to travel and what distances they were willing to travel to participate in educational leadership programs. The method used to collect data for this study was a survey instrument. The survey outcomes focused on obtaining information that may be useful in the redesign of an educational leadership program.

 


References


References

Allen, I. E., & Seaman, J. (2013). Changing course: Ten years of tracking online education in the United States. Babson Survey Research Group and Quahog Research Group LLC, Pearson, and Sloan-C.

Alsop, R. (2004, September 22). WSJ guide to business schools: Recruiters’ top picks (special report); Nose to the grindstone: The secret to Purdue’s success: Work hard, work right, work together. Wall Street Journal, R5.

American Association of Colleges of Nursing. (2014). Benefits and challenges of teaching nursing online: Exploring perspectives of different stakeholders. Journal of Nursing Education, 55(8), 433-444.

Beqiri, M. S., Chase, N. M., & Bishka, A. (2010). Online course delivery: An empirical investigation of factors affecting student satisfaction. Journal of Education for Business, 85, 95-100.

Doi: 10.1080/08832320903258527

Bonk, C. J. & Graham, C. R. (2006). The handbook of blended learning: Global perspectives, local designs. San Francisco, CA: Pfeiffer.

Bramorski, T. & Madan, M. S. (2016). Evaluating student perceptions of course delivery platforms. Journal of College Teaching & Learning. 13(2), 29-36.

Campbell, M. C., Floyd, J., & Sheridan, J. B. (2002). Assessment of student performances and attitudes for courses taught online versus onsite. Journal of Applied Business Research, 18 (2), 45-51.

Cole, M. T., Shelley, D. J., & Swartz, L. B. (2014). Online instruction, e-learning, and student satisfaction: A three-year study. The International Review of Research in Open and Distance Learning, 15 (6), 111-131.

Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in humanbehavior. New York, NY: Plenum.

Fahlman, D. (2012). Educational leadership for e-learning in the healthcare workplace. The International Review of Research in Open and Distance Learning, 13 (2), 236-246.

Gauvreau, S., Hurst, D., Cleveland-Innes, M., & Hawranki, P. (2016). Online professional skills workshops: Perspectives from distance education graduate students. International Review of Research in Open and Distributed Learning, 17(5), 91-108.

Hall, M. C. (2009). A factor analysis of the distance education surveys “Is online learning right for me?” and “What technical skills do I need?”. Quarterly Review of Distance Education, 10(4), 339-345.

Hayes, E. & Flannery, D.D. (2000). Women as learners: The significance of gender in adult learning. San Francisco, CA: Jossey-Bass.

Hopewell, T. M. (2012). Risk associated with the choice to teach online. Online Journal of Distance Learning Administration, 15(5), 1-9.

Horspool, A. & Yang, S. S. (2010). A comparison of university student perceptions and success learning music online and face-to-face. MERLOT Journal of Online Learning and Teaching, 6(1), 15-29.

Kearns, L. E., Shoaf, J. R., & Summey, M. B. (2004, June). Performance and satisfaction of second-degree bsn students in web-based and traditional course delivery environments. Journal of Nursing Education, 43 (6), 280-284.

Keller, G. (2008). Higher education and the new society. Baltimore, MD: John Hopkins University Press.

Parkinson, D., Greene, W., Kim, Y., & Marioni, J. (2003, July/August). Emerging themes of student satisfaction in a traditional course and a blended distance course. TechTrends, 47 (4), 22-28.

Plimmer, G. & Schmidt, A. (2007). Possible selves and career transition: It’s who you want to be, not what you want to do. New Directions for Adult and Continuing Education, 114, 61-74. doi:10.1002/ace.25

Rogers, A. (2002). Teaching adults. Buckingham, UK: Open University Press.

Singleton, J., Bowser, A., Hux, A., & Neal, G. (2013). Managing large-scale online graduate programs. Online Journal of Distance Learning Administration, 15(1), 1-9.

Tseng, H. & Walsh, E. J. (2016). Blended versus traditional course delivery: Comparing students’ motivation, learning outcomes, and preferences. The Quarterly Review of Distance Education, 17(1), 43-52.

Tsui, L. (2008). Cultivating critical thinking: Insights from an elite liberal arts college. The Journal of General Education, 56 (3-4), 200-227.

Wagner, S. C., Garippo, S. J., & Lovaas, P. (2011). A longitudinal comparison of online versus traditional instruction. MERLOT Journal of Online Learning and Teaching, 7 (1).

Wlodkowski, R.J. (1993). Enhancing adult motivation to learn: A guide to improving instruction and increasing learner achievement. San Francisco, CA: Jossey-Bass.

Woo, Y. & Reeves, T. (2007). Meaningful interaction in web-based learning: A socialconstructivist interpretation. Internet and Higher Education, 10, 15-25. doi:10.1016/j.iheduc.2006.10.005.


Full Text: PDF

Refbacks

  • There are currently no refbacks.