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Challenges Faced by Nontraditional Students Enrolled in an Online Blended Distance Learning Teacher Education Licensure Program
PROCEEDINGS

, Miami University, United States

Society for Information Technology & Teacher Education International Conference, in Las Vegas, Nevada, USA ISBN 978-1-880094-64-8 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA

Abstract

This research was a grounded theory case study of the challenges faced by nontraditional students seeking an alternative route to special education licensing in a hybrid learning environment. Results suggest educational technology could be better integrated into online teacher education programs. The data suggests that these students need clear paths of communication available when social inclusion is limited; learning new pedagogy is secondary until a level of technology competency is reached; they will commit to learning when the goals and objectives are applicable and practical to their personal and professional needs; adult students have competing priorities and struggle balancing family responsibilities, career obligations, and commitment to the program; this is exacerbated by state, university, and program assessment demands for licensure.

Citation

Tanner, L. (2008). Challenges Faced by Nontraditional Students Enrolled in an Online Blended Distance Learning Teacher Education Licensure Program. In K. McFerrin, R. Weber, R. Carlsen & D. Willis (Eds.), Proceedings of SITE 2008--Society for Information Technology & Teacher Education International Conference (pp. 759-765). Las Vegas, Nevada, USA: Association for the Advancement of Computing in Education (AACE). Retrieved August 14, 2020 from .

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