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Dissertations / Theses on the topic 'Telecommunication in education'

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Published: 4 June 2021

Last updated: 30 July 2024

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1

Yevtushenko, Denys, and Денис Павлович Євтушенко. "Telecommunication in the process of education at universities." Thesis, National Aviation University, 2021. https://er.nau.edu.ua/handle/NAU/50565.

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1. Zeleniakova M., Pavolova H., Bakalar T.(2012) Internet communication in the process of education at universities // Procedia Social and Behavioral Sciences. 2012. № 46 P. 2711 – 2715 URL: https://pdf.sciencedirectassets.com 2. Nemlii L. (2019) Information technologies in Foreign Language Teaching. URL: http://www.flyhigh.nau.edu.ua/docs/tezy_2019.pdf
The world has faced a major problem - a coronavirus pandemic. Because of this, university education is conducted in a distance format using telecommunications programs. These programs make it possible maintain a direct connection between teachers and students, as well as control the entire educational process during the semester. The most popular programs which are used to hold online education are called Zoom and Google Meet - services for creating video conferencing.
Світ зіткнувся з головною проблемою - пандемією коронавірусу. Через це університетська освіта проводиться у дистанційному форматі за допомогою телекомунікаційних програм. Ці програми дозволяють підтримувати прямий зв’язок між викладачами та студентами, а також контролювати весь навчальний процес протягом семестру. Найпопулярніші програми, які використовуються для проведення онлайн-навчання, називаються Zoom та Google Meet – платформи, що дають можливість створювати відеоконференції.

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2

Suwannoi, Paisan, and mikewood@deakin edu au. "Telecommunication technology and the professional development of teachers : challenge and opportunity." Deakin University. School of Social and Cultural Studies in Education, 2000. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20060713.104559.

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The thesis explores an effective model for using the internet in a distance training program for secondary school teachers. The professional development program, the dissertation, titled The Virtual University: Professional development for teachers, was initiated based on aspects of telecommunication technology and the professional development for Thai school teachers. The question of this program was How could information technology be used in developing an appropriate professional development model for Thai teachers? Prior to the project, the four research studies were conducted to formulate the related base line information and supported framework for the program development. The four researches are: (1) Telecommunication Technology in Thai Schools, (2) The Role of University on Science Teachers Development, (3) Computer Education Curriculum for Student Teachers: Theory and Practice, and (4) Teachers Perceptions of the Academic Link Project Between Schools and Universities for Teacher Professional Development. The first research study provides the information about the necessary basic factors for change in Thai secondary schools and the new insights and understandings about change in Thai schooling. The major findings were the understandings about teachers need for professional development, the available support in Thai school for professional development, and the limitations of professional development of teachers. The second research study provides the information about the roles of university faculty on initiation and operation of science teacher development programs, science teaching and learning resources centers, science instructional media design and production services, science teaching clinics, and science teachers associations. The third research study provides the conceptual framework for both preservice and inservice curriculum development program for teacher development. The last research study provides a base of descriptive information about the perspectives of school teachers towards the academic link project between schools and universities and the partnership which can assist in its establishment. The findings of these four research tasks were used for the formation of the framework of the dissertation. The EDNET Project, an example of teachers professional development through the information technology based training, was developed and implemented with ten school teachers in Khon Kaen.

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3

Gray, Andrew Michael. "Telecommunication and computer technologies in distance education : recreating the classroom." Thesis, Queensland University of Technology, 1996. https://eprints.qut.edu.au/36285/1/36285_Gray_1991.pdf.

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This is a study of the effectiveness of telecommunication and computer technologies when used as part of a modified distance education course. Using Salomon's communication theory, and Csikszentmihalyi's and Krugman's involvement theories the study examines the degree to which these technologies can replicate classroom learning. Relevant empirical studies in communication technologies and distance education are also examined. The study focussed on two small groups of secondary school students whose classes were linked using telecommunications and computer technologies to deliver a distance education course. Neither teacher nor students were provided with training in distance education methodology. The teacher adapted classroom materials already in use rather than use structured course materials normally available for distance education courses. Even though the schools in the study were forty-two kilometres apart the study found that conditions did exist which supported involvement. The study also found that involvement conditions were fragile and related to the capacity of the technology to maintain high quality telecommunications links. Control of technology was an important factor in developing students' perception of success and their degree of involvement in the course. It was also evident that telecommunications technology could replicate many of the classroom learning conditions such as exist when teacher and students are both present at the same location. Teacher-student and student-student relationship were found to be more productive if there had been a face-to-face meeting of the participants before the course commenced. It was also evident that this method of study encouraged both independent learning on the part of individual students as well as developing their co-operative learning skills.

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4

Altowjry, Abdullah. "Reforming higher education in Saudi Arabia : the use of telecommunications technology /." Online version of thesis, 2005. http://hdl.handle.net/1850/926.

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5

Broadus, Cassandra Ann. "Telecommunication technologies and art education : making connections for inservice staff development /." The Ohio State University, 1994. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487858417984258.

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6

Yee, Susan 1966. "Building communities for design education : using telecommunication technology for remote collaborative learning." Thesis, Massachusetts Institute of Technology, 2001. http://hdl.handle.net/1721.1/8749.

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Thesis (Ph.D.)--Massachusetts Institute of Technology, Dept. of Architecture, 2001.
Includes bibliographical references (p. 277-280).
The design studio, as both a learning environment and a social place, is one of the major components of architectural education. Traditionally, the studio has been considered a place for individual design work and one-on-one mentoring between an instructor and a student. With the integration of new information and telecommunication technologies, the nature of the design studio and the learning processes within it are being altered. This new landscape of the design studio offers opportunities for globally distributed collaborative work as well as new interpretations of design processes and studio practices. The technologies and the studio system are interwoven and their symbiotic relationships need to be understood if these technology-mediated long-distance collaborative design studios are to be common, valuable, and creative occurrences in architectural education. In this study, the consequences of integrating telecommunication technologies into the design studio are examined through ten cases. The new studios involve multidisciplinary design participants from separate and distant physical and social environments that are electronically connected for sharing design ideas, creating a common understanding of design practices, and co-constructing design objects. With technology use, changes occur in the studio's participants and relationships, the design content and processes, and the events and organization. I argue that the changes to the studio can create an enriched environment for design learning. The successive case studies represent a dynamic pedagogic strategy in which both students and teachers are active participants in constructing their new technology-mediated learning environment through creative experimentation. The findings of these cases provide a comprehensive description of the technical and social characteristics, conditions, and practices of remote collaborative design studios. In these new virtual design studios, there are rich opportunities for building innovative and effective communities for design education in which the traditional boundaries of time, culture, language, discipline, and institution are blurred and new configurations for design learning become possible.
by Susan Yee.
Ph.D.

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7

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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8

Massingill, K. B. "A Comparison of Communication Motives of On-Site and Off-Site Students in Videoconference-Based Courses." Thesis, University of North Texas, 2002. https://digital.library.unt.edu/ark:/67531/metadc3229/.

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The objective of this investigation is to determine whether student site location in an instructional videoconference is related to students' motives for communicating with their instructor. The study is based, in part, on the work of Martin et al. who identify five separate student-teacher communication motives. These motives, or dimensions, are termed relational, functional, excuse, participation, and sycophancy, and are measured by a 30-item questionnaire. Several communication-related theories were used to predict differences between on-site and off-site students, Media richness theory was used, foundationally, to explain differences between mediated and face-to-face communication and other theories such as uncertainty reduction theory were used in conjunction with media richness theory to predict specific differences.Two hundred eighty-one completed questionnaires were obtained from Education and Library and Information Science students in 17 separate course-sections employing interactive video at the University of North Texas during the Spring and Summer semesters of the 2001/2002 school year. This study concludes that off-site students in an instructional videoconference are more likely than their on-site peers to report being motivated to communicate with their instructor for participation reasons. If off-site students are more motivated than on-site students to communicate as a means to participate, then it may be important for instructors to watch for actual differences in participation levels, and instructors may need to be well versed in pedagogical methods that attempt to increase participation, The study also suggests that current teaching methods being employed in interactive video environments may be adequate with regard to functional, excuse-making, relational and sycophantic communication.

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9

Shuler, Cynthia Jenkins. "Telecommunication Organization Employee Development Program's Role in Employee Engagement." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7897.

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The risk of losing the most talented workers due to limited career opportunities had become an issue for telecommunication organizations. Talented workers became disengaged when there were limited opportunities for growth and development. To address this issue, human resource practitioners created employee development programs aimed at increasing employee engagement to help retain talented workers. However, data to determine the link between employee development programs, engagement, and retention were limited. The purpose of this qualitative study was to explore managers' and employees' perceptions of how a telecommunication organization's employee development program contributes to employee engagement and to explore employees' experiences resulting from the transfer of learning. Kahn's engagement model and Kirkpatrick's and Phillips's and Phillips's evaluation models provided the conceptual framework for this study. The guiding research questions focused on employees' and managers' perceptions of how the telecommunication organization's employee development program contributes to employee engagement and on employees' experiences resulting from the transfer of learning engagement concepts and activities. Using purposeful sampling, 10 employees who attended the employee development program and 5 managers shared their perceptions and experiences. The thematic analysis of the interview data uncovered 3 themes that are critical for engagement – employee-centric culture, support for career development, and management knowledge needed for real-time support. The implication of the project study was a 3-day professional development workshop for managers. Understanding how the employee development program contributes to employee engagement could offer better ways to retain talents.

