Dissertations / Theses on the topic 'Distance education'
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McLardy, Ailsa. "Understanding distance education." Thesis, University of British Columbia, 1991. http://hdl.handle.net/2429/31004.
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"Get a university degree at home in your spare time!" proclaim the back covers of magazines. Is this distance education? In fact, what is distance education?
There are many definitions of distance education in the literature. They represent distance educators' understanding of the field, and it is partly on the basis of this understanding that professionals develop progams and services. Do learners have the same understanding of distance education? If learners hold different views from educators, the discrepancy may create problems.
Therefore, the writer investigated the conceptions of distance education held by learners who had recently begun distance studies at the university level. She interviewed fifteen learners and analyzed the interviews using phenomenography. This is a qualitative methodology with certain limitations which are discussed in the study. Phenomenogaphy attempts to reveal phenomena as they are perceived by individuals. Consequently, it was the most appropriate methodology to discover learners' conceptions of distance education.
The investigator found four conceptions of distance education; they can be seen as a seed with a sprout. The kernel is distance education perceived as structure and learner actions; this conception is inward-looking. Around the kernel can develop two other conceptions: distance
education as freedom and flexibility and distance education as difficulties counterbalanced by other factors. The fourth conception has two parts: distance education as a door opener (a) to future goals and (b) in everyday life. This is the sprout growing out of the kernel; it is an outward-looking conception.
An analysis of the definitions of distance education in the literature revealed nine themes representing educators' understanding of distance education. There is a close relationship between these themes and two conceptions: "distance education as structure and learner actions" and "distance education as difficulties". On the other hand, important aspects of these and the other conceptions are not represented by the themes. Those missing aspects are all learner-centred.
Although much is written about learners being the focus of distance education, the definitions in the literature indicate a drift from that ideal. It is time for educators to make distance education truly learner-centred.Education, Faculty of
Graduate
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Lentell, Helen M. "Distance education as work : making distance education work in campus universities." Thesis, University of Leicester, 2018. http://hdl.handle.net/2381/43124.
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This thesis is about distance education as work in campus universities. It seeks to understand how distance education arose and has been sustained in campus universities. The research uncovers that critical to the development and sustainability of distance education are the workers (academic and administrative) who believe and are committed to this form of provision for those who are otherwise unable to study. The literature on distance education rarely addresses the role of the distance education workers. Rather it suggests that distance education is very unlikely to develop, let alone be sustained, if the appropriate infra structure is not in place to support it. More recently a contrasting approach, ignoring policies and organisational structures, suggests that the wide scale adoption of learning technologies will mainstream distance education into conventional university provision. There will be little or no difference between the two methods of course delivery. My professional observation was that neither accounts could explain the vibrant and successful distance education that had grown bottom up within departments in campus universities in the UK. This provision, whilst successful, remained marginal to mainstream university teaching and learning. The research for this thesis took place between 2012 and 2015. It utilises an iterative ethnographically informed interview process and was in two stages. The first stage was concerned with ascertaining what ten internationally well known and successful leaders of distance education provision considered to be the critical factors for successful distance education provision. Called the leader/experts in the research, I had anticipated that they would stress leadership and management - and they did. However what emerged from these first stage conversations was that above all else it was the people who worked in distance education who made it take off and thrive. Thus whilst infra structure and technology were important, they were second order considerations for success. These leader/experts pointed to the team working and shared values of distance education workers and their role, as leaders in distance education, was to provide an enabling environment for distance education workers. The second and substantive stage of the research explores how 27 distance education workers in 6 departments in three UK campus universities, describe their work and why it is important to them. The analysis of the research data suggests that distance education workers, in all research sites, saw themselves as working in non hierarchical teams where all, regardless of grade or role, supported each other, worked cooperatively and learned together. This is described as the distance education community of practice and is seen by the distance education workers as very different to the typical (individualistic and competitive) ways of working in academic departments. In addition the interviewees all stressed their involvement and engagement with their distance education students, and emphasised that in all aspects of their work they were student centred. Interviewees also stressed their belief in the benefit of distance education, in particular emphasising the values of access. These core ideas and dispositions are described in the thesis as the distance education habitus. The distance education community of practice and distance education habitus give the distance education workers a sense of identity separate to their campus colleagues and explains their tireless efforts to 'work around' the systems and processes of the campus university, which are not designed to ensure the flexibility distance education students require for successful study. However all the interviewees, but most particularly in two of the universities (A and C), also reported that these ways of working were being eroded and stifled by changing managerial practices that promoted what were described as more 'efficient' ways of running the university. These managerial practices included technology led systems approaches to the management of all students, and changing requirements demanded of academic staff. The thesis concludes by drawing analogies with other public sector provision and noting the contradictions that whilst higher education policy makers are addressing the need for flexibility the operational management of universities are making this harder to achieve.
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Munro, Patricia Jane. "Presence at a distance : the educator-learner relationship in distance education and dropout." Thesis, University of British Columbia, 1991. http://hdl.handle.net/2429/32299.
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The purpose of the present study was to provide an understanding of the educator-learner relationship in distance education and then to identify and discuss parts of that relationship associated with dropout. Its underlying assumption was that education, at a distance or face-to-face, involves an educator-learner relationship. There were three justifications for this investigation: to illuminate the educator-learner relationship, to contribute to research on dropout in distance education, and to foster integration between practice and scholarship in the field.
The scope of the first research question, what characterizes educator-learner relationships in distance education? necessitated drawing on a broad data base and suggested an interpretive study. The research method chosen was an integrative review of scholarly literature in the field of distance education. In answer to the first research question, the educator-learner relationship in distance education was conceptualized as a wheel with an axle of dialogue, spokes of support, and a rim of independence. The development of this model was the most important result of the present study.
