scholarly journals DISTANCE EDUCATION FOR GRADUATE AND IN-SERVICE TRAINING FOR AGENTS

HortScience ◽  
2005 ◽  
Vol 40 (3) ◽  
pp. 869e-870
Author(s):  
Douglas C. Sanders ◽  
Dennis J. Osborne
Keyword(s):  
Distance Education ◽  
Extension Agents ◽  
Full Time ◽  
University Campus ◽  
Job Responsibilities ◽  
Horticultural Crops ◽  
Service Training ◽  
Definition Of ◽  
Traditional Pedagogy ◽  
The University

Many potential students, because of distance from the University campus and/or job requirements, cannot take traditional courses on-campus. This group of learners is place-bound—a group of learners who may be employed full-time, most-likely married with job responsibilities and/or other situations demanding most of their attention. These persons are the very definition of nontraditional, and their educational needs demand non-traditional pedagogy. Their maturity and self-directedness eliminate many concerns often voiced about extending support and evaluation inherent in maintaining quality for and among students adopting Distance Education (DE). In North Carolina, the audience is large and demands that the University reach out to them. Cooperative Extension's more than 120 Horticultural Crops Extension Agents (field faculty) and over 300 other field faculty whose interests include horticultural topics constitute students identifiable as likely enrollments for credit taking hours off-campus. Distance Education can overcome these problems in several ways. First, high demand, low-seat-available classes can offer additional enrollment for credit if open to Distance students. Second, courses can be offered asynchronously or with alternative delivery. Finally, courses offered collaboratively among institutions generate a level of interest and enthusiasm that may not exist for home-grown courses. Such efforts as these are creating a Distance Education program in NCSU's Horticultural Science Department.

scholarly journals A New Horticultural Science Distance Education Graduate Certificate Program

HortScience ◽  
2005 ◽  
Vol 40 (4) ◽  
pp. 1138C-1138
Author(s):  
Douglas C. Sanders ◽  
Dennis J. Osborne ◽  
Mary M. Peet ◽  
John M. Dole ◽  
Julia L. Kornegay
Keyword(s):  
Distance Education ◽  
Extension Agents ◽  
Full Time ◽  
State University ◽  
University Campus ◽  
Job Responsibilities ◽  
Certificate Program ◽  
Horticultural Crops ◽  
Graduate Certificate ◽  
The University

Many potential students, because of distance from the university campus and/or job requirements, cannot take traditional courses on-campus. This group of learners is “place-bound”—a group of learners who may be employed full-time, most likely married with job responsibilities and/or other situations demanding most of their attention. The Horticultural Science Department and Graduate School at N.C. State University are addressing place-bound limitations in several ways, including the creation and offering of a Graduate Certificate Program in Horticultural Science via distance education (DE). By using DE, high demand, low-seat-available classes can offer additional enrollment for credit. Second, courses can be offered asynchronously or with alternative delivery methods. Also, courses offered collaboratively among institutions can generate a level of interest and enthusiasm that may not exist for “home-grown” courses. Such efforts as these promise to help meet continuing education demands of “non-traditional” students. These include Cooperative Extension's more than 120 Horticultural Crops Extension Agents (“field faculty”) and over 300 other field faculty whose interests include horticultural topics.

Distance education as an objective necessity. On the problem of modernization of academic curriculum

2021 ◽  
pp. 7-11
Author(s):  
S.V. Bakushev ◽  
Keyword(s):  
Distance Education ◽  
Education Student ◽  
Full Time ◽  
Advantages And Disadvantages ◽  
Supportive Role ◽  
Force Majeure ◽  
Part Time ◽  
Definition Of ◽  
The University

Presented is definition of the notion of “distance education”. It’s advantages and disadvantages are being discussed. It is shown, that distance education is in fact a combination of full-time and part-time forms of education, and therefore leading to significant increase of academic independent activity and, as a result, students’ overwork. It is proposed to introduce into the university academic process two different curricula for each specialty. The master curriculum is designed for full-time education. The second curriculum is designed for distance learning. The master curriculum needs to be modernized by transferring all disciplines that play a supportive role or serve for general educational development into the category of optional ones. Education in the normal course according to the master curriculum involves studying both compulsory subjects and optional courses equally. In the event of force majeure circumstances, the second curriculum is introduced and only compulsory subjects remain for learning, and all optional courses are removed from the schedule. This would allow relieving the distance education student without lowering either the level or the quality of education.

