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Meeting Professional Development Needs: An Alternative To The Classroom Environment

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1998 Annual Conference


Seattle, Washington

Publication Date

June 28, 1998

Start Date

June 28, 1998

End Date

July 1, 1998



Page Count


Page Numbers

3.403.1 - 3.403.6

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Paper Authors

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Mark Mawlawi

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Hamid Y. Eydgahi

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NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract

1648 TS / 4

MEETING PROFESSIONAL DEVELOPMENT NEEDS: An Alternative to the Classroom Environment Hamid Y. Eydgahi, Mark Mawlawi Lima Technical College

Abstract: The continuing demand for ongoing education and training, with advances in technology, is being met by application of technology, such as distance or interactive learning and are being fostered by educational institutions as well as their partners in corporate and industrial sectors.

This presentation will demonstrate an interactive instructional delivery system, through the Industrial Engineering Technology program, that has particularly been designed by the Lima Technical College for employed technical professional.

The presentation will focus on delivery of the Materials Management course, credit as well as non-credit, which provides training in Material Resource Planning (MRP) to technical personnel. This hands-on course provides flexibility and convenience while incorporating a very important learning component – interactive media with an integrated assessment system.

Specifically, the following will be presented: • Need analysis and development of the course material, • Principles of an interactive delivery system, • Program assessment, and • Future plans.

It is the authors’ intent to justify the benefits and limitations of several delivery systems, while soliciting participants’ input as part of this discussion.

Introduction & Background: Distance education is a form of alternative classroom environment between the provider (professor) and the beneficiary (student). The history of communication dates back thousands of years. The Emperor of China, 3000 years ago, sent his agents to teach the governors about conducting the business of government1. Oxford and Cambridge offered extension courses for the first time in 1858 to the general public whom, petitioned admission to educational resources2. The University of Chicago’s first president, William Harper, advanced the use of correspondent education3. The University of Iowa employed television in 1933, and in the 1950s flying aircraft brought television to various institutions of higher education (Kurtz, 1959, Brown, Lewis, and Harcleroad, 1969) as cited in Barron4. In 1969, the Open University, in the United Kingdom, was the intuition of Harold Wilson for forming a coalition of universities to take teaching into students’ homes via a combination of broadcast and correspondence. Current enrollment is about 200,000. With the advent of the Internet as an additional method of delivery, the Open University has extended its reach into the global community by offering 300 of its successful distance education courses via the Internet.”5 & 6.

Mawlawi, M., & Eydgahi, H. Y. (1998, June), Meeting Professional Development Needs: An Alternative To The Classroom Environment Paper presented at 1998 Annual Conference, Seattle, Washington.

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