Concern among practitioners over high attrition rates led to the second part of the purpose and the second research question, what characteristics of the educator-learner
relationship in distance education are associated with dropout? In answer to this question, findings from the dropout literature were filtered through the model of the educator-learner relationship in distance education. Tinto’s research into dropout from higher education informed the analysis. Results indicated that perceived deficiencies in dialogue along the spokes of support in the quadrants of learning and instruction have been associated with dropout. This study recognized that the relationship between educator and learner affects student perceptions of intellectual and social integration and so may influence dropout.
Recommendations for research and practice were generated from the model of the educator-learner relationship in distance education. Presence at a distance can be enhanced by a dialogue-centred practice. Suggestions included the tracking of students, professional development for practitioners, and evaluations of distance education practice based on the model of the educator-learner relationship in distance education.Education, Faculty of
Educational Studies (EDST), Department of
Graduate
4
Дядечко, Алла Миколаївна, Алла Николаевна Дядечко, Alla Mykolaivna Diadechko, and V. Petrenko. "System of distance education." Thesis, Видавництво СумДУ, 2011. http://essuir.sumdu.edu.ua/handle/123456789/13480.
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Che, Yu. "A study on applying American distance education technologies to distance education in China." Instructions for remote access. Click here to access this electronic resource. Access available to Kutztown University faculty, staff, and students only, 1993. http://www.kutztown.edu/library/services/remote_access.asp.
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Thesis (M.S.)--Kutztown University of Pennsylvania, 1993.Source: Masters Abstracts International, Volume: 45-06, page: 2805. Abstract precedes thesis as 2 preliminary leaves. Typescript. Includes bibliographical references (leaves 48-51).
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Moody, Jane Elizabeth. "WOMEN'S EXPERIENCES WITH DISTANCE EDUCATION." Master's thesis, University of Central Florida, 2004. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4493.
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This thesis examines issues that affect women in online learning, and discusses four women's particular experiences in the University of Central Florida's distance learning program. Online education involves aspects of support and communication that may affect women's learning experiences either positively or negatively. Distance learning may also allow women to pursue their education while still taking care of their families and outside work. In order to get a better idea of how distance learning impacts women, I discuss several studies that examine how distance learning affects women in particular. I identify three areas from this literature that seem to be particularly important in order for women to have a successful distance learning experience: social support, technical support, and awareness of differences in discussion style. After reviewing the existing literature, I discuss how this literature applies to four women's experiences here at UCF. I talk with them about how they perceive their online learning experiences, and about how they feel that the issues identified in the literature are reflected in their own lives. I discuss their issues with support, technical support, and online discussions, and relate these to existing literature in order to come up with areas that may need further exploration or improvement. I conclude the study by providing suggestions and recommendations for professors who deal with women in their online classes. I also suggest areas for further exploration in the field of women's distance education.M.A.
Department of English
Arts and Sciences
English
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Bergsma, Ryan Kenneth, Kade Gigliotti, Scott Appleby, Kyle Walker, Timmy Hefferan, and Sarah Luciano. "ROBOTIC LABORATORY FOR DISTANCE EDUCATION." Thesis, The University of Arizona, 2016. http://hdl.handle.net/10150/612567.
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Distance education is a growing trend in today’s society. One component, however, that has not been able to be translated well to online learning is the physical experience of a laboratory experiment. Our particular project was to motorize a preexisting optical engineering laboratory experiment so that it could be performed remotely over the Internet anywhere in the world. We engineered this with the goal of providing as much of an in-‐lab experience as possible hopefully demonstrating the viability of this concept as an educational tool. Ultimately, the project does demonstrate that it is possible to translate physical laboratories to online experiences where the critical concepts of the lab are still effectively learned through the manipulation of a limited selection of the hardware components. However, as a supplement to distance students’ restricted curriculum, this system can be an invaluable learning tool. In the future, this system
could be scaled to incorporate more laboratory experiments with the ultimate goal of creating a fully online curriculum.
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Luciano, Sarah C., and Alan R. Kost. "Robotic laboratory for distance education." SPIE-INT SOC OPTICAL ENGINEERING, 2016. http://hdl.handle.net/10150/622536.
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This project involves the construction of a remote-controlled laboratory experiment that can be accessed by online students. The project addresses a need to provide a laboratory experience for students who are taking online courses to be able to provide an in-class experience. The chosen task for the remote user is an optical engineering experiment, specifically aligning a spatial filter. We instrument the physical laboratory set up in Tucson, AZ at the University of Arizona. The hardware in the spatial filter experiment is augmented by motors and cameras to allow the user to remotely control the hardware. The user interacts with a software on their computer, which communicates with a server via Internet connection to the host computer in the Optics Laboratory at the University of Arizona. Our final overall system is comprised of several subsystems. These are the optical experiment set-up, which is a spatial filter experiment; the mechanical subsystem, which interfaces the motors with the micrometers to move the optical hardware; the electrical subsystem, which allows for the electrical communications from the remote computer to the host computer to the hardware; and finally the software subsystem, which is the means by which messages are communicated throughout the system. The goal of the project is to convey as much of an in-lab experience as possible by allowing the user to directly manipulate hardware and receive visual feedback in real-time. Thus, the remote user is able to learn important concepts from this particular experiment and is able to connect theory to the physical world by actually seeing the outcome of a procedure. The latter is a learning experience that is often lost with distance learning and is one that this project hopes to provide.
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Kagawa, Osami. "Distance Education System : VIEW Classroom." Kyoto University, 1997. http://hdl.handle.net/2433/160827.
