Teaching strategies for professional development offered to secondary career and technical educators via distance education

Journal of Engineering Technology, Spring 2003 by Feldhaus, Charles

Finally, study participants indicated what the instructor could have done differently to enhance learning in the distance learning experience. Study participants listed a number of strategies that the professor used infrequently or not at all and suggested how two-way interactive technology could be refined to meet the learning needs of each participant. Researchers used these suggestions as well as current research on learning styles to develop the IDEALS model.

Recommendations For Practice

The IDEALS model is a synthesis of the findings of this research, of current research on learning styles, of distance course observations, and of research performed to develop the New Albany-Floyd County Learning Strengths Inventory. The model is not meant to be a complete checklist for two-way interactive distance courses, but rather a starting point for those planning to teach two-way interactive classes. Its strategies are meant to help broaden the instructional approach used by distance educators. Although it may be difficult to implement all the IDEALS teaching strategies during course presentation, the use of at least a few of its strategies in a two-way interactive course can help meet the needs of the distance learner.

The IDEALS model is divided into four learning strengths or styles categories, each of which is then subdivided into five additional categories specifying how learners: (1) prefer to learn, (2) prefer their instructional perspective, (3) respond to instructors, (4) prefer their curriculum focus, and (5) benefit from specific teaching strategies. These categories are detailed below.

Conclusion

Clearly, universities must respond to the challenge of producing technically skilled graduates for the current job market. Engineering and technology educators should move beyond traditional forms of instruction in an effort to reach all students and to strengthen the teaching skills of secondary career and technical educators.

The IDEALS model gives postsecondary engineering and technology educators additional tools to add to their instructional repertoire. Based on the results of this research study, students do encounter learning barriers when they participate in a distance learning environment. University instructors who make use of the IDEALS model will continue to meet the various learning needs of students who choose to learn at a distance.

References

1. United States Department of Education, National Center for Education Statistics. Distance Education at Postsecondary Education Institutions 1997-98, Statistical Analysis Report NCES 2000-013. Washington: United States Department of Education, 1999.

2. Burnet, G., and J. Rohler Greisch. "The Ten Most Outstanding Engineering Education and Engineering Technology Achievements of the Past Century." Journal of Engineering Education 83, no. 1(1994): 1-5.

3. Webster, T. G., and K. M. Haberstroh. "An Interactive, Video-teleconferenced, Graduate Course in Biomedical Engineering." Journal of Engineering Education 91, no. 2 (2002): 159-66.