• Current and Future Demand for Distance Education

      McDiarmid, Williamson, G.; Hill, Alexandra; Hull, Teresa; Goldsmith, Scott (Institute of Social and Economic Research, University of Alaska., 1998)
      “Distance education” means education or training where the instructor is not in the same room with the students. It doesn’t necessarily mean, as the attached maps and figures show, that all students live far from campuses (although many do). In this summary we first highlight our findings and then list questions raised and recommendations made by provosts in Anchorage, Fairbanks, and Juneau after they reviewed a draft of this report. A third of distance education students in the Fall 1997 semester, for instance, lived in Anchorage, Fairbanks, and Juneau. Distance education courses are offered over television, through audio or video conferencing, by mail, over the Internet, and through combinations of those methods. During the Fall 1997 semester, 4,115 students in 178 Alaska locations (and a few places outside Alaska) were enrolled in 293 distance education courses offered through the University of Alaska. ISER also interviewed representatives of 33 organizations that operate primarily in rural Alaska—because in many remote places, distance education courses are among the few sources of postsecondary education and training available locally. We asked rural employers whether they were satisfied with current distance education offering and what kinds of job openings they foresaw.
    • Fostering Professional Quality of Life in Nurses: An Online Curriculum

      Green, Kari (University of Alaska Anchorage, 2016-05-01)
      The nursing profession is based on compassion toward others, with inherent risks and rewards for nurses. The cost of caring is even more prevalent within the context of the current healthcare crisis. Despite implications at the personal, professional, and larger healthcare system level, little effort is being directed toward mitigating these negative effects. The efficacy of self-care and mindfulness practices is promising, yet succinct tools are not readily available. An online curriculum was created to promote awareness, provide evidence-based education, and encourage application of self-care and mindfulness practices for nursing students, practicing nurses, and Advanced Practice Registered Nurses to help mitigate the negative effects of compassion fatigue and positively impact professional nursing quality of life. Overall, there was a positive response based on relevance, practicality, and satisfaction from users, as evidenced by responses on a post-completion survey.
    • Integrating Soft Skills With Technology in Online Postsecondary Career and Technical Education

      Canavan, Debra A. (University of Alaska Anchorage, 2015-05-01)
      International and U.S. economic need for postsecondary training and degree attainment has fueled the demand for online courses and programs to meet the requirements of busy adults. Rapidly changing businesses and technologies necessitate that workers continually update skills and industry credentials. Employers want to hire workers who possess both technical skills and soft skills—people skills, attitudes, and values—and who can adapt to a culturally diverse, collaborative team workplace. Higher education institutions must support faculty efforts to provide effective, quality programs and courses that prepare students for this work environment. Career and Technical Education (CTE) faculty are generally hired for their industry and workforce expertise and may need assistance transitioning to eLearning strategies. Thus, a condensed manual was created as a resource to assist new online postsecondary CTE instructors with identifying and selecting the most appropriate technology and tools for incorporating soft skills development into online courses.