March 2002 — Features
Print this article | Email this articleClick here to receive your FREE subscription to T.H.E. Journal
Adding Up the Distance: Can Developmental Studies Work in a Distance Learning Environment?
1. College Profile, Survey and Narrative
2. Instructor Survey
3. Learner Profile
4. Learner Survey
5. Learning Community Survey
6. Course Completion Outcomes
College Participants
Participating colleges offered a range of history and experience with technology in their developmental studies programs. Some colleges have been actively involved with computer-based applications for more than 20 years, while others noted this project as their first attempt in using technology tools with developmental learners. The completed college profiles document an average of eight years of experience with computer-based learning, with a median value of five years of experience.
We encouraged experimentation with a wide variety of models, and no two college-implementation or service-delivery formats were the same. Based on organizational culture and learner needs, each college implemented PLATO in its developmental math studies in a different way. Six colleges used PLATO as a complete online/Inter-net solution for developmental math courses, ranging from basic numeric operations to the highest levels of pre-algebra, with textbooks or selected handouts as supplemental material. Two colleges used PLATO in a supplemental role.
Colleges Involved in the Project*
- Central Florida Community College, Ocala, Fla.
- Delta College, University Center, Mich.
- Kapiolani Community College, Honolulu, Hawaii
- Kirkwood Community College, Cedar Rapids, Iowa
- Moraine Valley Community College, Palos Hills, Ill.
- Miami-Dade Community College, Miami, Fla.
- Santa Fe Community College, Gainesville, Fla.
- Sinclair Community College, Dayton, Ohio
* Eastfield College, Dallas, Texas, initially planned on being a member of the consortium, but college and departmental obstacles prevented full implementation and participation.
