Phd degree distance learning

Distance Learning Brings Degree Programs to Rural Communities

Recent advances in technology have greatly enhanced the ability of colleges and universities to provide education and professional development opportunities for individuals in rural communities. Distance learning, or distance education, which involves the use of audio, video, and computer technologies, eliminates the need for students to be present physically on a university's campus. The University of Maryland Eastern Shore (UMES) is utilizing video conferencing technology to offer a degree program for child-care professionals in rural areas on Maryland's Eastern Shore.

The university's focus on child-care professionals was prompted by two U.S. presidents (Bill Clinton and George Bush) who campaigned on the platform of quality education for young children. Head Start, a major provider of education for children from birth to age 5, became the focal point for the University's distance education outreach efforts. Head Start provides programming for 822,316 children nationwide (Administration on Children, Youth and Families, 1999). Along with the reauthorization of Head Start in 1998 came a mandate to strengthen program quality by improving the credentials of Head Start teachers; one of its goals was that by 2003, at least 50% of all teachers in center-based programs would have an associate's or bachelor's degree in early childhood or child development (Head Start Bureau, 1998). Consequently, the Department of Human Ecology at UMES sought and received funds to enhance its program offerings and technological capability.

The first grant, funded by the Department of Health and Human Services Head Start Bureau, resulted in 22 Head Start employees on the Eastern Shore completing advanced training or earning an associate's or bachelor's degree. The second grant, funded by the U.S. Department of Agriculture Capacity Building Grants program, enabled the department to establish a video-conferencing classroom. This technology has made it possible for the department to partner with Chesapeake College, 75 miles away, to offer a 2+2 program in child development. The first 2 years of the program are taught at Chesapeake College, and the final 2 years of professional courses are offered by UMES Human Ecology faculty on Chesapeake College's campus via video conferencing and other means of distance learning, including Web-based courses. In 2004, a site will be added at Virginia's Eastern Shore Community College.

Using cohort groups, two classes are offered each semester, including summers. Students enrolled in this part-time program may complete a bachelor's degree within 3 years. Current participants work full-time in Head Start or related child-care programs, have families, and are over the age of 35. The reasons students cited for their participation in this program include: a) wanting their bachelor's degree; b) program accessibility-"I don't have to travel an hour or more to get to class" c) convenient course times (evenings); and d) needing the degree to keep their job.

Coordinators are located at each campus to assist students on matters ranging from use of technology to financial aid. This program supports a growing number of non-traditional students who wish to complete a college degree and achieve their educational objectives.

Author Note: This project was supported by a grant from the U.S. Department of Agriculture Capacity Building Grants Program.

References

Administration on Children, Youth and Families. (1999). Head Start information memorandum: The 1999 family income guidelines. Washington, DC: U.S. Department of Health and Human Services.

Head Start Bureau (1998). National Head Start Bulletin, Administration on Children, Youth and Families, Issue No. 64. Washington, DC: U.S. Department of Health and Human Services.

Shirley Hymon-Parker, PhD, is chair and associate professor in the Department of Human Ecology at University of Maryland Eastern Shore.