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Rogerson, Marie-Hélène. "An investigation of the instructional role of communication technologies in distance education /." Thesis, McGill University, 1993. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=69670.

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In this study, two courses from the McGill Distance Education program with very different learning goals were examined to investigate the instructional role of two communication technologies (i.e., fax and e-mail) in distance education. The data set included verbatim e-mail and fax transcripts, instructor interviews, course syllabi and course assignments. Triangulation procedures were followed to examine the following within the context of two distance education courses with very different learning goals: (1) the general instructional purposes for which the technologies were used; (2) the levels of learning reflected in the mediated interactions; and (3) the relationship between the use of the technology, the instructors' perceptions of its use and the stated learning outcomes of the courses.
Electronic-mail provided the interaction necessary for encouraging discussions of course content in the Instructional Design course, whereas fax was used more for the transmission of knowledge in both courses. An examination of the relationship between course learning objectives, course transcripts, and instructor interviews indicated that the instructors were consistent in their view of the different communication technologies,. their purpose for using the chosen technology, and the way in which they used the specific communication technology. However, this consistency was not reflected in the students' use of the communication technologies since the students responded only at Bloom's lower levels of learning even though the instructors used all levels of learning. (Abstract shortened by UMI.)

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Sulaiman, Ahmad A. "A descriptive pilot study of electronic dialogue in higher education based on dialectical constructivism perspectives /." view abstract or download file of text, 2002. http://wwwlib.umi.com/cr/uoregon/fullcit?p3072606.

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Thesis (Ph. D.)--University of Oregon, 2002.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 200-213). Also available for download via the World Wide Web; free to University of Oregon users.

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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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Abdullah, Zaleha. "Collision of two communities : developing higher education student teachers' creativity in design through a social networking collaboration with professional designers." Thesis, University of Nottingham, 2011. http://eprints.nottingham.ac.uk/12238/.

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This study examines the activity of an online community in developing design creativity. This involved undergraduate Malaysian university students and their tutor from the School of Education, and professional designers in a private online community using the social network site - Facebook - to improve interface design (websites or interactive courseware). Two research processes adapted from different communities - the creative industries and the higher education communities - were applied in the collaboration. Each community embraces distinctive methods, objectives, instruments, rules and roles in producing design. Contradictions and tensions resulting from incorporating these two communities were analysed. In addition, the effect of social interactions on students’ performance, awareness, and perspectives were also investigated. A qualitative approach was utilized and data consisted of online semi-structured questionnaires, face-to-face interviews, field documentation on Facebook, and Facebook chat. The process of analysis is divided into two parts: initial analysis and substantive analysis of four case studies. Thematic (Braun and Clarke, 2006) and comprehensive data treatment (Silverman, 2010) approaches were used to analyse the initial data. Activity systems analysis (Engeström, 1999) was employed in the substantive analysis to explore the contradictions within the collaboration. The results indicate that contradictions occurred due to the new practice introduced by the community of practitioners (the designers). The collision of new practice positioned students in a disequilibrium stage but managed to also improve students’ design outcomes and promote awareness of the importance of producing purposeful design. However it also revealed the importance of both cognitive and emotional support during the process as the harsh nature of the feedback from designers could potentially hinder creativity. The findings of this study contribute to our understanding that the social-cultural process of creativity can be nurtured within higher education through the use of social network sites such as Facebook. It concludes that more research exploring online social interactions between a learning community and a community of practitioners is required in order to better understand the benefits it has to offer for creativity development.

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Patterson, Norma J. H. "Interaction in face-to-face and asynchronous groupware experiences a collective case study /." [Lincoln, Neb. : University of Nebraska-Lincoln], 2002. http://www.unl.edu/libr/tech/dissertations/PattersonDis.pdf.

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Thesis (Ph. D.)--University of Nebraska--Lincoln, 2002.
Title from title screen. PDF text: [2] leaves abstract; viii, 181 leaves dissertation : ill. Sites viewed on Aug. 30, 2002. Includes bibliographical references (leaves 159-163 of dissertation).

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Daiello, Vicki. "Art education at the speed of life : a philosophical inquiry into an online arts learning experience." Connect to resource, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1152212865.

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16

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.

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Thomas, Matthew J. W. "Virtual learning environments : the impact of information and communication technologies on a sustainable higher education /." Title page, contents and abstract only, 2000. http://web4.library.adelaide.edu.au/theses/09PH/09pht459.pdf.

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Ntsiko, Blondie Bonisa Blossom. "The use of e-mail among students and lecturers at Nelson Mandela Metropolitan University: a guide reasearch report." Thesis, Nelson Mandela Metropolitan University, 2011. http://hdl.handle.net/10948/d1015970.

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This research seeks to determine the impact of the use of e-mail between lecturers and students at the NMMU. New students at universities, and especially first year undergraduates, can sometimes have difficulties in addressing their concerns, questions and ideas about their courses and are faced with the difficulty of adapting to a new lifestyle and the university environment. Interactivity and feedback are key contributors to providing an effective learning environment for such students. Lecturers provide the main source for university students to discover what is expected of them to identify the key learning goals related to a course, from a lecturer (Braxton, Milem & Sullivan, 2000:569). The increase in student numbers in Higher Education over the last decade has been dramatic, placing greater pressures on academic staff in terms of contacting students. As computer technology becomes both more prevalent and more intrusive, its use and misuse are increasingly falling under the critical scrutiny of academic researchers. If traditional educational methods are supported, such support must be flexible enough to accommodate technology, but as a means, not an end. The research of e-mail impact between students and lecturers is still very new and is open for additional study (Braxton, et al. 2000:590).

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Anderson, Lorraine P. "Interactive televised instruction factors that influence student evaluations of business courses /." Morgantown, W. Va. : [West Virginia University Libraries], 2000. http://etd.wvu.edu/templates/showETD.cfm?recnum=1273.

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Thesis (Ed. D.)--West Virginia University, 2000.
Title from document title page. Document formatted into pages; contains vii, 178 p. Vita. Includes abstract. Includes bibliographical references (p. 156-165).

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Centore, Anthony J. "Distance counseling perceived advantages and disadvantages among Christian counselors /." Lynchburg, Va. : Liberty University, 2006. http://digitalcommons.liberty.edu.

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21

Schlegel, Ronald Dean. "A qualitative evaluation of electronic telecommunication in facilitating student teacher, cooperating teacher, and university supervisor communication and role effectiveness /." The Ohio State University, 1994. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487861396023595.

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22

Abou-Dagga, Sanaa Ibrahim. "Factors related to the adoption of a two-way interactive distance education technology instrument development, instrument validation, and causal model testing /." Full text available, 1995. http://images.lib.monash.edu.au/ts/theses/aboudagga.pdf.

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23

Houdashell-Riegel, Karen Marie. "Comparison of 2-Year and 4-Year Telecommunications Technicians' Training Programs Against the Industry Standards." Thesis, University of North Texas, 2000. https://digital.library.unt.edu/ark:/67531/metadc5839/.

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The study focused on the academic programs offered for telecommunications technicians provided by 16 two-year and four-year higher education institutions and the ways in which the programs compared to the established telecommunications technicians' skill standards. Six specific research questions concerned the training programs for telecommunications technicians. The first verified the validity of the information in Peterson's 2000: 2 Year Colleges and Peterson's 2000: 4 Year Colleges identifying the institutions offering a communication equipment technology major. The second question focused on the institutions that included telecommunications as part of the curriculum. The third identified the importance of the skill standards to the 2-year and 4-year training programs, and the fourth identified the job functions that were included in or excluded from the training. The fifth question identified the job tasks that were included in or excluded from the training. The final question determined whether the 2-year or the 4-year telecommunications technicians' training program was more closely aligned with the skill standards. In order to accomplish the objectives of this research, a survey methodology was selected. The survey instrument was developed to compare the importance of the telecommunications technicians' skill standards to the 2-year and the 4-year training programs. The skill standards identified in the 1997 collaborative effort facilitated by the South King County Tech Prep Consortium (SKCTPC) was used as the basis for the survey instrument and reference tool. The reference tool provided additional information regarding SCANS skills and personal qualities that were identified in the skill standards for the telecommunications network technician. The survey included five job functions and 16 tasks. The evolution the telecommunications industry has created a demand for a highly skilled, flexible workforce. Higher education institutions have an opportunity to make a contribution to telecommunications industry by expanding existing training programs or initiating telecommunications technicians' training programs. The 4-year institutions should consider revising not only the curriculum but also their mission and goals. The 2-year institutions are closely aligned with the skill standards, and this is an opportunity for the 2-year institutions to update existing programs.

