Distance Education Programming Barriers in Career and Technical Teacher Education in Ohio

Overview & Synopsis

The use of distance education at postsecondary levels continues to grow, including utilization in career and technical teacher education. Despite distance education's "learn anytime, anywhere" approach, there can be significant institutional, faculty/instruction and student/learner barriers to implementation. This study examined the perceptions of one state?s career and technical teacher educators with respect to these barriers. The study also sought to determine demographic characteristics of the educational institutions involved in distance education, including the number of distance education courses and programs offered. The use of distance education at the postsecondary level in the United States continues to grow. Studies over the past several years (Lewis, Alexander & Farris, 1997; Lewis, Snow, Alexander & Farris, 1999; Waits & Lewis, 2003) have documented the increased use of distance education as a way in which to deliver courses and programs to learners. In addition, recent studies have shown increases in the use of distance education for delivering career and technical education (CTE) courses, particularly at the two-year college level (Johnson & Benson, 2003). The use of distance education for teacher preparation has also grown. Teacher preparation courses and programs at a distance are increasing, and some institutions involved with teacher preparation are beginning to provide pedagogical coursework in distance education as part of their programs (Thompson, 2003). Despite growth, the use of distance education in teacher preparation in CTE is still in its beginning stages. However, many colleges and universities across the country are utilizing distance education, in whole or in part, to prepare CTE teachers.