REDUCING DISTANCE THROUGH DISTANCE LEARNING: THE COMMUNITY COLLEGE LEADERSHIP DOCTORAL PROGRAM AT COLORADO STATE UNIVERSITY

Creating a virtual community among learners in a course or program can increase student retention and satisfaction. Although community colleges are increasingly turning to on-line learning experiences for students, doctoral programs in community college leadership (CCL) can model the blending of dif...

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Bibliographic Details
Published in:	Community college journal of research and practice 2001-09, Vol.25 (8), p.607-620
Main Author:	Timothy Gray Davies, Don Quick
Format:	Article
Language:	eng
Subjects:	Access to Education College Administration College Faculty Colorado State University Community Colleges Distance Education Doctoral Degrees Doctoral Programs Higher Education Nontraditional Education Postsecondary Education as a Field of Study School Holding Power Student Needs
Online Access:	Get full text
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Summary:	Creating a virtual community among learners in a course or program can increase student retention and satisfaction. Although community colleges are increasingly turning to on-line learning experiences for students, doctoral programs in community college leadership (CCL) can model the blending of different learning modalities. Using face-to-face experiences, two-way compressed video, on-line information posting, and synchronous and asynchronous on-line discussions, the CCL program at Colorado State University creates community among its doctoral students. A vignette is presented to illustrate the life of one of these doctoral distance students and to detail the uses of the various learning modalities. The article concludes with a discussion the three main types of support necessary for empowering students and keeping them connected in their community: multiple communities support, multiple meeting spaces support, and multiple systems support. The serendipitous result of this experience has been seeing doctoral students return to their respective community college campuses and use this blending of on-line modalities to serve their own students.
ISSN:	1066-8926 1521-0413