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Dimock, K. Victoria. "Teacher persistence in the use of curriculum-based telementoring as an instructional practice." Access restricted to users with UT Austin EID Full text (PDF) from UMI/Dissertation Abstracts International, 2001. http://wwwlib.umi.com/cr/utexas/fullcit?p3036592.

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Kroeker, P. Paul. "Technology to facilitate interaction in mobile learning /." View PDF document on the Internet, 2005. http://library.athabascau.ca/drr/download.php?filename=scis/KroekerPaulEssay.pdf.

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Peterson, Christine A. "The impacts of technology on interactivity in a distance learning course." Morgantown, W. Va. : [West Virginia University Libraries], 2001. http://etd.wvu.edu/templates/showETD.cfm?recnum=2133.

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Thesis (Ed. D.)--West Virginia University, 2001.
Title from document title page. Document formatted into pages; contains xii, 147 p. : ill. (some col.) Vita. Includes abstract. Includes bibliographical references (p. 134-140).

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McGee, Patricia Ann. "Unintended professional development in curriculum-based K-12 telementoring projects /." Digital version accessible at:, 1998. http://wwwlib.umi.com/cr/utexas/main.

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Deshpande, Sachin. "Issues in the design and the development of multimedia distance learning /." Thesis, Connect to this title online; UW restricted, 1999. http://hdl.handle.net/1773/6074.

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Muehlberger, Linda S. Hudson Johnetta. "The effect of a telementoring program on beginning teacher self-efficacy." [Denton, Tex.] : University of North Texas, 2007. http://digital.library.unt.edu/permalink/meta-dc-3933.

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Lewis, Sharon, and University of Lethbridge Faculty of Education. "Using telecommunications to enhance the grade 8 science curriculum." Thesis, Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 1996, 1996. http://hdl.handle.net/10133/31.

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The primary objective of this study was to implement a project that utilizes telecommunications as a tool to enhance the grade eight science curriculum. The process of becoming prepared to undertake this study was examined and documentd so that teachers in all subject areas at all grade levels could use it as a guide for similar projects. It was proposed to do this by conducting a collaborative project in which the students would use the scientific method to develop research questions that could be used to discover why the incidence of asthma is so high in Central Alberta. These questions would be sent out to schools across Canada and then the data would be analyzed and interpreted. The results would be shared with all participants as well as asthma researchers. The study met with many barriers whcih impeded the progress as well as made it impossible to fulfil the original goal of having the students collaborate with the experts and contribute their own research to the field. Whe embarking on a new project using technology it is inevitable that there will be barriers. Through repeated reconnaissance we were able to adjust our goals and still pursue very worthwile, but very different computer and telecommunications projects. The students attitudes towards learning science, science in society and computers were measured by pre and post surveys. The findings showed that the students were aware of the importance of all these factors in their lives. Without completing the asthma study, it is impossible to know how much of a difference there would have been in the results. The qualitative results showed very clearly that computers are a motivator for students. They enjoy working on them and the challenge they present. Many of them will do extra homework so that they can take advantage of every opportunity to work on the computer. Unfortunately, many teachers do not have the time or support to learn enough about the Internet/Schoolnet and what is available to take full advantage of what is has to offer our students and ourselves. For the most part, there are few teachers in each disrict becoming involved. This will change over time only if there is a support system in place and the pioneers share what they have learned. We cannot run the risk of the forerunners becoming discouraged and giving up. The Internet is a global community. For that community to grow and flourish we must share what we have learned and provide the means to make the path smoother for those who follow. Through this study, the projects have been documented and resources have been prepared that are intended to help others get online and access a wide variety of resources that are sure to enhance all programs and professional development.
xiii, 228 leaves : ill. ; 28 cm.

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Holkner, Bernard 1953. "Developing computer communications for professional collaboration." Monash University, Faculty of Education, 2001. http://arrow.monash.edu.au/hdl/1959.1/8468.

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Qui, Kuan-Yao. "Relationships among student demographic characteristics, student achievement, student satisfaction, and online business-course quality /." free to MU campus, to others for purchase, 2002. http://wwwlib.umi.com/cr/mo/fullcit?p3052163.

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Fenby, Frank. "Examining dissatisfaction with an online doctoral program." Theological Research Exchange Network (TREN), 2006. http://www.tren.com/search.cfm?p001-1083.

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Daunt, Carol. "The nature of interaction in educational videoconferencing." Thesis, Queensland University of Technology, 1999. https://eprints.qut.edu.au/36617/1/36617_Duant_1999.pdf.

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This study investigates the nature of interaction that can be achieved in educational videoconferencing and what adaptations (if any) to teaching and learning strategies are necessary. In particular it examines the following: 1. What impact does the technology have on the interactions? 2. Do lecturers have to make adaptations to teaching strategies? 3. Do students have to make adaptations to learning strategies? 4. Can a 'dialogical' approach be used effectively in videoconferencing? During the latter half of 1994, two lecturing staff at the Queensland University of Technology (QUT) used videoconferencing for tutorials, in conjunction with distance education materials, to deliver one subject of a Master of Education course (Organisational Culture and Education Leadership) and assess the adequacy of this mode of delivery for quality teaching and learning in a higher education program. The lecturers were highly experienced university personnel who had delivered this subject face-to-face using a dialogical approach in their lectures. The student group comprised eight mature-age students all located at a provincial centre approximately three hours' drive from Brisbane. All of the participants were educational practitioners: two school principals, one deputy principal, one subject master, three education officers at School Support Centres and one Pre-school teacher (seven females, one male). A review of the literature showed interaction is an important element in learning, but that very few studies on the use of videoconferencing for education have focused on the nature of interaction that can be achieved through the medium. Therefore, this study will make a significant addition to the body of knowledge about how this relatively new communications technology can be employed for educational purposes. This study is based on a mixed-method evaluation design that included an action research process coupled with an interaction analysis. The two research methods form two distinct stages of the study, i.e. action research throughout the planning and delivery of the videoconference sessions, combined with an interaction analysis of videotapes of the videoconference sessions. This mixed-method design was appropriate for this study in order to maximise the data that had been collected, allowing a deeper investigation of the nature of interaction. This study found that videoconferencing allowed the lecturers to replicate the on-campus interaction that is often lacking in distance education programs. Of significance was the fact that the technology did permit the full engagement of these students as adult learners, and experienced professionals, in an approach based on critical reflection, deep learning and metacognition. The study showed that a very high level of interaction comparable in effect to the face-to-face situation, can be achieved and students at this level are able to maintain that interaction for long periods of time. Major findings of the study include: • High quality voice and vision contributed to the ability to interact. • Room layout has an effect on interaction. • User confidence and competence contributed positively to the ability to interact. • Sessions in which dynamic interaction and engagement occurred were successfully conducted for periods of 90 minutes. • Lecturers were able to replicate their current teaching style that relied heavily on a dialogical approach. • Students resented the loss of control in structured videoconferences and expressed higher levels of satisfaction when they were active in setting the agenda. • The established group and consequent group dynamics had a positive effect on the interaction. • Interaction was valued by the students as a teaching/learning strategy. • It appears that the nature of interaction is more important than the amount. This study supports the literature in several areas, but challenges it in others. It confirms research which found that the technology was conducive to highly interactive sessions and hence of benefit in the delivery of educational programs, but challenges the assumptions and recommendations that effective videoconference sessions need to employ different teaching strategies and be structured and focused, including pre-prepared agendas and controlled question and answer procedures. However, due to the size and nature of this particular group of students and lecturers, these notions are not rejected completely, and the conclusions and findings of the study must be recognised as specific to this group under given conditions. While the research offers insights into a particular context, it is not proposed that these results would be replicable in all instances of educational videoconferencing. The study offers significant insights into the nature of interaction that can be achieved if lecturers desire to employ a dialogical approach in their educational videoconferencing.

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Mortensen, Mark H. "An Assessment of Learning Outcomes of Students Taught a Competency-Based Computer Course in an Electronically-Expanded Classroom." Thesis, University of North Texas, 1995. https://digital.library.unt.edu/ark:/67531/metadc277899/.

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This study sought to determine whether there was a difference in subject matter knowledge as measured by a pretest and posttest, a difference in final course grade as a numeric score, and a difference in attitudes toward computers between students in a competency-based ("hands-on") computer applications course taught in an electronically-expanded classroom compared to students taught in a traditional classroom setting. In addition, students taught in the electronically-expanded classroom completed a questionnaire assessing attitudes toward the presentation method. Another purpose of this study was to evaluate the feasibility of applying distance education techniques to teach what was, in essence, an on-campus course. The vehicle for this investigation was an electronically-expanded classroom. The electronically-expanded classroom utilized distance education technology (video, audio, and computer networking) to connect two classrooms in the one building. Students in these two classrooms were the treatment group. Students taking the course in a traditional setting functioned as the comparison group. A total of 109 participants completed the study. Results of the study revealed no significant difference in scores on the subject matter posttest, the final course grade as a numeric score, and attitudes towards computers posttest between students taught the course in an electronically-expanded classroom and students taught the course in the traditional classroom. Results of the survey to measure satisfaction with the presentation method revealed that students in the receive room were slightly more satisfied than students in the send room with the presentation method, but the difference was not significant. The survey indicated that participants in the study were sensitive to technical problems, especially audio-related difficulties. While participants noted some dissatisfaction with audio quality, it had no apparent effect on learning outcomes and attitudes for this study. The study concluded that students taking a course in an electronically-expanded classroom have learning outcomes and attitudes toward computers comparable to those students taking the course in a traditional classroom.

