GED Preparation via the Sundial Network. An Audio Teleconferencing System. Final Report. A 310/Special Demonstration Project 1984-1985.

Institution	Rio Salado Community Coll., AZ.
Titel	GED Preparation via the Sundial Network. An Audio Teleconferencing System. Final Report. A 310/Special Demonstration Project 1984-1985.
Quelle	(1985), (120 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Leitfaden; Unterricht; Lehrer; Adult Basic Education; Basic Skills; Community Colleges; Daily Living Skills; Delivery Systems; Demonstration Programs; Disabilities; Distance Education; Guidelines; High School Equivalency Programs; Homebound; Job Search Methods; Learning Activities; Program Development; Publicity; Questionnaires; Records (Forms); Resource Materials; Rural Areas; Rural Education; Student Recruitment; Surveys; Teleconferencing; Arizona + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Adult; Adults; Education; Adult education; Erwachsenenbildung; Basic skill; Grundfertigkeit; Community college; Community College; Alltagsfertigkeit; Auslieferung; Handicap; Behinderung; Distance study; Distance learning; Fernunterricht; Richtlinien; Arbeitsplatzsuchtheorie; Lernaktivität; Programmplanung; Fragebogen; Formularsammlung; Quellenmaterial; Rural area; Ländlicher Raum; Ländliche Erwachsenenbildung; Survey; Umfrage; Befragung; Telekonferenz
Abstract	A project was conducted to deliver general educational development (GED) instruction through an audio teleconferencing system to adult students in Arizona. Using a previously existing audio teleconferencing system owned by Rio Salado Community College in Phoenix, Arizona, project staff developed a series of credit and noncredit teleconferencing courses in reading, writing, math, social studies, and job search skills. Students were able to receive instruction using several types of equipment: a telephone receiver, a headset, a speaker phone, or a convener (if several students were located at the same site). Special efforts were made to recruit and enroll adults who were homebound, handicapped, or residents of a geographically remote part of the State. Publicity materials and program resource guides were developed and disseminated to GED project directors throughout Arizona. Attachments to the report include the following: (1) publicity materials designed to promote the program; (2) an information sheet for instructors involved in the program; (3) handouts addressing math, English, writing, spelling, social studies, reading, daily living, and employment skills; (4) letters welcoming students to the program and outlining its content and operation; (5) a resource guide for teachers involved in delivery of the teleconferencing program; and (6) a program evaluation form for teachers. (MN)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC