The purpose of this quantitative study was to examine whether differences in student course outcomes as defined by final course grades existed between three content delivery methods in career and technical education courses: Traditional (face to face), hybrid, and online. Final course grades in career and technical education courses at one community college for the Fall 2011 through the Fall 2015 semesters were used in this study to compare the success of students in courses employing the three content delivery methods. The outcomes for male and female students and the outcomes for traditional and nontraditional students in career and technical education programs were compared as well. The method of delivery was found to have an impact. Withdrawal rates for career and technical education courses were also impacted by course delivery method. Seven research questions were included in this study, and the data was analyzed using one-sample chi-square tests for the seven research questions in the study. Results indicated that students had significantly higher student learning outcomes in traditional courses in career and technical education programs than in either hybrid or online courses. Withdrawal rates were higher for hybrid and online courses than traditional courses. Student gender and age were related to student final course outcomes with both male and female students more likely to earn transferable final course grades in traditional courses than in hybrid or online courses. Traditional age and nontraditional age students were also more likely to earn transferable final course grades in traditional courses than in hybrid or online courses. Nontraditional age students were significantly more likely than traditional age students to earn a transferable final course grade regardless of delivery method. Overall findings suggest that delivery method may impact student outcomes in career and technical education courses. The study is significant in that it provides insight into specific differences in student outcomes by the three different delivery methods currently used in higher education and may be used for comparison with other institutions’ student outcomes.

Drinking water and wastewater industries are facing a nationwide workforce shortfall of qualified treatment plant operators due to factors including the en masse retirement of baby boomers and the tightening of regulatory requirements regarding the hands-on experience required prior to licensure. Rural areas are hardest hit due to the lack of educational and experiential opportunities available to them within a reasonable proximity. Using a variety of demographic and industry data, a geographic analysis of Kentucky was conducted to assess the viability of the traditional classroom delivery model versus a hybrid experiential and distance learning educational model (HEDLEM). Although this analysis indicates that population density is the dominant indicator for most of the parameters used in this study, the bulk of the workforce needs in the state are distributed throughout rural areas with lower population densities. While the number and geographic distribution of community colleges in the state would appear to support the viability of campus-based workforce development programs, this study demonstrates the limitations of this model in addressing the needs of the water and wastewater workforce, where a significant workplace-associated experiential requirement exists. This limitation is exaggerated in rural areas, which have a demonstrated statewide need. This study indicates that a sufficient recruitment pool exists for the program based on the anticipated

Distance learning is gaining popularity in many education environments. Online classes are on the increase because students need alternatives to traditional face-to-face classroom training. Time constraint on today's students coupled with the need for education to keep up with advances in technology, in all fields, has forced educators to facilitate training avenues other than traditional methods to perform this pedagogy. Students' perceptions of online classes along with differing learning styles are making this process challenging. Many colleges and universities are reporting alarmingly higher dropout rates of online students versus their traditional classroom students. There are many variables that can be attributed to this outcome and current research is looking at ways to increase the completion rate of this growing learning alternative. The purpose of this study is to examine some of the variables involved in the learning process that might have an effect on the online learning process. This may lead to a better understanding of why the completion rates are lower for online students. Some of the variables reviewed in this study are learning styles and technology acceptance, both of which can have an influence on the student's reception of the learning material. Online students scored higher in all but one of the technology acceptance scores. Learning styles showed a greater number of read/write learners in online classes and a greater number of kinesthetic learners in traditional classes. Instructors teaching styles also had a relationship with the students' successful completion of online classes.

In recent years, changes to the aerospace engineering curriculum have moved the laboratory classes ahead in the four year program. In an effort to alleviate the introduction of prerequisite and scheduling problems resulting from the curriculum changes, a study into the approach of making laboratory classes more accessible was initiated. Two options are in the process of being implemented as a solution to current and future curriculum obstacles as a result of this study. First, the first semester laboratory class has been successfully converted to an introduction to laboratory procedures class with the option of taking the lecture portion via the Web. Secondly, present preparations are underway to offer the entire introductory laboratory class via the Web. An in-depth analysis into laboratory tasks selected for the introductory class on laboratory procedures is presented, along with methods implemented, current results and suggestions for the future complete conversion into a virtual class.