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Neal, John F. (John Frank). "The History of the R. Jan Lecroy Center for Educational Telecommunications of the Dallas County Community College District." Thesis, University of North Texas, 1991. https://digital.library.unt.edu/ark:/67531/metadc332758/.

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The R. Jan LeCroy Center for Educational Telecommunications of the Dallas County Community College District is a leading producer of telecourses for credit at the college level. In addition, the center is becoming involved with other kinds of electronic communication for educational purposes, including the Community College Satellite Network (CCSN), the State of Texas Academic Resources Link (STARLINK), and Instructional Television Fixed Service (ITFS). This study chronicles the DCCCD's progress in electronic distance learning from the time of its first telecourse in 1972 to the present time. This study also describes the center's purposes, the reasons for its growth, the problems that have been encountered, the people who provided its leadership, and the telecourses that have been offered and produced by the DCCCD.

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Akir, Ziad I. "IMPACT OF INFORMATION AND COMMUNICATION TECHNOLOGY ON TEACHING AND TRAINING: A QUALITATIVE SYSTEMATIC REVIEW." Ohio : Ohio University, 2006. http://www.ohiolink.edu/etd/view.cgi?ohiou1145903498.

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Clarke, Leanne S. "Phantom Classmates : A Case Study Of Talented Mathematics Students Learning Via Telematics." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2000. https://ro.ecu.edu.au/theses/1649.

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The main advantages and disadvantages of the Telematics environment for talented mathematics students were investigated through a case study. The case study considered the interaction of, and opinions of 11 Year 9 students and the teacher/researcher. Participants were from nine schools in regional Western Australia, and were withdrawn from face-to-face classes to attend mathematics transmissions. Qualitative data were collected through student interviews, an anonymous questionnaire, tape recording of lessons, and teacher field notes. Students all agreed the main disadvantage occurred if timetabling for Telematics transmissions did not align with their local school class times for the same subject. The teacher perceived the main disadvantage was that during lessons, for various reasons, students chose not to contribute, making it difficult to gain responses from students and create productive class discussions. Many students felt intimidated to contribute during class discussions. Allowing time during lessons for social interaction and encouraging students to reply directly to each other's contributions led to many students feeling more at ease to talk during lessons. The researcher perceived the greatest advantage of learning through Telematics was that with the small classes she was able to work more on an individual basis with students and to check that students understood individual concepts. Towards the end of the data collection period, some students were offering comments on other students' work and their thoughts on the material being developed, without prompting. The research concluded that for a particular issue, student responses were often in opposition. Consequently although some students found one aspect of his/her learning environment a distinct advantage, others found this a disadvantage; and for others, the same issue was unimportant. As such, it is not possible to categorise most aspects of the Telematics learning environment as either an advantage or disadvantage. Therefore rather than the teacher concentrating on eliminating or utilising certain aspects of the Telematics environment, the teacher needs to consider what individual students perceive as advantages and disadvantages and cater for those individual needs.

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Bangpipob, Savanee. "Graduate Students' Perceptions of the Effectiveness of a Two-Way Audio/Video Distance Learning Session and of Its Effects on Graduate Students' Comfort Level." Thesis, University of North Texas, 1995. https://digital.library.unt.edu/ark:/67531/metadc279243/.

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The purposes of this study were to (a) determine graduate students' perceptions of the effectiveness of the delivery system and their level of comfort with the delivery system, (b) determine graduate students' perceptions of the effectiveness of the delivery system and their level of comfort with the teacher, (c) determine graduate students' level of comfort with the delivery system and their level of comfort with the teacher, (d) determine differences in graduate students' ratings of the effectiveness of the delivery system before a distance education session and after a distance education session, and (e) determine differences in graduate students' level of comfort with the teacher before a distance education session and after a distance education session.

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Lazenby, Karen. "Technology and educational innovation a case study of the virtual campus of the University of Pretoria /." Diss., Pretoria : [s.n.], 2000. http://upetd.up.ac.za/thesis/available/etd-03172003-094954/.