The Concept of Nontraditional Student

2017 ◽  
Vol 28 (1) ◽  
pp. 40-60
Author(s):  
Treinienė Daiva
Keyword(s):  
Nontraditional Students ◽  
Social Roles ◽  
Nontraditional Student ◽  
Full Time ◽  
Older Students ◽  
Learning Differences ◽  
Status Characteristics ◽  
Part Time ◽  
Definition Of ◽  
The University

Abstract Nontraditional student is understood as one of the older students enrolled in formal or informal studies. In the literature, there is no detailed generalisation of nontraditional student. This article aims to reveal the concept of this particular group of students. Analysing the definition of nontraditional students, researchers identify the main criteria that allow to provide a more comprehensive concept of the nontraditional student. The main one is the age of these atypical students coming to study at the university, their selected form of studies, adult social roles status characteristics, such as family, parenting and financial independence as well as the nature of work. The described features of the nontraditional student demonstrate how the unconventional nontraditional student is different from the traditional one, which features are characteristic for them and how they reflect the nontraditional student’s maturity and experience in comparison with younger, traditional students. Key features - independence, internal motivation, experience, responsibility, determination. They allow nontraditional students to pursue their life goals, learn and move towards their set goals. University student identity is determined on the basis of the three positions: on the age suitability by social norms, the learning outcomes incorporated with age, on the creation of student’s ideal image. There are four students’ biographical profiles distinguished: wandering type, seeking a degree, intergrative and emancipatory type. They allow to see the biographical origin of nontraditional students, their social status as well as educational features. Biographical profiles presented allow to comprise the nontraditional student’s portrait of different countries. Traditional and nontraditional students’ learning differences are revealed by analysing their need for knowledge, independence, experience, skill to learn, orientation and motivation aspects. To sum up, the analysis of the scientific literature can formulate the concept of the nontraditional student. Nontraditional student refers to the category of 20-65 years of age who enrolls into higher education studies in a nontraditional way, is financially independent, with several social roles of life, studying full-time or part-time, and working full-time or part-time, or not working at all.

The Relative Cost Effectiveness of In-Service Approaches in Remote, Sparsely Populated Schools

1983 ◽  
Vol 50 (2) ◽  
pp. 140-148 ◽  
Author(s):  
Edward J. Kelly ◽  
John C. Vanvactor
Keyword(s):  
Cost Effectiveness ◽  
Cost Effective ◽  
Independent Study ◽  
Instructional Approaches ◽  
University Campus ◽  
Relative Cost ◽  
Relative Cost Effectiveness ◽  
Service Training ◽  
Remote Sites ◽  
The University

This article provides an analysis of data obtained from the first 2 years of Project SPECTRE, a federally funded in-service training program for regular classroom teachers drawn from southern Nevada's remote, sparsely populated schools. Project SPECTRE was designed to assess the relative cost effectiveness of four types of in-service approaches, including instruction through independent study, by master teachers employed by the school district and by university instructors either on the university campus or on site. The 2-year results indicate that direct instruction of any sort produces gains in knowledge acquisition significantly superior to those obtained through independent study. In spite of its relatively lower initial costs, independent study was also found to be less cost effective than the direct-instructional approaches. Finally, of the three direct-instructional approaches, using university personnel in remote sites was found to be the most cost effective, followed, respectively, by the master-teacher and university-campus approaches.

Education and Training for the Profession of Management 1960–1970

1971 ◽  
Vol 93 (2) ◽  
pp. 356-362
Author(s):  
L. F. Urwick
Keyword(s):  
Education And Training ◽  
University Campus ◽  
Complex Part ◽  
Previous Decade ◽  
Objective Sense ◽  
Technical Innovations ◽  
The Moment ◽  
Definition Of ◽  
The University ◽  
And Training

Upon the definition of the term “progress” depends the conclusions that can be reached in regard to the title of this paper. If used in the objective sense, i.e., “goings on”, there were an immense volume of goings on in the decade of 1960–1970—more millions of words written and spoken on the subject of management than in any previous decade in human history. Involved are the two processes of education and training. The former is determined by academic persons, the latter is undertaken by employers, many of whom have little contact with the “theory” to which their recruits have been submitted—this is an historical accident. The result and danger is that the thinking of the two sets of institutions will be out of phase with each other. What is needed is cooperation between the two institutions. Retired executives and consultants who have a genuine taste for and ability in teaching should not be barred from the university campus by the PhD requirement of preparing a thesis merely to qualify for an academic trade union ticket. The developing use of the computer during 1960–1970 has made a great contribution to the management process of more rational decision-making. However, we need to be wary of extravagant claims as to the effect of the computer on human groups, for the most complex part of the manager’s task is securing spontaneous co-operation of people without whose work whatever is decided cannot be done. There appears to be some evidence at the moment that the computer’s influence on people, on the climate of management, may well be reactionary rather than progressive. The most hopeful development in management thinking during 1960–1970 has been the growing recognition of the fact that while competition compels nations and businesses to try to keep ahead of each other in applying technical innovations, the changes thus brought about on ways of living impose great strains on social cohesion.

scholarly journals Experience in the use of distance education at the university

2020 ◽  
pp. 37-43
Author(s):  
Elena N. Yudina
Keyword(s):  
Distance Education ◽  
Personal Experience ◽  
Quantitative Methods ◽  
Educational Process ◽  
Full Time ◽  
Sociological Study ◽  
Qualitative And Quantitative Methods ◽  
Part Time ◽  
The University ◽  
Independent Work

The article analyzes personal experience in distance learning using the Microsoft Teams application. The author defines distance education as a form of interaction between a teacher and a student and a student’s independent work using information technology in accordance with the educational program. The article presents the results of the author’s sociological study, conducted with the help of qualitative and quantitative methods of information collection. 30 free unstructured interviews and a small questionnaire survey were conducted. There were 250 respondents. The results of the survey lead to the conclusion that as a forced measure, most participants in the educational process took this type of training positively. In the future, distance education can be recommended for use in full-time and part-time educational formats.

scholarly journals Herbicide Resistance Management in Florida Tomato Production

EDIS ◽  
2020 ◽  
Vol 2020 (6) ◽  
Author(s):  
Shaun Sharpe ◽  
N S Boyd ◽  
Ramdas G Kanissery ◽  
Peter Dittmar
Keyword(s):  
Herbicide Resistance ◽  
Resistance Management ◽  
Extension Agents ◽  
Tomato Production ◽  
Herbicide Resistant ◽  
Horticultural Crops ◽  
Agronomic Crops ◽  
Small Fruit ◽  
Definition Of ◽  
Management Recommendations

Herbicide resistance was historically not a significant issue in most horticultural crops because few herbicides were applied. Close proximity of agronomic crops and the loss of methyl bromide has led to a gradual increase in herbicide inputs and the increased occurrence of herbicide-resistant weeds in tomato fields. Very few herbicides are registered for tomato, and resistance is a major concern. This new 11-page publication of the UF/IFAS Horticultural Sciences Department provides a definition of herbicide resistance, explains how it develops, and provides management recommendations for tomato growers. It was written for growers and Extension agents, but the information may be of interest to anyone concerned about herbicide resistance in vegetable and small fruit crops. Written by Shaun M. Sharpe, Nathan S. Boyd, Ramdas G. Kanissery, and Peter J. Dittmar.https://edis.ifas.ufl.edu/hs1398

scholarly journals Examining career orientations at the University of Debrecen

2016 ◽  
Vol 10 (4-5) ◽  
pp. 59-67
Author(s):  
Éva Gergely
Keyword(s):  
Future Orientation ◽  
Full Time ◽  
Career Anchors ◽  
Practical Utilization ◽  
Functional Capabilities ◽  
Work Value ◽  
Jel Code ◽  
Definition Of ◽  
The University

The paper endeavours to give a narrower definition of the orientation of ‘career’. The survey to be discussed examines a sample of 116 full time students of economics and has career anchor analysis as its focus. The study details the result of a questionnaire-based survey, which was carried out with respect to the carrier of university students and was supplemented by surveying motivation, value and work value as well. The analysis finds that “security, stability and organisational identification” are judged to be the primary career anchors among the members of the majority sample. This means that the respondents feel ready to identify themselves with the company and are looking for security to be provided by long term employment, regular earnings and by steady career advancement. The cluster analysis of the questionnaire differentiates four groups: Leaders, Specialists, Entrepreneurs and Employees. The results showed that the Leaders have high capacities of leadership, creativity and autonomy. The Specialists show highly developed functional capabilities in general and they seem to like challenges. The Entrepreneurs have outstandingly high scores concerning autonomy and entrepreneurial creativity. The members of the cluster of the Employees are characterised by a high expectation of security and stability and by low levels of managerial capability and entrepreneurial creativity. Discriminant analysis was applied to select the distinguishing features that can set the clusters apart from each other. The motivations, values preferences and work values inventory will consolidate the differences between the clusters of the career anchors. Using the method in high education within special trainings could be the practical utilization of the study. On the basis of the results a questionnaire can be compiled, which could help uncertain students relating to their carriers and future orientation containing information in connection with their carrier orientation, motivation, value preferences and work value. JEL code: I21

Distance Education for Teachers of Visually Handicapped Students

1989 ◽  
Vol 83 (1) ◽  
pp. 76-80 ◽  
Author(s):  
A.B. Best
Keyword(s):  
Distance Education ◽  
Full Time ◽  
Handicapped Children ◽  
Critical Elements ◽  
Information Skills ◽  
Visually Handicapped ◽  
The University ◽  
Correspondence Courses

Distance education (correspondence courses) should be ideal for overcoming some of the difficulties associated with training teachers of visually handicapped children. The University of Birmingham, England, runs both full-time and correspondence courses. As this article shows, the experience with these courses indicates that much of, but not all, the information, skills, and attitudes needed by teachers of children with visual handicaps can be acquired through this form of education. Critical elements in implementing such courses are also presented.

scholarly journals Going the Distance: Towards a new professionalism for full-time distance education faculty at the University of the Philippines

2007 ◽  
Vol 8 (3) ◽  
Author(s):  
Patricia Arinto
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Professional Identity ◽  
The Philippines ◽  
Full Time ◽  
Education Faculty ◽  
Academic Identities ◽  
The Social ◽  
Time Distance ◽  
The University

Several constraints influence the formation of a professional identity by full-time distance education faculty at the University of the Philippines. One of these is the marginalisation of distance education (DE) in the academy as a consequence of DE’s identification with low status disciplines, as well as with developments in higher education that are undermining traditional academic identities. There are also constraints arising from the social organisation of distance education itself. The paper offers a (re)conceptualisation of academic professionalism for distance education faculty that is more responsive to the challenges that they face, and more empowering for themselves and the academic and other communities of which they are a part.

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