Publication Date

Spring 2020

Advisor(s) - Committee Chair

Pam Petty (Director), Joseph Cangemi, and James McCaslin

Degree Program

Department of Educational Administration, Leadership, and Research

Degree Type

Doctor of Education

Abstract

Community colleges in the United States play a critical role in preparing students for employment in the workforce. Nationally, there is a severe shortage of trained workers to fill positions within the manufacturing industry. Manufacturers need to replace workers who retire and add employees to expand their businesses and the economy. State Community and Technical College (SCTC) began looking for ways to increase the number of students enrolled in manufacturing-related programs and increase the number of employees ready to meet the needs of employers

To increase access to its programs, the success of students in the programs, and to increase the number of trained workers heading into the workforce, SCTC developed a plan to address the needs of students and industry by changing the way technical education was offered in the Advanced Manufacturing Technologies division to a blended learning model, SCTCFLEX. The SCTCFLEX model is an innovative and unique approach to technical education designed to create a student-centered, flexible, and accessible approach to technical education. SCTCFLEX combines online digital learning with flexible laboratory meeting times, where the primary emphasis is on mastering the course competencies needed in the workforce.

The purpose of this qualitative case study was to explore how effective the SCTCFLEX model implemented at SCTC in the Applied Manufacturing Technologies division was at meeting its stated outcomes through the perspective of the following stakeholders: administrators, faculty, and students. The study uncovered strengths in the SCTCFLEX model and revealed practical recommendations to consider when implementing a blended learning model in technical education.

Disciplines

Vocational Education

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