Abstract
When the term “distance education” is mentioned, most
people picture learning opportunities involving computers and
the Internet. However, distance education can simply involve the
telephone. Sometimes called “educational teleconferencing,” or
“telephonic education,” it involves the use of telephone
technologies to bring together two or more people for education
about an issue (Epstein, 1999). Using telephonic education with
rural low-wage earners is an inexpensive delivery approach that
eliminates many barriers, including unreliable transportation, lack
of child care, and limited access to a computer and the Internet.
Also, the telephone is accessible to most participants and is a wellknown
technology (Gunawardena & McIsaac, 2004). The purpose
of this paper is to describe a pilot telephonic financial education
program for rural low-wage earners in a Midwestern state, to
determine whether the telephone is still a viable educational
intervention for financial literacy education, and to present
recommendations for delivering financial education via
teleconferencing.
Original language | English |
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Pages (from-to) | 59-72 |
Number of pages | 14 |
Journal | Journal of Consumer Education |
Volume | 27 |
State | Published - 2010 |