the use of distance learning technology by business educators for credentialing and instruction...

The Use of Distance Learning The Use of Distance Learning Technology by Business Educators Technology by Business Educators

for Credentialing and Instructionfor Credentialing and Instruction

Christal C. Pritchett, Ed.D.Christal C. Pritchett, Ed.D.NABTE Research SessionNABTE Research Session

Anaheim, CAAnaheim, CAMarch 23, 2005March 23, 2005

IntroductionIntroduction

NBEA Policy Statement No. 65NBEA Policy Statement No. 65

Factors leading to use of distance learningFactors leading to use of distance learning Teacher shortagesTeacher shortages Fiscal problemsFiscal problems Increase learning opportunities (Yates, 2003)Increase learning opportunities (Yates, 2003)

Purpose of StudyPurpose of Study

This study was designed to determine:This study was designed to determine: The degree to which Alabama business educators The degree to which Alabama business educators

perceive they are prepared to teach business perceive they are prepared to teach business education classes utilizing distance learning education classes utilizing distance learning technology.technology.

The factors that are critical in the determination of The factors that are critical in the determination of whether or not Alabama business educators teach via whether or not Alabama business educators teach via distance learning.distance learning.

The degree to which distance learning is used by The degree to which distance learning is used by Alabama business teachers in their credentialing and Alabama business teachers in their credentialing and professional development.professional development.

The degree to which Alabama business educators The degree to which Alabama business educators have adequate electronic/computer technology, have adequate electronic/computer technology, support, and training in the field of distance learning.support, and training in the field of distance learning.

Statement of the ProblemStatement of the Problem

The research problem of this study was to The research problem of this study was to determine the extent to which Alabama business determine the extent to which Alabama business teachers use distance learning technology in teachers use distance learning technology in their courses and have the preparation, desire, their courses and have the preparation, desire, and support to teach business courses via and support to teach business courses via distance learning.distance learning.

The researcher sought to determine the extent The researcher sought to determine the extent to which Alabama business educators utilize or to which Alabama business educators utilize or possess interest in using distance learning possess interest in using distance learning technology in their credentialing process.technology in their credentialing process.

Research QuestionsResearch QuestionsWhat is the status of distance learning use and What is the status of distance learning use and instruction in Alabama as determined by the extent instruction in Alabama as determined by the extent to which business educators: to which business educators:

(a) utilize distance learning technology in their courses, (a) utilize distance learning technology in their courses, (b) are willing to teach distance learning courses, (b) are willing to teach distance learning courses, (c) enhance their credentials via distance learning (c) enhance their credentials via distance learning

technology, technology, (d) exhibit interest in using distance learning technology (d) exhibit interest in using distance learning technology

in their credentialing process, in their credentialing process, (e) perceive they have the necessary equipment (e) perceive they have the necessary equipment

(electronic/computer technology) to utilize distance (electronic/computer technology) to utilize distance learning instruction, and learning instruction, and

(f) receive technology support and training in the field of (f) receive technology support and training in the field of distance learning?distance learning?

Research QuestionsResearch QuestionsIs there a relationship between the extent of Is there a relationship between the extent of distance learning use by Alabama business distance learning use by Alabama business educators in their instruction and the extent to educators in their instruction and the extent to which they: which they:

(a) received distance learning training/professional (a) received distance learning training/professional development, development,

(b) are willing to teach distance learning classes, (b) are willing to teach distance learning classes, (c) perceive their degree of skill in selected areas,(c) perceive their degree of skill in selected areas, (d) perceive they have the necessary equipment (d) perceive they have the necessary equipment

(electronic/computer technology) to utilize distance (electronic/computer technology) to utilize distance learning instruction, and learning instruction, and

(e) enhance their credentials via distance learning (e) enhance their credentials via distance learning technology?technology?

Research QuestionsResearch Questions

Is there a relationship between the extent Is there a relationship between the extent that Alabama business educators would that Alabama business educators would be interested in using distance learning be interested in using distance learning technology in their credentialing process technology in their credentialing process and the extent to which they are willing to and the extent to which they are willing to instruct classes utilizing distance learning instruct classes utilizing distance learning technology?technology?

Research QuestionsResearch Questions

Is there a significant difference in the Is there a significant difference in the perceived degree of skill in selected areas perceived degree of skill in selected areas among demographic groups:among demographic groups: (a) years teaching business education,(a) years teaching business education, (b) highest degree, and (b) highest degree, and (c) highest certification level?(c) highest certification level?

Review of LiteratureReview of Literature

The NBEA believes that “an effective and The NBEA believes that “an effective and coordinated distance learning program is a coordinated distance learning program is a valuable component of the business valuable component of the business education curriculum” (Policy Stmt. No. 65).education curriculum” (Policy Stmt. No. 65).The NBEA also believes that business The NBEA also believes that business educators should take advantage of educators should take advantage of professional development and training professional development and training opportunities offered in the uses and opportunities offered in the uses and applications of distance learning applications of distance learning (Policy Stmt. No. 65).(Policy Stmt. No. 65).


Reviewed literature indicated that Reviewed literature indicated that professional development and training are professional development and training are important in the area of distance learning important in the area of distance learning and should be ongoing.and should be ongoing. Kalny, 1999Kalny, 1999 Mayer, Schustack & Blanton, 1999Mayer, Schustack & Blanton, 1999 McKay & McGrath, 2000McKay & McGrath, 2000 Rodes, et al., 2000Rodes, et al., 2000 Vojtek & Vojtek, 2000Vojtek & Vojtek, 2000 Wang, 2000Wang, 2000


Several researchers found that many Several researchers found that many teachers are interested in gaining teachers are interested in gaining advanced degrees and certification advanced degrees and certification utilizing distance education because of the utilizing distance education because of the flexibility that it affords.flexibility that it affords. Crews, 2000Crews, 2000 Kessell, 1999Kessell, 1999 Kessell, 2000Kessell, 2000 Maeroff, 2003Maeroff, 2003 Roberts, 2000Roberts, 2000

Methods and ProceduresMethods and Procedures

PopulationPopulation The participants of this study included all The participants of this study included all

secondary Alabama business education secondary Alabama business education teachers teachers (N(N = 705) = 705)..

InstrumentationInstrumentation Data were collected through a researcher-Data were collected through a researcher-

designed survey entitled Business Education designed survey entitled Business Education Distance Learning Technology Assessment.Distance Learning Technology Assessment.


Data CollectionData Collection Each member of the population received a Each member of the population received a

survey packet.survey packet. 224 surveys were returned; 8 were unusable 224 surveys were returned; 8 were unusable

which yielded a 31% participation rate.which yielded a 31% participation rate.


Data AnalysisData Analysis Statistical Package for Social Sciences Statistical Package for Social Sciences

(SPSS).(SPSS). Descriptive statistics were used to organize, Descriptive statistics were used to organize,

summarize, and describe the collected data.summarize, and describe the collected data. Crosstabs were constructed utilizing chi-Crosstabs were constructed utilizing chi-

square tests.square tests. Pearson product-moment correlation, t-test, Pearson product-moment correlation, t-test,

and analysis of variance (ANOVA) were also and analysis of variance (ANOVA) were also used to analyze data.used to analyze data.

Statistical Analysis and ResultsStatistical Analysis and Results

Descriptive Data Analysis and ResultsDescriptive Data Analysis and Results

The largest percent of respondents taught The largest percent of respondents taught high school (81%), were female (90.7%), and high school (81%), were female (90.7%), and held A certification (51.7%) [Table 1].held A certification (51.7%) [Table 1].

Most of the respondents (64%) taught at a Most of the respondents (64%) taught at a comprehensive high school [Table 2].comprehensive high school [Table 2].


Research Questions (Question 1)Research Questions (Question 1) Part (a)Part (a)

The majority of respondents (95.8%) have The majority of respondents (95.8%) have not taught a distance learning class.not taught a distance learning class.

Only 1 respondent was provided with extra Only 1 respondent was provided with extra compensation for instructing a distance compensation for instructing a distance learning class; all other participants received learning class; all other participants received nothing.nothing.


Research Questions (Question 1)Research Questions (Question 1) Part (b)Part (b)

The majority of the participants (64.2%) The majority of the participants (64.2%) expressed a willingness to teach a distance expressed a willingness to teach a distance learning class.learning class.

Table 3 presents the frequencies and Table 3 presents the frequencies and percents of the findings in parts (a) and (b) percents of the findings in parts (a) and (b) of this research question.of this research question.


Research Questions (Question 1)Research Questions (Question 1) Parts (c) and (d)Parts (c) and (d)

The majority of respondents (84.7%) have not The majority of respondents (84.7%) have not participated in a distance learning program to obtain an participated in a distance learning program to obtain an advanced degree or credentials.advanced degree or credentials.

However, a majority of participants (63.3%) exhibited However, a majority of participants (63.3%) exhibited interest in participating in a distance education program.interest in participating in a distance education program.

A majority of participants reported a definite interest in A majority of participants reported a definite interest in pursuing an advanced degree (43.1%) and advanced pursuing an advanced degree (43.1%) and advanced certification (40.4%) via distance learning, while 44.4% certification (40.4%) via distance learning, while 44.4% expressed no interest in pursuing another certification expressed no interest in pursuing another certification area [Table 4].area [Table 4].

Statistical Analysis and ResultsStatistical Analysis and ResultsResearch Questions (Question 1)Research Questions (Question 1) Part (e)Part (e)

All respondents (All respondents (NN = 216) reported having access = 216) reported having access to the Internet at their school [Table 5].to the Internet at their school [Table 5].

The majority of respondents (72.9%) reported The majority of respondents (72.9%) reported having no distance learning lab or classroom.having no distance learning lab or classroom.

Table 6 reports the equipment that is available in Table 6 reports the equipment that is available in the respondents’ distance learning labs.the respondents’ distance learning labs.


Research Questions (Question 1)Research Questions (Question 1) Part (f)Part (f)

The majority of respondents (87.9%) have not The majority of respondents (87.9%) have not received any teacher training or professional received any teacher training or professional development in the field of distance learning.development in the field of distance learning.

More respondents (81.1%) were willing to instruct More respondents (81.1%) were willing to instruct a distance learning class if they received training.a distance learning class if they received training.

Statistical Analysis and ResultsStatistical Analysis and ResultsResearch Questions (Question 1)Research Questions (Question 1) Part (f)Part (f)

Online (48.7%) and summers (40.5%) received Online (48.7%) and summers (40.5%) received the highest percentages in Definite Interest – the highest percentages in Definite Interest – Would Participate [Table 7].Would Participate [Table 7].

Workshops (56.3%) and online modules (41.8%) Workshops (56.3%) and online modules (41.8%) received the highest responses in Definite received the highest responses in Definite Interest – Would Participate [Table 7].Interest – Would Participate [Table 7].

A majority of respondents expressed a need for A majority of respondents expressed a need for computer technology, equipment, and computer technology, equipment, and pedagogical training [Table 8].pedagogical training [Table 8].



Crosstabs and chi-square design.Crosstabs and chi-square design.

The relationship between distance learning The relationship between distance learning use and distance learning use and distance learning training/professional development was training/professional development was statistically significant, statistically significant, xx2 2 (1, (1, NN = 214) = = 214) = 3.95, 3.95, pp = .047. The phi coefficient was also = .047. The phi coefficient was also significant, significant, ΦΦ ( (NN = 214) = .136, = 214) = .136, pp = .047. = .047.




The relationship between distance learning The relationship between distance learning use and the respondent’s willingness to use and the respondent’s willingness to teach distance learning courses was teach distance learning courses was statistically significant, statistically significant, xx2 2 (1, (1, NN = 212) = = 212) = 4.646, 4.646, pp = .031. The phi coefficient was also = .031. The phi coefficient was also significant, significant, ΦΦ ( (NN = 212) = .148, = 212) = .148, pp = .031. = .031.

Statistical Analysis and ResultsStatistical Analysis and ResultsResearch Questions (Question 2)Research Questions (Question 2) Part (c)Part (c)

t-test analysis.t-test analysis.

Relating to the degree of skill of Alabama Relating to the degree of skill of Alabama business education teachers, those that have business education teachers, those that have taught a distance learning class (taught a distance learning class (M M = 38, = 38, SDSD = = 13.01) reported a significantly higher overall level 13.01) reported a significantly higher overall level of skill than those that have not taught a distance of skill than those that have not taught a distance learning course (learning course (MM = 48.56, = 48.56, SDSD = 8.738), = 8.738), t t (205) (205) = -3.463, = -3.463, pp = .001 (two-tailed), = .001 (two-tailed), dd = .056. Power = .056. Power was recorded at .931.was recorded at .931.


Research Questions (Question 2)Research Questions (Question 2) Part (d)Part (d)


The relationship between distance learning The relationship between distance learning use and the respondent’s perception that use and the respondent’s perception that they have the necessary equipment was they have the necessary equipment was statistically significant, statistically significant, xx2 2 (1, (1, NN = 206) = = 206) = 4.804, 4.804, pp = .028. The phi coefficient was also = .028. The phi coefficient was also significant, significant, ΦΦ ( (NN = 206) = .153, = 206) = .153, pp = .028. = .028.


Research Questions (Question 2)Research Questions (Question 2) Part (e)Part (e)


The relationship between distance learning The relationship between distance learning use and the use of distance education to use and the use of distance education to enhance the respondent’s credentials was not enhance the respondent’s credentials was not statistically significant, statistically significant, xx2 2 (1, (1, NN = 215) = .130, = 215) = .130, pp = .719. No further tests were necessary.= .719. No further tests were necessary.


Research Questions (Question 3)Research Questions (Question 3) Crosstabs and chi-square design.Crosstabs and chi-square design. The relationship between the respondent’s The relationship between the respondent’s

interest in distance learning use in the interest in distance learning use in the credentialing process and their willingness to credentialing process and their willingness to instruct classes via distance learning instruct classes via distance learning technology was statistically significant, technology was statistically significant,

xx2 2 (1, (1, NN = 185) = 25.625, = 185) = 25.625, pp < .001. < .001.

The phi coefficient was also significant, The phi coefficient was also significant,

ΦΦ ( (NN = 185) = .372, = 185) = .372, pp < .001. < .001.


Research Questions (Question 4)Research Questions (Question 4) Question 19 (Degree of Skill)Question 19 (Degree of Skill)

The sum scores ranged from 18 to 68, with The sum scores ranged from 18 to 68, with a mean score of 48.10.a mean score of 48.10.

The average scores ranged from 1 to 4, The average scores ranged from 1 to 4, with a mean score of 2.67 [Table 9].with a mean score of 2.67 [Table 9].



Pearson product-moment correlation Pearson product-moment correlation design.design.The relationship between the respondent’s The relationship between the respondent’s perceived degree of skill in selected areas perceived degree of skill in selected areas and the number of years that they have and the number of years that they have been teaching business education was been teaching business education was statistically significant, statistically significant, r r (203) = .323, (203) = .323, pp < .001.< .001.



Analysis of variance (ANOVA)Analysis of variance (ANOVA)

With an alpha level of .05, the effect of With an alpha level of .05, the effect of highest degree on the perceived degree of highest degree on the perceived degree of skill was not statistically significant, skill was not statistically significant, FF (2, (2, 205) = 1.16, 205) = 1.16, pp = .316. No further tests = .316. No further tests were necessary.were necessary.


Research Questions (Question 4)Research Questions (Question 4) Part (c)Part (c)

Analysis of variance (ANOVA)Analysis of variance (ANOVA)

With an alpha level of .05, the effect of With an alpha level of .05, the effect of highest certification level on the perceived highest certification level on the perceived degree of skill was not statistically degree of skill was not statistically significant, significant, FF (3, 190) = .46, (3, 190) = .46, pp = .71. No = .71. No further tests were necessary.further tests were necessary.