The purpose of this study was to understand the obstacles faced as well as strategies used by 6 graduates of a small rural high school in Southern Middle Tennessee. Specifically, this study was an examination of the life experiences of 6 graduates, identifying the major obstacles faced and the successful strategies used to complete the requirements for a high school diploma. Qualitative methodology guided this study. This approach allowed for the lived experiences to be examined and the voices of 6 participants be heard. Data collected included participant stories using semistructured interviews conducted using an interview protocol, drawing of a concept map, and prioritization of influences according to their perspective regarding their diploma completion. Other valuable data included researcher field notes and graduation coach file notes. Findings are presented in 6 themes pertaining directly to the interview questions regarding key elements—circumstances leading to a relationship with a graduation coach, discussions during grad coach sessions, nongrad parent influences, parent expectations, grade retention, and strategies implemented by the graduation coach. After the collection and analysis of all data, the researcher coded the data to determine emerging themes. Much of the researcher’s work consisted of processing the data to discover categories and patterns among the stories told by the 6 graduate participants, as presented in the qualitative narrative analysis methodology. Through the narrative inquiry method of this study, the examination of the stories of 6 graduates reveals that a relationship with at least 1 caring adult in the high school setting is imperative to successful high school completion. This adult may offer assistance through a variety of ways such as developing an academic plan of action, building confidence, arranging tutoring sessions, or tracking progress.

"One thing cannot be disputed: immigrants from all backgrounds and levels of cultural capital are drawn to noncredit ESL programs with high hopes of a brighter future and the attainment of the American dream" (Becker 2011). Adult ESL community learners are a fast-growing and diverse group of individuals. Previous studies demonstrate the many challenges this group faces in attending English classes (Tan, Nabb, Aagard, and Kim 2010; Tucker 2007) and the need for more online learning to better meet their needs (Eyring 2014; Reynard 2003). A survey was administered to 136 adult community ESL learners enrolled at the Provo, Utah Adult English Language Acquisition Program. Results of the survey detail their challenges, perceptions of online learning and whether they have the resources and skills needed to be successful in an online English class. Based on results from the survey, challenges to attending English classes still exist among adult community ESL learners. Although many of the participants had taken an online English class in the past, results indicate an overwhelming number of learners who want face-to-face instruction. There is also a need for hybrid and synchronous learning among primary care givers of children, participants with a bachelor's degree or higher, and participants 40 years old or younger. Many participants perceived themselves as having the skills needed to take an online class, yet participants still reported that online learning was difficult, and a computer class would be helpful. Further results indicate that many participants do not have all the resources needed to take an online class and some lack a quiet space to learn online.

Creceya nace de la necesidad de jóvenes emprendedores con experiencia o sin ella en la elaboración de productos y servicios. Pero con poco o casi nada de conocimiento en temas de administración, negocios, marketing, diseño, etc. Lo cual los lleva a no intentarlo por miedo al fracaso o por miedo a no crecer en el mercado tanto económicamente como posicionalmente. Es por ello, que Creceya brindará cursos básicos, intermedios y de especialización a precios módicos y con herramientas totalmente gratuitas, asimismo se brindará especialización con herramientas de marketing, SEO, Analytics y las extensiones de Adobe. Para aquellos emprendedores que tengan su idea de negocio aterrizada, se les brindará asesoría de constitución de empresa y trámites a seguir para la misma. Bajo el apoyo y la guía de SUNARP Y SUNAT como charlas gratuitas por nuestra plataforma dirigidas a emprendedores. / Creceya was born from the need for young entrepreneurs with or without experience in the development of products and services. But with little or no knowledge in administration, business, marketing, design, etc. Which leads them not to try for fear of failure or for fear of not growing in the market both economically and positionally. That is why Creceya will offer basic, intermediate and specialization courses at reasonable prices and with totally free tools, as well as specialization with marketing tools, SEO, Analytics and Adobe extensions. For those entrepreneurs who have their business idea grounded, they will be provided with advice on the incorporation of a company and procedures to follow for it. Under the support and guidance of SUNARP AND SUNAT as free talks on our platform aimed at entrepreneurs. / Trabajo de investigación

