EC E-Learning: a National Review Of

EC E-Learning: A National Review of Early Childhood Education Distance Learning Programs Written for the Center for the Child Care Workforce, a Project of the American Federation of Teachers Educational Foundation by Debra Torrence and Chip Donohue with funding from Cornerstones for Kids Copyright © Center for the Child Care Workforce, a Project of the American Federation of Teachers Educational Foundation (CCW/AFTEF) 2007. Permission is hereby granted to AFT state and local affiliates and nonprofit organizations to reproduce and distribute copies of this work for nonprofit educational purposes, provided that copies are distributed at or below costs, and that the author, source and copyright notice are included on each copy. Any distribution of such materials by third parties is prohibited without first receiving the express written permission of CCW. EC E-Learning: A National Review of Early Childhood Education Distance Learning Programs Acknowledgments We express our appreciation to the groups and individuals who supported the development of this report, including focus group participants (distance learning providers, distance learning instructors and trainers and program and state administrators), in-depth interviewees (Ronda Hawkins, Lisa Holstrom, Linda Whitehead, Cory Woosley and Pam Boulton), Latonia Glass and Allyson Schnabl of the Center for Early Childhood Professional Development and Leadership at the Univer- sity of Wisconsin-Milwaukee, and World Forum Foundation discussion board participants. We are grateful to the millions of early childhood educators who have made a commitment to their own educational advancement as they continue to care for and educate America’s youngest children. Suggested Citation: Center for the Child Care Workforce (2007). EC E-Learning: A National Review of Early Childhood Education Distance Learning Programs. Center for the Child Care Workforce: Washington, D.C. Table of Contents Introduction 4 What We Know about the Early Childhood Education Workforce 5 Early Childhood Educators as Adult Learners 6 Findings about Early Childhood Distance Learning Programs 7 Building Effective Distance Learning Programs 9 Appendix A – Resources 11 Appendix B – Types of Distance Learning Providers 12 Appendix C – Types of Distance Learning Credentials/Degrees 14 Introduction istance learning, sometimes called e-learning, is To date, the extent to which technological advances have the process of delivering instruction using elec- been fully integrated into the field has not been document- Dtronic communication, such as video, audio, com- ed carefully. Furthermore, although there are more and puter, multimedia communications, or some combination more new distance learning programs offered by a range of of these. Typically, it is college-level education, including institutions and organizations, from colleges and univer- both credit and noncredit-bearing coursework. sities to for-profit companies, it is unclear how effective these programs are in meeting the professional needs of Although its proliferation, due to widespread access to the workforce. As a result, what is known about the efficacy electronic media and forms of communication, is unher- of these programs is largely speculation, leaving important alded, distance learning is not a new concept. The distance questions as yet unanswered. To what extent can users of education program at the University of Pittsburgh, for distance learning be guaranteed that the distance learning example, began in 1970 with paper-based correspondence- option will assist them in gaining the knowledge and skills type courses.1 Others claim distance education as being needed to improve their practice? Can what they learn even older — beginning more than 100 years ago.2 Today, through distance learning be translated into better perfor- as shown in Figure 1, there is a wide range of educational mance on the job and better outcomes for young children? delivery methods, from the traditional format where all instruction is offered face to face or in writing to complete This report attempts to explore distance learning in the online courses where all teaching and learning occurs early childhood field at the end of the first decade of the by electronic communication. Increasingly, students are twenty-first century. It provides a snapshot of the current choosing distance learning options rather than more distance learning landscape. It does not attempt to answer traditional methods because of cost, geographic and work all of the questions related to whether distance learning is schedule considerations. a viable strategy for education, training and professional development for early childhood educators. Rather, this Early childhood educators have been slower to jump on the report is intended to jump start a field wide conversation cyber train to meet their professional development needs about the complex components of distance learning, lead- than their adult learning peers. Yet pressure is growing in ing us to gain a preliminary understanding of the types of the field, both internally and externally, to raise standards programs available, the population of students best served for early childhood educators. As this happens, more and by them, and to raise questions about how distance learn- more teaching staff and administrators are looking to tech- ing should best be used. nology-based tools and strategies as an effective method to meet these requirements. Figure 1 Proportion of Type of Content Delivered Typical Description Course Online 0% Traditional Course with no online technology used—content is delivered in writing or orally. Course that uses Web-based technology to facilitate what is essentially a face-to- 1 to 29% Web Facilitated face course. For example, uses a course management system (CMS) or Web pages to post the syllabus and assignments, for example. Course that blends online and face-to-face delivery, substantial proportion of 30 to 79% Blended/Hybrid the content is delivered online, typically uses online discussions, and typically has some face-to-face meetings. A course where most or all of the content is delivered online. Typically no face- 80+% Online to-face meetings. Source: Sloan-C Resources (2002). Elements of quality: The Sloan-C framework. Retrieved Jan. 5, 2007, from www.sloan-c.org/publications/books/qualityframework.pdf. 4 / EC E-Learning: A National Review of Early Childhood Education Distance Learning Programs What We Know about the Early Childhood Education Workforce he early childhood education workforce straddles the “service” and “professional” employment Toccupations. Preschool teachers and private household workers, as defined by the U.S. Department of Labor, are classified as service occupations while kindergarten and elementary teachers are considered workers in a professional occupation.3 Unlike other professions, early childhood education has not generally required individuals to meet standards before they commence practice.4 The size of the early childhood workforce is estimated at 2.3 million. It is, predominantly, a white, female population, in their late 30s and early 40s.5 Most early childhood educators have at least an associate’s degree and earn Few would question that teachers in grades K-12 salaries that are extremely low compared to those of should have college degrees, that community individuals with similar qualifications in other fields. Be- college instructors should have a master’s degree cause staff are compensated so poorly, it is not surprising or more, or that university instructors should have that the workforce is plagued by turnover.6 a doctorate. But when it comes to teachers of children prior to kindergarten, assumptions and ex- Workforce data reveal that many early childhood educa- pectations are commonly much lower, more often tors lack the education and training necessary to provide than not reflecting persistent images of a custodial services. Overall, only 55 percent of family child care rather than teaching function in this kind of work. providers and 57 percent of center assistants have at least some college education. Center teachers fare better with Roots of Decline: How Government Policy 80 percent having some college education, however, Has De-Educated Teachers of Young Children center-based staff account for only 24 percent of all child care providers.7 EC E-Learning: A National Review of Early Childhood Education Distance Learning Programs / 5 Early Childhood Educators as Adult Learners he demand for early childhood educators to attain training needs. Providing barrier-free access to education education and training has come about, in part, as a and training, whether it is offered on campus or online, is Tresult of a vast increase in knowledge about the cru- absolutely vital if the field is to meet new teacher standards. cial importance of children’s early development for lifelong The potential distance learning provides as a method for learning and success. Teachers and other adults in young addressing this need is promising yet uncertain. children’s lives play a key role in preparing children for school achievement in later grades.8 Currently more than In the United States, postsecondary education has long a dozen states are implementing quality rating systems driven individual social mobility and collective economic (QRS), which include a workforce education and train- prosperity. Nonetheless, the nation’s labor force includes ing component, to assess, improve and communicate the 54 million

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