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本文データは平成22年度国立国会図書館の学位論文(博士)のデジタル化実施により作成された画像ファイルを基にpdf変換したものであるKyoto University (京都大学)
0048
新制・課程博士
博士(工学)
甲第6873号
工博第1624号
新制||工||1069(附属図書館)
UT51-97-H257
京都大学大学院工学研究科情報工学専攻
(主査)教授 上林 彌彦, 教授 矢島 脩三, 教授 池田 克夫
学位規則第4条第1項該当
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Pavlenko, V., I. Ponomarenko, and A. Turan. "Innovative technologies in distance education." Thesis, Київський національний університет технологій та дизайну, 2021. https://er.knutd.edu.ua/handle/123456789/19373.
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Ageicheva, A., and O. Severyn. "Swedish distance higher education development." Thesis, Сумський державний університет, 2012. http://essuir.sumdu.edu.ua/handle/123456789/29436.
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Discussions regarding a Swedish Open University lead to the following solutions for different educational levels. The responsibility for carrying out distance education rested with the individual university departments, which at the same time organized traditional forms of university education. The National Broadcasting Company got a special assignment to arrange distance education courses for popular education.
When you are citing the document, use the following link http://essuir.sumdu.edu.ua/handle/123456789/29436
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Curry, Robert Furman. "Academic advising in distance education." W&M ScholarWorks, 1997. https://scholarworks.wm.edu/etd/1539618386.
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This study compared and contrasted current goals and practices of institutional advising programs with those utilized specifically by distance education programs. as part of the conceptual framework, the study analyzed seven practices of advising programs identified through previous research on academic advising: delivery systems, organizational models, evaluation, support or reference materials, required occasions for academic advising, group advising, and advisor-student communication. The eight advising goals of the National Academic Advising Association (NACADA) were also used to build the conceptual framework.;Data were collected through a survey which resulted in descriptive statistics on advising goals and practices in distance education. Data analysis involved comparisons of results of the Academic Advising in Distance Education Survey developed for this study with data from American College Testing's Fourth National Survey of Academic Advising. Participants were identified from Peterson's 1996 publication, Guide to Distance Learning. Institutions selected for the sample had at least one baccalaureate degree program available at a distance, using primarily electronic means of instruction. One institutional representative completed the survey. Eight-nine surveys were mailed to institutions that met the study's definition of distance education. Seventy-three of these surveys were returned for a response rate of 82%.;Results showed that NACADA's advising goals were relevant for distance education; mean achievement was higher for each goal in distance education when compared with institutional advising programs. Advising practices were similar for distance education and institutions as a whole in that faculty advisors were the most frequent deliverers of advising services. There were differences between institutional and distance education advising programs in other practices, with less utilization of group advising, institutional reference materials, and advising evaluation in distance education.
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Wu, Rongbin. "Feedback in distance education: A content analysis of Distance Education: An International Journal, 1980-2013." Diss., Virginia Tech, 2014. http://hdl.handle.net/10919/52582.
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The purpose of this study was to ascertain what has been written about feedback in Distance Education: An International Journal. Distance education has been dramatically developed in domestic and international education. It is a kind of education that concentrates on teaching methods and technologies, intending to deliver teaching to students who are not physically present in the traditional education setting such as the classroom. In distance education, students have fewer chances to get immediate responses from their teachers. Hence, in order to make sure that students have really learned and made progress, students and instructors should interact or communicate with each other frequently. The definition of feedback is that it is a reinforcer information given by different kinds of sources to help feedback receivers to make progress. Feedback serves as a useful learning tool with which to interact and communicate. In many cases, feedback may be the only learning communication between students and teacher in distance education courses. Content analysis methodology had been chosen for this research project in order to get a systematic and deep understanding of feedback in distance education. A coding form was utilized to support the objective observation. Predetermined themes were used to categorize the articles from the Distance Education: An International Journal. Six hundred and twenty peer reviewed articles were searched, and three hundred and fifty eight articles include the term feedback. The researcher read all these three hundred and fifty eight articles. One hundred and twenty four articles were about sources, sixty-two were about types of feedback, fifty-seven were about technology, and nineteen of them were about quality. There were also some other kinds of topics appeared in the articles of this journal. In order to make the analysis much more clear, the researcher categorized topics into four specific themes: feedback types, feedback providers, ways to deliver feedback and feedback quality. Results and discussion were provided.Ph. D.
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Hummell, Laura McFadden Cheryl. "Distance Education Leaders' Perspectives: A Study of How Select Higher Education Institutions Implement and Lead Online Distance Education Programs." [Greenville, N.C.] : East Carolina University, 2008. http://hdl.handle.net/10342/1076.
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Moore, Patrick G. "Online education the changing face of higher education /." [Denver, Colo.] : Regis University, 2005. http://165.236.235.140/lib/pmoore2005.pdf.
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Wong, Charles Kit Hung. "Measuring completion rate in distance education." Thesis, University of British Columbia, 1987. http://hdl.handle.net/2429/28313.
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The purpose of this study was to create and examine the conceptual and psychometric properties of four components that comprise 'programme outcome' sought by distance educators, and to examine the extent to which student (socio-demographic) and programme (e.g. duration) variables related to them. This ex post facto study utilised the records of 773 correspondence students enrolled at The Chinese University of Hong Kong for the 1984 Summer session and who submitted one or more assignments. Four variables were derived from the data set - completion rate, deviation (lateness in submitting assignments), turnaround (time taken to return marked assignments) and grades. These variables were more conceptually defensible than the NUEA or other formulae typically used to measure 'outcomes'. It was hypothesized that when students had to wait longer for the return of their assignments in the first quarter of the course, completion rate would be lower, but this would not happen after the course was half over. When students were late submitting assignments, it was expected that their completion rate would be lower than those submitting on time. It was found that turnaround had a significant association with completion rate throughout the course. Deviation, that is, delays in submitting assignments, was also related to completion. Each of the four variables had significantly different associations with programme outcome. The measures employed here can be used elsewhere as the data that comprise them are found in the records of most distance education programmes. This should facilitate research in distance education and provide practitioners with a way to monitor programmes.Education, Faculty of
Educational Studies (EDST), Department of
Graduate
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Henckell, M. Martha. "Evaluating distance education the student perspective /." Diss., Columbia, Mo. : University of Missouri-Columbia, 2007. http://hdl.handle.net/10355/4836.