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Dewstow, Ross. "Using the internet to enhance teaching at the University of Waikato /." Click here to download thesis from Australasian Digital Theses Program, 2006. http://adt.waikato.ac.nz/public/adt-uow20060926.111717/index.html.

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Stachowicz, Thomas Joseph. "Teleconferencing and the MARRS computer conferencing system." Thesis, Kansas State University, 1986. http://hdl.handle.net/2097/9955.

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Janning, Ronald M. "Features of the MARRS computer conferencing system." Thesis, Kansas State University, 1986. http://hdl.handle.net/2097/9920.

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Brandt, Ingrid Gisélle. "Models of internet connectivity for secondary schools in the Grahamstown circuit /." Link to this resource, 2006. http://eprints.ru.ac.za/778/.

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Dempsey, Dennis F. "The impact of the E-Rate program in one school district: Did a federal government program influence the adoption of an innovation at the local level?" Thesis, Connect to title online (Scholars' Bank) Connect to title online (ProQuest), 2008. http://hdl.handle.net/1794/9154.

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Thesis (Ph. D.)--University of Oregon, 2008.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 179-183). Also available online in Scholars' Bank; and in ProQuest, free to University of Oregon users.

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Szumski, Edward Joseph. "Development of a curriculum for a course in photonics and fiber-optic technologies for telecommunications." CSUSB ScholarWorks, 1997. https://scholarworks.lib.csusb.edu/etd-project/1403.

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Malatji, Mapula Martha. "Telematic tuition in a South African higher education institution : a case study." Thesis, University of Limpopo, 2002. http://hdl.handle.net/10386/2079.

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Kellner, Catherine Walter Jacques. "LA MEDIATION PAR LE CEDEROM "LUDO-EDUCATIF". APPROCHE COMMUNICATIONNELLE /." [S.l.] : [s.n.], 2000. ftp://ftp.scd.univ-metz.fr/pub/Theses/2000/Kellner.Catherine.LMZ0005_1.pdf.

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Atchade, Pierre Jacques. "A qualitative study of distance learners' perceptions of learning computer technology delivered through two-way audio video conferencing and online instruction." Ann Arbor, MI : UMI Dissertation Services, 2002. http://0-proquest.umi.com.aupac.lib.athabascau.ca/pqdweb?did=726373631&sid=1&Fmt=6&clientId=12302&RQT=309&VName=PQD.

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Sirichuwong, Wasunee. "A Challenge for Change: a Thai Telecommunications Case Study." Thesis, full-text, 2009. https://vuir.vu.edu.au/2011/.

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The study is set in the context of increased competition and rapid change in the telecommunications industry in Thailand. The aim of the research and the selected methodological tool of benchmarking is to contribute to improvement of work performance and to provide a basis for such improvement in the Business Management Sector III, including development of employee skills and knowledge, and increasing technical and professional capabilities. This study investigates the workplace practices of TOT Corporation Public Company (TOT) employees, comparing two divisions and utilizing the findings to contribute to plans for continuous improvement. The research complements the corporation's overall strategy to become a learning organization. Qualitative ethnographic research methodology is employed usmg a case study approach and descriptive statistical information is gathered using the methodological tool of internal benchmarking. The internal benchmarking is conducted in the phases of planning analysis integration, action phase and maturity. The research tools employed to conduct the study are observation, interview and self-reflection. The comparison of the revenue sharing process of Sector III, Divisions I and III staff from the observations, interviews and self-reflection provides details of changes deemed to be desirable to be adopted, according to eight themes namely, system management, time management, learning, learning organization, teamwork, motivation, professional development and benchmarking. It is indicated that there are key factors that TOT should consider regarding its organization and staff. An organization where people continually learn how to learn together, should ultimately become a learning organization and its staff require professional development and motivation. However, environmental and financial issues cannot all be resolved immediately and long term planning is required before full movement to a learning organization can occur. This thesis has identified areas of new knowledge for TOT. Benchmarking the two divisions enhances knowledge, understanding and self-development which can bring about the competitive edge that TOT requires. It not only pennits improved work processes but also conceptual thinking, although this is an ongoing process and change will continue to occur. The system management, time management, learning organization, professional development, teamwork and motivation are aspects that TOT should consider for attaining best practice. Knowledge management is required to allow staff to become learners and have improved performance. Employees can learn from their working experience in order to become regular and lifelong learners. This in tum is likely to lead TOT to become a learning organization. This study of performance and change in a large telecommunications company makes a contribution to the industry both nationally and internationally. It contributes to our understanding and knowledge of how change may be managed in a traditional organization in such a way as to enable it to move towards becoming a learning organization.

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