Communications Technologies in Adult, Career, and Vocational Education. ERIC Digest No. 81.

Autor/in	Kerka, Sandra
Institution	ERIC Clearinghouse on Adult, Career, and Vocational Education, Columbus, OH.
Titel	Communications Technologies in Adult, Career, and Vocational Education. ERIC Digest No. 81.
Quelle	(1989), (3 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Reihe	ERIC Publications; ERIC Digests in Full Text
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Adult Education; Audiovisual Communications; Career Education; Career Guidance; Delivery Systems; Distance Education; Educational Technology; Information Technology; Postsecondary Education; Telecommunications; Vocational Education + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Arbeitslehre; Berufsorientierung; Auslieferung; Distance study; Distance learning; Fernunterricht; Unterrichtsmedien; Informationstechnologie; Post-secondary education; Tertiäre Bildung; Telekommunikationstechnik; Ausbildung; Berufsbildung
Abstract	The rapidly developing communications technologies (CT) have the potential to deliver education to more learners in more satisfactory ways. CT may overcome barriers to student participation in adult education, enable career educators to provide a higher level of career guidance to greater numbers, and facilitate currency in vocational preparation. Delivery modes include video, audio and audiographic, and computer. Examples of CT uses in adult, career, and vocational education are the AgriData Network, Instructional Television Fixed Service, Ohio State University's Cooperative Extension Service's microwave transmission to operate a television classroom, and several electronic networks. Various studies have researched the instructional effectiveness of CT. Findings indicate that instruction involving CT is most effective when the instruction is "high touch" and interactive, students are prepared in advance, students understand supplemental materials, and the instruction does not imitate face-to-face teaching. CT can increase access to learning opportunities and more and better information sources, be individualized to meet student needs, and enhance immediacy while saving time and money. However, concerns about the effects of CT include equity of access, ethics, quality of instruction, effect on learning, and accommodation of different learning styles. (13 references) (YLB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC