Humanizing the Technological Learning Experience: The Role of Support Services as Socialization in a Human Resource Development Distance Education Program.
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| Title: | Humanizing the Technological Learning Experience: The Role of Support Services as Socialization in a Human Resource Development Distance Education Program. |
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| Language: | English |
| Authors: | Hatcher, Tim, Craig, Bob |
| Peer Reviewed: | N |
| Page Count: | 10 |
| Publication Date: | 1998 |
| Document Type: | Opinion Papers |
| Descriptors: | Adult Learning, Distance Education, Educational Change, Educational Improvement, Educational Needs, Educational Principles, Educational Research, Educational Technology, Higher Education, Humanization, Labor Force Development, Models, Needs Assessment, Social Support Groups, Socialization, Theory Practice Relationship |
| Abstract: | The University of Arkansas developed a distance education (DE) baccalaureate degree program in human resource development (HRD) that may serve as a model for developing DE at any level. The program, which was designed on the basis of a statewide needs assessment and competencies researched by the American Society for Training and Development, is unique from the standpoint of its use of support services. Support services have traditionally been viewed as separate from but supportive of technologically based cognitive and affective learning. In the new HRD program, support services have been defined in terms of factors that support socialization of learners and faculty. When the HRD program was developed, the following five components of effective DE programs were discussed from the standpoint of how their interaction could result in a synergistic and humanizing learning experience for adult learners: organizational philosophy; course content; learner characteristics; location of teachers and learners; and technology/media. After the discussions, instructors in the HRD program adjusted their instructional approaches to accommodate various levels of readiness to learn self-direction and the unique characteristics of adult learners. They also conducted orientation sessions, periodic site visits, and once-per-semester centralized meetings/learning activities with all participants. (Contains 14 references.) (MN) |
| Entry Date: | 1998 |
| Accession Number: | ED415407 |
| Database: | ERIC |
| FullText | Text: Availability: 0 CustomLinks: – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED415407 Name: ERIC Full Text Category: fullText Text: Full Text from ERIC |
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| Header | DbId: eric DbLabel: ERIC An: ED415407 AccessLevel: 3 PubType: Editorial & Opinion PubTypeId: editorialOpinion PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Humanizing the Technological Learning Experience: The Role of Support Services as Socialization in a Human Resource Development Distance Education Program. – Name: Language Label: Language Group: Lang Data: English – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Hatcher%2C+Tim%22">Hatcher, Tim</searchLink><br /><searchLink fieldCode="AR" term="%22Craig%2C+Bob%22">Craig, Bob</searchLink> – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: N – Name: Pages Label: Page Count Group: Src Data: 10 – Name: DatePubCY Label: Publication Date Group: Date Data: 1998 – Name: TypeDocument Label: Document Type Group: TypDoc Data: Opinion Papers – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22Adult+Learning%22">Adult Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Distance+Education%22">Distance Education</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Change%22">Educational Change</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Improvement%22">Educational Improvement</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Needs%22">Educational Needs</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Principles%22">Educational Principles</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Research%22">Educational Research</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Technology%22">Educational Technology</searchLink><br /><searchLink fieldCode="DE" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Humanization%22">Humanization</searchLink><br /><searchLink fieldCode="DE" term="%22Labor+Force+Development%22">Labor Force Development</searchLink><br /><searchLink fieldCode="DE" term="%22Models%22">Models</searchLink><br /><searchLink fieldCode="DE" term="%22Needs+Assessment%22">Needs Assessment</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Support+Groups%22">Social Support Groups</searchLink><br /><searchLink fieldCode="DE" term="%22Socialization%22">Socialization</searchLink><br /><searchLink fieldCode="DE" term="%22Theory+Practice+Relationship%22">Theory Practice Relationship</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: The University of Arkansas developed a distance education (DE) baccalaureate degree program in human resource development (HRD) that may serve as a model for developing DE at any level. The program, which was designed on the basis of a statewide needs assessment and competencies researched by the American Society for Training and Development, is unique from the standpoint of its use of support services. Support services have traditionally been viewed as separate from but supportive of technologically based cognitive and affective learning. In the new HRD program, support services have been defined in terms of factors that support socialization of learners and faculty. When the HRD program was developed, the following five components of effective DE programs were discussed from the standpoint of how their interaction could result in a synergistic and humanizing learning experience for adult learners: organizational philosophy; course content; learner characteristics; location of teachers and learners; and technology/media. After the discussions, instructors in the HRD program adjusted their instructional approaches to accommodate various levels of readiness to learn self-direction and the unique characteristics of adult learners. They also conducted orientation sessions, periodic site visits, and once-per-semester centralized meetings/learning activities with all participants. (Contains 14 references.) (MN) – Name: DateEntry Label: Entry Date Group: Date Data: 1998 – Name: AN Label: Accession Number Group: ID Data: ED415407 |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=ED415407 |
| RecordInfo | BibRecord: BibEntity: Languages: – Text: English PhysicalDescription: Pagination: PageCount: 10 Subjects: – SubjectFull: Adult Learning Type: general – SubjectFull: Distance Education Type: general – SubjectFull: Educational Change Type: general – SubjectFull: Educational Improvement Type: general – SubjectFull: Educational Needs Type: general – SubjectFull: Educational Principles Type: general – SubjectFull: Educational Research Type: general – SubjectFull: Educational Technology Type: general – SubjectFull: Higher Education Type: general – SubjectFull: Humanization Type: general – SubjectFull: Labor Force Development Type: general – SubjectFull: Models Type: general – SubjectFull: Needs Assessment Type: general – SubjectFull: Social Support Groups Type: general – SubjectFull: Socialization Type: general – SubjectFull: Theory Practice Relationship Type: general Titles: – TitleFull: Humanizing the Technological Learning Experience: The Role of Support Services as Socialization in a Human Resource Development Distance Education Program. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Hatcher, Tim – PersonEntity: Name: NameFull: Craig, Bob IsPartOfRelationships: – BibEntity: Dates: – D: 09 M: 02 Type: published Y: 1998 |
| ResultId | 1 |