En la actualidad, las personas se han tenido que adaptar a las nuevas tendencias que exige el mercado, tras el avance de la tecnología, todos cuentan con dispositivos móviles las cuales se han vuelto de vital importancia en nuestra vida debido a su fácil acceso. Por otra parte, el gusto por la gastronomía se ha incrementado en las personas, lejos quedó el prejuicio que solo las mujeres podían cocinar, ahora también los hombres muestran su interés por la elaboración de variedad de platillos. El presente trabajo de investigación tiene como propósito determinar la viabilidad de nuestro servicio ante la ausencia de una plataforma de enseñanza de platillos internacionales para personas que les gusta cocinar. Este proyecto pretende ofrecer clases de cocina internacional a través de la plataforma en donde podrá tener acceso a las especialidades con las que contamos, teniendo la asesoría de un cocinero especializado que resolverá las dudas y pensando en su seguridad, contamos con el servicio de delivery de insumos que le permitirá adquirir insumos y/o utensilios para plasmar el platillo. Es por eso que en primera instancia se ha empatizado con potenciales clientes para determinar la necesidad de nuestro proyecto. Posteriormente, se estableció la solución frente a esa necesidad, lo que dio origen a Brava Fusión. Después, una vez determinado el modelo de negocio, se realizaron experimentos como la presentación de prototipos y el concierge para obtener retroalimentación y definir las estrategias que se desarrollarán para tener éxito. Por último, se expondrá las recomendaciones y conclusiones surgidas para la optimización del proyecto. De igual forma, se incluirá la bibliografía empresa que evidencian la veracidad de este trabajo de investigación. / Currently, people have had to adapt to the new trends demanded by the market, after the advancement of technology, everyone has mobile devices which have become of vital importance in our lives due to their easy access. On the other hand, people's taste for gastronomy has increased, the prejudice that only women could cook was far removed, now men also show their interest in preparing a variety of dishes. The purpose of this research work is to determine the viability of our service in the absence of a teaching platform for international dishes for people who like to cook. This project aims to offer international cooking classes through the platform where you can have access to the specialties that we have, having the advice of a specialized cook who will solve your doubts and thinking about your safety, we have the delivery service of Inputs that will allow you to acquire supplies and / or utensils to shape the dish. That is why in the first instance we have empathized with potential clients to determine the need for our project. Subsequently, the solution to this need was established, which gave rise to Brava Fusión. Then, once the business model was determined, experiments such as the presentation of prototypes and the concierge were performed to obtain feedback and define the strategies that will be developed to be successful. Finally, the recommendations and conclusions arising for the optimization of the project will be presented. In the same way, the company bibliography that shows the veracity of this research work will be included. / Trabajo de investigación

The purpose of this non-experimental, comparative quantitative study was to determine if there were significant differences between the perceptions of undergraduate and graduate students about the importance and presence of sense of community in online classes at two southern public universities using survey data. The study also aimed to determine if there were significant relationships between students’ perceptions of the presence of sense of community and students’ satisfaction with the course and between students’ perception of the presence of sense of community and students’ perceptions of increases in cognitive learning. The study also addressed factors of undergraduate classification, gender, and format of the class as synchronous, asynchronous, or a combination of synchronous and asynchronous elements. The survey also provided data on how to best create a sense of community in online classes. The findings provide evidence that graduate students had significantly higher scores on the perceptions of the importance and presence of sense of community than undergraduate students. No significant differences were noted based on undergraduate classification, gender, or format of the class. Significant positive relationships were found between the presence of sense of community and students’ satisfaction with the course and between the presence of sense of community and students’ perceptions of increases in cognitive learning. A rank ordering of class activities and practices provided insights on the most effective ways to create a sense of community online. The top five responses were feedback from the instructor, introductions of classmates, synchronous video meetings in large groups of five or more students, instructors’ announcements, and email communication with the instructor. Students’ open-ended responses showed that some students preferred to be independent learners; some found a sense of community in online classes; and some felt isolated but did not find a sense of community. Other comments showed the value of cohorts, social media chat groups, and connections with another student. Students reported mixed reviews about discussion boards, synchronous video meetings, and group work. Students also reported on the critical role of the instructor in creating a sense of community.