Telephonic Financial Education with Rural Low-Wage Earners

Sara R Croymans, Debra Carpenter, Therese Perro

Research output: Contribution to journalArticle

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 languageEnglish
Pages (from-to)59-72
Number of pages14
JournalJournal of Consumer Education
Volume27
StatePublished - 2010

Fingerprint

wage earner
low wage
education
telephone
Internet
child care
literacy
learning

Cite this

Telephonic Financial Education with Rural Low-Wage Earners. / Croymans, Sara R; Carpenter, Debra ; Perro, Therese.

In: Journal of Consumer Education, Vol. 27, 2010, p. 59-72.

Research output: Contribution to journalArticle

Croymans, Sara R ; Carpenter, Debra ; Perro, Therese. / Telephonic Financial Education with Rural Low-Wage Earners. In: Journal of Consumer Education. 2010 ; Vol. 27. pp. 59-72.
@article{7d30fdd2027d4b29bc36b5d11ece2b14,
title = "Telephonic Financial Education with Rural Low-Wage Earners",
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.",
author = "Croymans, {Sara R} and Debra Carpenter and Therese Perro",
year = "2010",
language = "English",
volume = "27",
pages = "59--72",
journal = "Journal of Consumer Education",

}

TY - JOUR

T1 - Telephonic Financial Education with Rural Low-Wage Earners

AU - Croymans, Sara R

AU - Carpenter, Debra

AU - Perro, Therese

PY - 2010

Y1 - 2010

N2 - 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.

AB - 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.

M3 - Article

VL - 27

SP - 59

EP - 72

JO - Journal of Consumer Education

JF - Journal of Consumer Education

ER -