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Thesis (Ed. D.)--University of Missouri-Columbia, 2007.The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on September 25, 2007) Vita. Includes bibliographical references.
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Salamati, Zahra. "Designing Interaction Equivalency in Distance Education." Thesis, Högskolan i Borås, Institutionen Handels- och IT-högskolan, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:hb:diva-16887.
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The fundamental advancement of information technology has given rise to distance education industry hence it has helped to the popularity of distance education among people. However, for employing innovative and advanced tools universities need financial resources. Reaching to these resources is not easy and accessible. Interaction equivalency theorem can be a good solution for overcoming the financial problems but designers are reluctant to utilize it because they think that education quality will decrease due to lack of teacher interaction. This study demonstrated that students’ perception toward interaction equivalency is positive as long as they have high level of interdependency with other students. Without this level of, students are not motivated in order to continue their courses. This study by providing techno-pedagogical design and IS design theory for support of IE helps e-learning practitioners who want to design an acceptable distance educational system with limited financial resources.Program: Magisterutbildning i informatik
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Simpson, Michael J. "Low Cost Video For Distance Education." NSUWorks, 1996. http://nsuworks.nova.edu/gscis_etd/842.
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A distance education system has been designed for Nova Southeastern University (NSU) . The design was based on emerging low cost video technology. The report presented the design and summarizes existing distance education efforts and technologies.
The design supported multimedia electronic classrooms, and enabled students to participate in multimedia classes using standard telephone networks. Results were presented in three areas: management, courseware, and, systems.
In the area of management, the report recommended that the University separately establish, fund, and staff the distance education project. Supporting rationale was included.
In the area of courseware, the importance of quality courseware was highlighted. It was found that the development of distance education courseware was difficult; nevertheless, quality courseware was the key to a successful distance education program.
In the area of systems, component level designs were presented for a student system, a university host, and a support system. Networks connecting the systems were addressed. The student system was based on widely available multimedia systems. The host system supported up to sixteen participants in a single class. The support system was designed for the development of courseware and the support of future projects in distance education.
The report included supporting Proof of Principle demonstrations. These demonstrations showed that low cost video systems had utility at speeds as low as 7. 2 kbps. They also showed that high quality student images were not crucial to the system. The report included three alternate implementation strategies. The initial capability could be operational in 1997. A multi-session, 2000 user system was projected for early in the next century.
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Klein-Wohl, Esther. "Second language reading and distance education." Thesis, University College London (University of London), 1994. http://discovery.ucl.ac.uk/10020226/.
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This thesis is essentially concerned with two main issues: reading and distance education (DE). The purpose of the study is to devise a feasible teaching/learning model for second language (L2) reading instruction for academic purposes to adult learners studying in a distance delivery system. The proposed Model is derived from a conceptual analysis of the research in reading and in DE. We examine the theoretical principles of reading as a context of language use and of DE as a context of language instruction in order to identify the favourable elements of distance learning that render L2 reading a good case for treatment in that mode. Our conceptually based Model provides criteria for the design of instructional materials and represents an ideal operational structure for teaching L2 reading at a distance. It also claims to account for many of the deficiencies found in L2 language pedagogy. The applicability of the Model is demonstrated when it serves as an instrument used for a qualitative evaluation of the existing English reading comprehension course at the Open University of Israel. On the basis of our theoretically informed Model, a sample unit is presented which constitutes a pedagogical hypothesis that reflects the way we suggest L2 reading for academic purposes in a distance delivery mode should be taught.
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Вишневська, Марина Олександрівна. "Distance education system in teaching english." Thesis, Київський національний університет технологій та дизайну, 2017. https://er.knutd.edu.ua/handle/123456789/7217.
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Vyshnevska, M. "Distance education technologies for English classes." Thesis, Київський національний університет технологій та дизайну, 2020. https://er.knutd.edu.ua/handle/123456789/16656.
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Scheckler, Rebecca K. "Weaving feminism, pragmatism, and distance education." Diss., Virginia Tech, 2000. http://hdl.handle.net/10919/26638.
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From images of distance education (DE) in advertisements to examples of extant DE theory and practice, and finally to a possible dystopia and utopia for DE, this dissertation investigates the rich representations at the intersection of feminism, pragmatism, and web based distance education. It is composed of three parts. The first part is the construction of a feminist-pragmatic theoretical and analytical tool, motivated by images of DE in commercial advertisements. These images include control of nature (and the natural body), gendered experience, transactions of bodies and tools, loss of bodies, and atomic individualism. In response to these images, the main unifying theme of the tool is organic holism where the world as a dynamic system connects with culture, biology, history, and context. It draws heavily on the work of John Dewey, Charlene Haddock Seigfried, Timothy Kaufman-Osborn, Shannon Sullivan, Nancy Fraser, Donna Haraway, Sandra Harding, and Carolyn Merchant in order to form a rich weaving useful to instructional technologists and philosophers of education. The second part explores three examples of extant web based distance education using this tool. Lastly, I explore alternatives to current instantiations of distance education including a dystopia and a melioristic option that I call sustainable technology.Ph. D.
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Storrings, Deborah A. "Attrition in distance education a meta-analysis /." Related electronic resource: Current Research at SU : database of SU dissertations, recent titles available full text, 2005. http://wwwlib.umi.com/cr/syr/main.
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Lai, Shu-Ju Alice. "Virtualizing art education : An educational ethnographic case study of a distance art education course /." The Ohio State University, 2002. http://rave.ohiolink.edu/etdc/view?acc_num=osu1486457871785818.
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Heylings, Phillippa Frances. "Professional development in environmental education in Zanzibar, Tanzania: distances encountered in a semi-distance learning course." Thesis, Rhodes University, 2000. http://hdl.handle.net/10962/d1003598.
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In Zanzibar, in 1995, opportunities for professional development in environmental education were minimal. Yet the demand for professional development was high, especially because of an emphasis on formal qualifications in the country. Credibility was afforded to forms of professional development, aimed at creating more ‘experts’. Ongoing environmental education practice was not achieving its objectives. Into this setting, which was culturally and socio-politically different from the South African context where it was developed, I introduced the Rhodes University Certificate and Gold Fields Participatory Course in Environmental Education (RU/GF); a non-formal, counter-hegemonic course which encouraged critical reflection on the dominant orientations to environmental education practice – including professional development. I used critical ethnographic and action research methods to explore my praxiological interest, the adaptation of the RU/GF curriculum to the Zanzibar context. During the research process, a decision was made to formally accredit the RU/GF course. This decision did not alter the course orientation or the learning process but opened up possibilities for future curriculum development processes. It allowed the students both a formal qualification necessary for status and promotion, and participation in a learning process that challenged the dominant paradigm on professional development and status from within the socio-political context. The research took on a reflexive orientation to research and environmental education. Through a dialectical development of theory, method and results, several important issues emerged. These deal with the ‘distances’ encountered in attempting to address some of the perceived dichotomies in professional development in environmental education through semi-distance learning: the distances between status and learning; the need for career upgrading and the type of learning considered appropriate for professional development in environmental education; the non-quantifiable aims associated with a reflexive orientation to professional development and formal assessment demands for measurable criteria; the democratisation of open-entry courses and the elitism of restricted access; the focus on individual growth and the attainment of a normative grade; theory and practice; and finally distances between learner, text and language. The research supports similar findings emerging from evaluation of the RU/GF course in South Africa and resonates with, and contributes to, issues concerning professional development in environmental education being considered internationally.
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Fox, Jan Isobel. "Review of the factors influencing the satisfaction of learning in online courses at Marshall University." Morgantown, W. Va. : [West Virginia University Libraries], 2000. http://etd.wvu.edu/templates/showETD.cfm?recnum=1345.
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Thesis (Ed. D.)--West Virginia University, 2000.Title from document title page. Document formatted into pages; contains ix, 128 p. Vita. Includes abstract. Includes bibliographical references (p. 88-106).
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Ozturk, Elif. "Online Distance Education: A New Approach To Industrial Design Education." Master's thesis, METU, 2010. http://etd.lib.metu.edu.tr/upload/12612241/index.pdf.
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Today, the impact of information technologies on education field is ever more clarified with the integration of new tools and methods to the education. Education has been becoming away from the traditional classroom environment through virtual environment. Besides education of theoretical disciplines, education of practice based disciplines, like design related disciplines are moving toward virtual environments. One of these is Industrial Design (ID) education which also has made the transition to the virtual world.
This thesis aims to explore and scrutinize the latest forms of ID education, especially the online distance ID education. In order to comprehend the technological progress of ID education and its possible future, an overview of the origins and an evaluation of the current state of distance online ID education are made. By this study, it is expected to shed light to the design educators and the educational systems&rsquodevelopers, for designing these environments. At the end of this research, it is concluded that it is not possible to imagine a future of ID education without technology integration. However, it would be better to apply both technological and traditional methods. In fact, the key people in the development of these educational systems and tools would be the designers themselves.
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Mohr, John Darrell. "Technology-mediated distance education used to prepare special education personnel." Thesis, University of North Texas, 2004. https://digital.library.unt.edu/ark:/67531/metadc4544/.
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This study examined how technology-mediated distance education is used in special education courses in teacher preparation programs. The data are based on a 30-item survey administered to members of the Teacher Education Division of the Council for Exceptional Children, who identified themselves as serving in an instructional capacity within institutions of higher education. Technology-mediated instruction was characterized in terms course delivery methods and program attributes. An analysis of instructional design processes revealed that most instructors are largely autonomous and do not rely on a team-based approach. Most make use of course-design and management software. Training is linked to course strategy and evaluation, while experience is associated with implementation. Respondents emphasized communication and student feedback. While both users and non-users of distance education technology foresaw the increased use for course delivery in the future, a notable percentage (13%) of current users indicated a desire to discontinue use.
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Woldeyes, Melese M. "Access to quality postgraduate education through distance education in Ethiopia." Thesis, University of Pretoria, 2014. http://hdl.handle.net/2263/45884.
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The aim of this study was to examine the role of distance education in providing access to quality postgraduate education in Ethiopia, using the Indira Gandhi National Open University (IGNOU) as a case study. It draws on the development of distance education and it further explores the distance education programme delivery system in Ethiopia on the postgraduate level. In addition, the study explores the policy gap between conventional and distance education in relation to international postgraduate distance education. The study, specifically, focuses on the Master of Arts in Rural Development (MARD) programme offered by IGNOU in Addis Ababa, Ethiopia, in terms of the opportunities it provides for alternative access to postgraduate education. It also explores the quality and quality assurance strategies employed in distance education.
Two instruments were used to gather relevant data, namely: interviews and document analysis. The structured interviews were conducted with MARD graduates and current students at IGNOU in 2012. Other semi-structured and structured interviews were conducted with the dean and department head, programme coordinator, tutors, the institution‘s top-level managers, the course and materials dispatching officer and administrator as well as with policy-makers at the Ministry of Education (MoE).
