Return-Path: <nifl-fobasics@literacy.nifl.gov> Received: from literacy (localhost [127.0.0.1]) by literacy.nifl.gov (8.10.2/8.10.2) with SMTP id j7MGjIG13673; Mon, 22 Aug 2005 12:45:18 -0400 (EDT) Date: Mon, 22 Aug 2005 12:45:18 -0400 (EDT) Message-Id: <0ILM008D4UEMO300@vms040.mailsrvcs.net> Errors-To: listowner@literacy.nifl.gov Reply-To: nifl-fobasics@literacy.nifl.gov Originator: nifl-fobasics@literacy.nifl.gov Sender: nifl-fobasics@literacy.nifl.gov Precedence: bulk From: "Barbara Garner" <b.garner4@verizon.net> To: Multiple recipients of list <nifl-fobasics@literacy.nifl.gov> Subject: [NIFL-FOBASICS:1461] Distance education from AALPD X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas Content-Transfer-Encoding: 8bit Content-type: text/plain; charset=iso-8859-1 X-Mailer: Microsoft Office Outlook, Build 11.0.5510 Status: O Content-Length: 2475 Lines: 54 The AALPD list has been running a parallel discussion about distance education. I will copy their postings onto this list. ---Barb Garner, Editor, Focus on Basics. Hi to the NIFL, � Our Distance Education GED classes at Yavapai College in Arizona were quite successful. We had about ten students or about 20-25% pass the GED exam in our first semester of operation. We also had over 40% of the students make educational gains, which meant that many actually followed through with coming back for an exit TABE exam. � We had an extensive intake process where we had students come for both a TABE session in the morning and an online training session in the afternoon. These also were done on separate days for later intakes. We trained them how to use both MHC Online as well as Skills Tutor software. We also had the students give us their email account or helped them create one in Yahoo! � In addition we sent each student home with a Language packet entitled Basic Writing Skills. This booklet is okay for copying. Students were encouraged to buy a complete GED book if they felt the need to have a paper textbook. � We only took students who were at least seventh grade level in Reading and Math, with few exceptions who were as low as sixth grade in Math only.� This screening process also included giving them some checksheets to see if online learning was right for them and what kind of technology background the students had. � We learned that offering our regular class times as open lab time for online students was really successful. In our second semester we are requiring that if students do not log in and work six hours per week in the software, that they will have to come to campus for lab time to make up hours.� Our greatest challenge was in getting students who stopped working in the software to respond to our emails, phone calls, and the message center. This situation is not new to Adult Education, and is all the more easy to lose them in an electronic environment.� Having the time with the students the first day of orientation, and offering pizza and soda, gave us time to create a relationship with the students. This relationship made all the difference in keeping their loyalty to follow through with the correspondence, exit TABE, and other encouragements to perform in the class and to take the GED exam. � I hope these tips help. � Tina Tina Luffman Instructional Specialist, ABE-GED Verde Valley Campus 634-6544 tina_luffman@yc.edu
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