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Meeting the Academic and Practical Needs of a Criminal Justice DL Program
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Author(s): Michael Herbert (Bemidji State University, USA)
Copyright: 2009
Pages: 5
Source title:
Encyclopedia of Distance Learning, Second Edition
Source Author(s)/Editor(s): Patricia L. Rogers (Bemidji State University, USA), Gary A. Berg (California State University Channel Islands (Retired), USA), Judith V. Boettcher (Designing for Learning, USA), Caroline Howard (HC Consulting, USA), Lorraine Justice (Hong Kong Polytechnic University, Hong Kong)and Karen D. Schenk (K. D. Schenk and Associates Consulting, USA)
DOI: 10.4018/978-1-60566-198-8.ch201
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Abstract
The criminal justice profession is increasing demands that university graduates have not only the requisite professional knowledge, but also the ability to apply that knowledge to working scenarios. With that increasing demand comes the challenge for educators to find new and engaging ways in which learners can incorporate what they have learned in practical applications. One of the challenges for educators is stating the universal criminal justice learning objectives in a way that the objectives become performance indicators. This integration of academic and practical education can provide the learner with increased abilities to think like practicing professionals and use their criminal justice knowledge in ways that are directly related to scenario-based problem solving. Learning technologies now enable educators to improve distance learning programs through the use of scenario-based software that allows learners to apply recently acquired knowledge to solving workplace scenarios.
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