Furthermore, interviews were conducted with higher education experts and other MoE senior officials in foreign relations and those involved in cross-border private higher institutions. Senior officials from the Higher Education Relevance and Quality Agency (HERQA) were also interviewed, such as the deputy director and senior officials who are responsible for quality audit and accreditation for both private and public higher education as well as the external quality auditors. A total sample size of thirty respondents participated in the study and the respondents were purposefully selected from diverse areas. The data gathered, using a qualitative method, was analysed. The selected relevant documents for the study were also thoroughly analysed and agreed with the interview findings. The study established that distance education has the potential to contribute significantly to the provision of higher education in Ethiopia. As the main findings of the study revealed, there is recognition of the MARD programme by the participants, especially the graduates in terms of the fulfilment of certain quality elements which is largely due to the promotion they received after the completion of the programme.
The MoE participants indicated an acceptance of IGNOU in terms of it increasing access to higher education, even though it seems to be unrealistic to state that the quality of postgraduate distance education at IGNOU at this level is of the highest standard. Nevertheless, the quality indicators or elements at IGNOU regarding student support services and the quality of course materials and assessment methods are clear evidence that indicate that IGNOU is addressing the issues of quality enhancement and improvement.
There are, however, a number of factors which can affect the realisation of the potential of distance education programmes in Ethiopia. These are considered in terms of the operations of international providers of postgraduate studies and their role in meeting the increasing demand for quality human resource development in the country. In view of the findings and provided that the necessary conditions are met, it is possible to provide postgraduate studies in distance education programmes in Ethiopia in an efficient and successful manner. This requires careful planning and the alignment of the policy framework with the conventional system of higher education. The study further reveals a range of strengths and weaknesses in the postgraduate level distance education programmes offered by international providers and by IGNOU, in particular.
The main areas of emphasis include the national education policy and its implications for distance education development and the entire institutional and pedagogic system of the cross-border institution; the focus of which includes course material development; the provision of various student support services; as well as the integration of ICT and assessment and evaluation methods. In the light of the above factors the study also identifies some strategies that can be used to develop and increase the effectiveness of these programmes. A significant strategy identified in this study recommends the need to decentralise services into different regional administrative centres. There is, therefore, a need to have comprehensively stocked libraries and quality student support services at the regional centres with adequate facilities for distance students including services, such as ICT, access to reference materials and counselling.
Frameworks for assuring quality in open and distance learning, identified by Latchem and Jung in Asian Open and Distance Learning universities (ODL) (2007) and Lockhart and Lacy (2002) and an Assessment model used in the United States‘ distance education context were adopted for the purpose of analysis in this study. Latchem and Jung (2007) examine the various quality assurance approaches employed in Asian Open and Distance Learning universities (ODL). They make suggestions on how to achieve a culture of quality in distance education which is relevant in the context of developing countries, such as Ethiopia. The following three quality indicators were used as tools of analysis: coherence, efficiency and the impact of distance education. These indicators are identified by Perraton (2000:199) and are drawn from the quality criteria specific to distance education. They were adopted as a framework that could be applied to quality distance education in responding to human resource development in Ethiopia.
The study reveals that access to postgraduate studies in the conventional face-to-face system in Ethiopia is still a problem for some students and workers. Therefore, it is recommended that international postgraduate distance education providers should collaborate with local private and public contact higher education institutions in order to provide alternative access to higher education via the distance education mode.Thesis (PhD)--University of Pretoria, 2014.
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Walker, Scott L. "Development and Validation of an Instrument for Assessing Distance Education Learning Environments in Higher Education: The Distance Education Learning Environments Survey (DELES)." Thesis, Curtin University, 2003. http://hdl.handle.net/20.500.11937/1303.
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Globally, as distance education has become firmly embedded as a part of the higher education landscape, governments and institutions are calling for meaningful research on distance education. This study involved designing, developing and validating a learning environment survey instrument for use in distance education-delivered courses in post-secondary education. Specifically it involved merging two distinctive areas of study: psychosocial learning environments research and distance education research. The unique social structure of asynchronous distance education learning environments requires a unique and economical instrument for measuring the perceptions of distance education course participants. The research followed a three-stage instrument-development process of identifying salient scales, developing survey items, and field testing and analysing data using item analysis and validation procedures. This was followed by an investigation into the associations between the psychosocial learning environment and students enjoyment of distance education. The results yielded a new six-scale, 34-item Web-based learning environment instrument suitable for use in a number of asynchronous post-secondary distance education environments. The new instrument, the Distance Education Learning Environment Survey (DELES) assesses Instructor Support, Student Interaction and Collaboration, Personal Relevance, Authentic Learning, Active Learning, and Student Autonomy. Analyses of data obtained from 680 subjects supported the factorial validity and internal consistency reliability. The results also indicated statistically significant associations between the distance education learning environment and student enjoyment of distance education.
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Walker, Scott L. "Development and Validation of an Instrument for Assessing Distance Education Learning Environments in Higher Education: The Distance Education Learning Environments Survey (DELES)." Curtin University of Technology, Science and Mathematics Education Centre, 2003. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=14269.
Full textAbstract:
Globally, as distance education has become firmly embedded as a part of the higher education landscape, governments and institutions are calling for meaningful research on distance education. This study involved designing, developing and validating a learning environment survey instrument for use in distance education-delivered courses in post-secondary education. Specifically it involved merging two distinctive areas of study: psychosocial learning environments research and distance education research. The unique social structure of asynchronous distance education learning environments requires a unique and economical instrument for measuring the perceptions of distance education course participants. The research followed a three-stage instrument-development process of identifying salient scales, developing survey items, and field testing and analysing data using item analysis and validation procedures. This was followed by an investigation into the associations between the psychosocial learning environment and students enjoyment of distance education. The results yielded a new six-scale, 34-item Web-based learning environment instrument suitable for use in a number of asynchronous post-secondary distance education environments. The new instrument, the Distance Education Learning Environment Survey (DELES) assesses Instructor Support, Student Interaction and Collaboration, Personal Relevance, Authentic Learning, Active Learning, and Student Autonomy. Analyses of data obtained from 680 subjects supported the factorial validity and internal consistency reliability. The results also indicated statistically significant associations between the distance education learning environment and student enjoyment of distance education.