Summary, Conclusions, and Summary, Conclusions, and RecommendationsRecommendations

Summary of FindingsSummary of Findings

Supported Willis (1994).Supported Willis (1994).

Supported Kessell (2000).Supported Kessell (2000).


ConclusionsConclusions An opportunity exists to train and prepare business An opportunity exists to train and prepare business

education teachers to instruct courses utilizing education teachers to instruct courses utilizing distance learning technology.distance learning technology.

Alabama business education teachers have shown Alabama business education teachers have shown an interest in enhancing their certification and/or an interest in enhancing their certification and/or attaining an advanced degree through the use of attaining an advanced degree through the use of distance learning technology. An opportunity exists distance learning technology. An opportunity exists to provide distance learning programs to aid to provide distance learning programs to aid business teachers in enhancing their credentials.business teachers in enhancing their credentials.


ConclusionsConclusions The business education teacher’s willingness to The business education teacher’s willingness to

instruct a course utilizing distance learning instruct a course utilizing distance learning technology is critical to the implementation of technology is critical to the implementation of distance learning in business education. A distance learning in business education. A majority of respondents reported that training in majority of respondents reported that training in distance learning technology is very important. A distance learning technology is very important. A greater percentage of participants were also greater percentage of participants were also willing to teach via distance learning if they willing to teach via distance learning if they received training.received training.


ConclusionsConclusions Having the necessary equipment to instruct a Having the necessary equipment to instruct a

distance learning course is critical in distance learning course is critical in establishing a distance education program. A establishing a distance education program. A majority of business education teachers do majority of business education teachers do not have a distance learning lab or perceive not have a distance learning lab or perceive they have the necessary equipment to teach a they have the necessary equipment to teach a distance learning class.distance learning class.


RecommendationsRecommendations Consideration should be given to Consideration should be given to

implementing a plan to prepare both pre-implementing a plan to prepare both pre-service and in-service Alabama business service and in-service Alabama business education teachers for utilizing distance education teachers for utilizing distance learning technology. With training, more learning technology. With training, more teachers would be willing to instruct courses teachers would be willing to instruct courses in distance education and the level of in distance education and the level of degree of skill would be increased.degree of skill would be increased.


RecommendationsRecommendations Alabama educational leaders should play a Alabama educational leaders should play a

vital role in preparing business education vital role in preparing business education teachers to effectively use distance learning teachers to effectively use distance learning technology. The Alabama Department of technology. The Alabama Department of Education, school systems, and colleges Education, school systems, and colleges providing teacher education should provide providing teacher education should provide training in the area of distance education to training in the area of distance education to future and current Alabama business future and current Alabama business education teachers.education teachers.


RecommendationsRecommendations Universities should design and implement Universities should design and implement

distance learning business education distance learning business education programs to enable Alabama business programs to enable Alabama business education teachers the opportunity to education teachers the opportunity to enhance their credentials. A majority of enhance their credentials. A majority of participants expressed an interest in participants expressed an interest in increasing their certification and/or attaining increasing their certification and/or attaining an advanced degree via distance learning an advanced degree via distance learning technology.technology.


RecommendationsRecommendations Online modules and summer workshops Online modules and summer workshops

should be designed to assist Alabama should be designed to assist Alabama business education teachers in the area of business education teachers in the area of distance learning technology.distance learning technology.

Colleges offering business teacher education Colleges offering business teacher education programs should strive to include the programs should strive to include the integration of distance learning technology integration of distance learning technology into the curriculum.into the curriculum.


RecommendationsRecommendations A follow-up study should be conducted in A follow-up study should be conducted in

two years to determine progress toward the two years to determine progress toward the goal of preparing Alabama business goal of preparing Alabama business education teachers in the area of distance education teachers in the area of distance learning technology.learning technology.

This study should be repeated in other This study should be repeated in other states.states.

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the use of distance learning technology by business educators for credentialing and instruction...

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