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Asynchronous education activities have grown rapidly through popular distance
education delivery techniques . This rapid growth has precluded science , technology , and
engineering . Practice oriented disciplines have considered laboratories as key
components of the curriculum . The laboratory is the difficulty of teaching such subjects
through distance education .
Studies have indicated that independent asynchronous study is not suitable for
everyone . A qualitative study investigating two cases and utilizing a cross case analysis
was performed with the goal of establishing some characteristics found in individuals
who are successful , and those who are challenged by asynchronous laboratory study .
Also considered were key factors which could aid or impede asynchronous laboratory
studies . Case One involved a course on agricultural mechanical systems taught at a
Texas four -year university with 13 participants . Case Two involved a course on
electrical controls taught at the technical center of a Texas community college with 18
participants . Data were collected from observation - journaling , performance scores , and
a questionnaire â  interview process ; then analyzed using the constant comparative method . To insure trustworthiness ; credibility , transferability , and dependability were
addressed . The cross -case analysis found no conflicts and reinforced the findings .
The findings yielded a list of characteristics of individuals who were successful
using asynchronous laboratory studies . Successes represented an elite student profile and
support the suggestions of Lemckert and Florance (2002 ) . Students were more likely to
be successful when they (a ) were autonomous self directed learners ; (b ) had a
prerequisite knowledge framework ; (c ) ; had prerequisite technical skills ; (d ) had high
reading and comprehension skills ; (e ) held intrinsic value for the educational experience ;
and (f ) sought and used instructional resources . The factors discovered which aid or
impede asynchronous laboratories are course design and curriculum issues .
Asynchronous laboratory studies are more likely to be successful when they (a ) provide
a responsive system of feedback ; (b ) introduce study as small , step -wise experiences ; (c )
do not introduce independent complex concepts ; (d ) provide sufficient instructor time ;
(e ) standardize computer software and applications ; and (f ) pilot -test and field -test
laboratory equipment and activities .
Conclusions drawn indicate limited applications of asynchronous laboratories for
select prepared individuals with a critically designed curriculum . |
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