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Koczela, Diane M. Walsh Dennis J. "Promoting distance education at Naval Postgraduate School /." Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 1996. http://handle.dtic.mil/100.2/ADA311277.
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Thesis (M.S. in Information Technology Management) Naval Postgraduate School, March 1996.Thesis advisor(s): Ted Lewis, James C. Emery. "March 1996." Bibliography: p. 125-127. Also available online.
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Merena, Penny S. "Increasing retention in online distance education courses." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file 1.51 Mb., 84 p, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:3221128.
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Huddleston, Michael B. "Case study: copyright issues in distance education." Texas A&M University, 2005. http://hdl.handle.net/1969.1/4317.
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Over the years, much attention has been given to copyright law in literature and as it
pertains to textbooks and other original academic works. However, as the focus is narrowed to
the copyright law as it relates to distance education within higher education, very little
information or precedents can be looked to for guidance. For an institution of higher education
involved in distance education, the problem demands that a model be developed specifically
for universities to follow as they embrace distance education programs and course
development. As the likelihood of lawsuits and grievances clearly exists, the motivation of
faculty to create original works is potentially compromised when there is conflict between
themselves and the universities who employ them. In addition, a set of guidelines in the form
of a model lends a structural basis to university educators and administrators alike on which to
formulate the process of developing distance education programs with a greatly reduced
chance of legal incident.
A case study design was chosen because it adds strength to what is known and deepens
understanding of complex issues. According to Lincoln and Guba in their 1985 book,
qualitative research involves the studied use and collection of a variety of empirical materials: case study, personal experience, introspective, life story, interview, observational, historical,
interactive, and visual texts that describe routine and problematic moments and meanings in
individuals
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Fraser, Joy H. "Administrative issues in nursing distance education programs." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/NQ34765.pdf.
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Spiller, Simone. "Distance education on the World-Wide Web." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape10/PQDD_0001/MQ44287.pdf.
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Barry, Irene Doyle. "Student and faculty readiness for distance education." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape8/PQDD_0031/MQ47435.pdf.
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Fink, Mark L. "Peer interaction in university-level distance education." Connect to Online Resource-OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1183500982.
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Dissertation (Ph.D.)--University of Toledo, 2007.Typescript. "Submitted as partial fulfillment of the requirements for The Doctor of Philosophy in Curriculum and Instruction." Bibliography: leaves 118-135.
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Spiller, Simone. "Distance education on the world-wide web." Thesis, McGill University, 1997. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=20871.
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The Internet's growing acceptance as a key medium to educate people is the main focus of this thesis. Although distance education has been a popular learning method since the end of the 19th Century, never before has technology made it so easy to disseminate knowledge by linking different media formats---e.g. text, sound, video. In fact, this huge library accessed by a universal interface, is one of the key contributions that the Internet and the World-Wide Web have brought to the learning process.The main goal of this thesis is to encourage instructors to create and deliver courses using the Internet and, most of all, to show that the process can be simple and effective. In order to support this study, four major Course Management tools are presented and analyzed: Pathway by Solis-Macromedia, LearningSpace by Lotus, WebCT by The University of British Columbia, and Virtual-U by Simon Fraser University.
As a result of this thesis, a Grades Application was developed using the Internet protocol. This application is an uncomplicated, yet effective solution for using the Web to manage, calculate, and view students' marks. With the open architecture of the Web and standard programming languages such as JavaScript and Perl, the system will execute in most computers available in universities around the world.
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Nie, Ming. "The impact of culture on distance education." Thesis, Middlesex University, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.485280.
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With the advent of networked information and communication tec:h.J'.10!ogies distance education has taken to new heights. In the wake of this development distance learning has also become international. 'Western educational institutions, particularly of English speaking count.ries, teach distance learners ofother cultures often without cultural differences into consideration. This leads to particular teaching lli,d learning experiences for overseas students and their local tutors. The thesis at hand focuses on the learning experiences of distance learning students in Hong Kong, Egypt, and London. It identifies major cultural influences on their learning and teaching styles reveals the mechanisms students and tutors employ to close the cultural gap. For purpose a qualitative study has been carried out with students emolled on a Masters program at Middlesex University. The study explores the different teaching and learning styles of each country and relates these to the cultural values of the country. It compares the teaching and learning styles across countries to distinguish cultural differences from those caused by economic and other conditions to develop a concept of cross-cultural distance learning. It appears that the dominant belief systems of the target countries, e.g. Islam, and the role education plays within these belief systems, have a major impact on teaching and learning styles in these countries. Furthermore, local tutors seem to playa central role in closing the cultural gap between the educational provider and the distance students by culturally 'translating' requirements of the providing institrttion into something familiar for the distance learning students. The way and degree to which local tutors take on this task influences the learning styles of overseas students; the less active tutors are in cultural translation the more students get together and take responsibility for this process themselves. other words, cultural translation is necessary_ 'Western distance learning institutions could support this inevitable translation process in several ways. A first step would be to acknowledge the cultural gap. Secondly, they could support tutors in their translation work. They also could support students in their attempts to do some cultural translation for themselves. Finally, these institutions could do some of the cultural translation work themselves.
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Koczela, Diane M., and Dennis J. Walsh. "Promoting distance education at Naval Postgraduate School." Thesis, Monterey, California. Naval Postgraduate School, 1996. http://hdl.handle.net/10945/32172.
