TY - JOUR
T1 - Distance learning for GED® students in rural Pennsylvania
AU - Prins, Esther
AU - Drayton, Brendaly
AU - Gungor, Ramazan
AU - Kassab, Cathy
N1 - Funding Information:
An earlier version of this article was presented in April at the 2011 annual meeting of the American Educational Research Association in New Orleans, Louisiana. This study was sponsored by a grant from the Center for Rural Pennsylvania, a legislative agency of the Pennsylvania General Assembly. We thank the distance learning administrators, educators, and students who participated in this study.
PY - 2012
Y1 - 2012
N2 - Although many adult basic education programs offer distance learning (DL) for GED (General Educational Development) and English as a Second Language learners, this topic has received little scholarly attention. This article examines the availability, usage, and effectiveness of DL for rural GED candidates in Pennsylvania; students' demographic and educational characteristics and participation patterns; and the perceived advantages and disadvantages of DL for students and education providers. Data sources included records of 24,143 rural GED students in state-funded programs; GED test takers' demographic survey data; interviews with DL educators and students; and a survey of non-state-funded DL providers. The results show that 4% of rural GED students-primarily young, White, low-income women-participated in DL. Rural DL students were as likely to pass the GED Tests as face-to-face learners. Key advantages and disadvantages of DL for rural GED students are discussed. The study signals great potential and need for expanding DL in rural regions.
AB - Although many adult basic education programs offer distance learning (DL) for GED (General Educational Development) and English as a Second Language learners, this topic has received little scholarly attention. This article examines the availability, usage, and effectiveness of DL for rural GED candidates in Pennsylvania; students' demographic and educational characteristics and participation patterns; and the perceived advantages and disadvantages of DL for students and education providers. Data sources included records of 24,143 rural GED students in state-funded programs; GED test takers' demographic survey data; interviews with DL educators and students; and a survey of non-state-funded DL providers. The results show that 4% of rural GED students-primarily young, White, low-income women-participated in DL. Rural DL students were as likely to pass the GED Tests as face-to-face learners. Key advantages and disadvantages of DL for rural GED students are discussed. The study signals great potential and need for expanding DL in rural regions.
UR - http://www.scopus.com/inward/record.url?scp=84874260744&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=84874260744&partnerID=8YFLogxK
U2 - 10.1080/08923647.2012.722470
DO - 10.1080/08923647.2012.722470
M3 - Article
AN - SCOPUS:84874260744
SN - 0892-3647
VL - 26
SP - 217
EP - 235
JO - American Journal of Distance Education
JF - American Journal of Distance Education
IS - 4
ER -