The Use of Distance Learning Technology by Alabama Business Teachers for Credentialing and Instruction
Type of DegreeDissertation
Curriculum and Teaching
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This study was designed to determine the degree to which Alabama business education teachers are utilizing distance learning technology in their courses and the extent to which Alabama business education teachers are enhancing their credentials via distance education. The extent to which Alabama business educators have adequate technology, training, and support in the area of distance learning was also examined. Data were analyzed with SPSS 12.0 using the following statistical procedures: Descriptive, Analysis of Variance (ANOVA), Pearson Product-Moment Correlation, t-test, and Chi-Square. The majority of the respondents have not taught a distance learning class. More respondents were willing to instruct a distance learning class if they received training or professional development. A majority of participants expressed a need for computer technology, equipment, and pedagogical training. Most respondents have not participated in a distance learning program to obtain an advanced degree or credentials; however, a majority of participants did express an interest in gaining an advanced degree or certification via distance education. A significant difference (p = .05) occurred between the extent of distance learning use by Alabama business educators in their instruction and the extent to which they received distance learning training/professional development, are willing to teach distance learning classes, perceive their degree of skill in selected areas, and perceive they have the necessary equipment to utilize distance learning instruction. No significant difference occurred between the extent of distance learning use and the extent to which they enhance their credentials via distance learning technology. A significant difference occurred between the extent that Alabama business educators would be interested in using distance learning technology in their credentialing process and the extent to which they perceive they are prepared to instruct classes utilizing distance learning technology. No significant difference occurred among the degree of skill and the highest degree earned or the highest certification level. A positive significant correlation occurred between the degree of skill and years teaching business education. Alabama business education teachers indicated a need for additional training and professional development in order to instruct classes via distance learning technology. The preferred methods were workshops and online modules during the summer.