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This thesis defines and supports five recommendations for Naval Postgraduate School (NPS) to promote its distance education program. The research and interviews in this study were primarily done to find the current barriers and requirements needed to conduct distance education on a larger scale. The research began with defining the Department Chairmen's concerns with distance education at NPS. Each recommendation, developed from the concerns is supported by interviews with Department Chairmen, Educators, and Administrators as well as literary findings. Implementation requirements and benefits to both the DON and NPS are also provided for each recommendation. The first recommendation this thesis supports is for NPS to develop a mission and vision statement for distance education. The second is to establish a NPS Distance Education Support Center to centralize campus efforts in distance education. The third recommendation is to institute a NPS Distance Education Marketing Plan to find potential customers and increase distance education interest on campus. The fourth recommendation is for NPS to immediately determine the cost for distance education in order to request additional funding from DON. Finally, the study recommends NPS begin a pilot program as a model for future distance education for active duty officers in the fleet. The proposed pilot program presented in this study is with HSL-41, a LAMPS Mark-III Squadron. With these recommendations, this thesis looks to make NPS the 'Navy's Distance Education University.' This study concludes with a time-line for implementing these recommendations.
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Vasiljev, Artem. "Modern technologies and learning English: distance education." Thesis, Молодь у глобалізованому світі: академічні аспекти англомовних фахових досліджень (англ. мовою) / Укл., ред. А.І.Раду: збірник мат. конф. - Львів: ПП "Марусич", 2011. - 147 с, 2011. http://er.nau.edu.ua/handle/NAU/20866.
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Pugh, Christina Elizabeth. "Wood Magic Program: A Distance Education Perspective." Thesis, Virginia Tech, 2002. http://hdl.handle.net/10919/42756.
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Research has shown that widespread misperceptions prevail regarding the use and sustainability of Americaâ s forest resources. Elementary school students receive only a general foundation in the area of wood science and many elementary school resources have shown to be inadequate. Virginia Tech and a few other universities have adopted Wood Magic (originated at Mississippi State University) which presents active, hands-on, and engaging science-based education to third, fourth, and fifth graders, allowing them the opportunity to obtain both a theoretical and practical knowledge in these areas of study. A distance education version of the Wood Magic Program, utilizing interactive videoconferencing, is the focus of this thesis.
An instructional design model has been developed to meet the needs of designers or instructors looking to expand into the distance education environment. This model describes all steps necessary to develop and implement a distance course or program.
A survey was conducted of all randomly selected third, fourth, and fifth grade elementary school science teachers in Virginia. The intentions of the survey were to discover the barriers to implementing the Wood Magic Distance Education Program into their current curriculum. The three largest barriers to implementation were cost of materials, time, and travel resources.Master of Science
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Turanlı, Dehan Aytaç Sıtkı. "A basic web-based distance education model/." [s.l.]: [s.n.], 2005. http://library.iyte.edu.tr/tezler/master/bilgisayaryazilimi/T000337.pdf.
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Thesis (Master)--İzmir Institute Of Technology, İzmir, 2005.Keywords: Distance education, web based education, model, system approach, questionnaire. Includes bibliographical references (leaves. 147).
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Porter, Mary. "The benefit of distance learning." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2776.
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This project will address the issues concerning the benefits of distance learning, a growing area in our education system today. Distance learning takes place when the teacher and students are separated, and technology is used to bridge the instructional gap.
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Lattanzio, Maria Teresa. "Locus of control and temperament type as contributing factors to attrition in on-line courses /." View abstract, 2001. http://library.ccsu.edu/ccsu%5Ftheses/showit.php3?id=1631.
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Thesis (M.A.)--Central Connecticut State University, 2001.Thesis advisor: Marc Goldstein. " ... in partial fulfillment of the requirements for the degree of Master of Arts [in Psychology]." Includes bibliographical references (leaves 31-34).
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Wong, Lung-fai, and 黃龍輝. "Using ICT in distance learning to reduce the cultural distance." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B29612743.
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Wilkinson, Thomas Walter. "The perceptions and actions of selected distance educators on academic procrastination in telecommunications-based distance education programs in higher education /." This resource online, 1990. http://scholar.lib.vt.edu/theses/available/etd-10032007-171515/.
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Wilkinson, Thomas W. "The perceptions and actions of selected distance educators on academic procrastination in telecommunications-based distance education programs in higher education." Diss., Virginia Tech, 1990. http://hdl.handle.net/10919/39547.
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This study investigated the perceptions and actions of selected distance educators on academic procrastination in telecommunications-based distance education programs in higher education. Data were collected via mail survey from a sample of 276 telecommunications-based distance education programs identified by two national data sources. Specifically, subjects were asked to provide information on: the extent to which they perceived academic procrastination to be a problem in their program, the data they collected on academic procrastination, and the strategies they used to com.bat academic procrastination.
Responses from 143 programs (135 program directors and 297 faculty) indicated that 95 percent of the distance educators believed student procrastination was a problem and 37.5 percent believed it was a serious problem. However, distance educators' data collecting efforts on academic procrastination were neither extensive nor systematic. The data that they reported collecting came from traditional sources and unsophisticated methods of data collection. The sources and unsophisticated methods of data collection. The distance educators did report using a variety of strategies to combat academic procrastination. These strategies had little relationship to the distance educators' perception of academic procrastination or the data they collected on procrastination. Distance educators tended to add more structure and control to reduce procrastination as opposed to rewarding students for early completion of assignments.
This study indicated that distance educators were sufficiently concerned about academic procrastination to warrant further investigation. Focus should be placed on comparing programs with low procrastination against programs with high procrastination, perceptions and actions of distance learners on academic procrastination, and determining what data collecting techniques and strategies to reduce procrastination are most effective.Ed. D.