Дисертації: "Controlled from distance education"

1

Hyder, Andrew Charles. "Design and implementation of remotely controlled laboratory experiments." Thesis, Georgia Institute of Technology, 2010. http://hdl.handle.net/1853/33904.

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Laboratory experimentation plays a critical role in the education of engineers. With the increase of students choosing to obtain their education online through Distance Learning programs, something must be done to allow them to gain practice with experimental techniques. Remote Laboratories (RLs), or laboratory experiments specially constructed for remote use, have the potential to fill this void. In a "traditional" laboratory experiment, students physically interact with an apparatus to obtain experimental data. Remote Laboratories are meant to offer a similar learning experience that is equivalent to, or as close as possible to the physical one, by allowing a user to control the apparatus from a remote location using mechatronic control hardware, integrated with data acquisition software. Studies have shown there is no significant difference with regard to meeting educational outcomes between students who performed an experiment remotely versus those who carried out the same experiment in-person. The focus of this thesis is on the development of a framework for developing and implementing Remote Laboratories. To do this, this research introduces advances in the following areas: a) Identifying the educational differences between traditional and Remote Laboratories. b) Developing a method for comparing student perceptions about RLs and their laboratory reports through surveys and laboratory report grading. c) Creating a standard Information Technology protocol for hosting and conducting remote experiments. d) Investigating alternative uses for RLs. e) Proposing new methods to best mimic the physical interactions of traditional laboratories. f) Creation of functioning Remote Laboratories. g) Analyzing the findings of their use in a classroom setting. A comparison of surveys and laboratory reports between groups that conducted remote experiments and those which conducted traditional experiments over a period of 4 semesters suggest that RLs have the potential to be used to achieve the same educational outcomes as traditional laboratories.

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2

Sorensen, Ann L. "Serving students from a distance: A content analysis of persistent characteristics in distance learners." W&M ScholarWorks, 2010. https://scholarworks.wm.edu/etd/1539618707.

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Distance learning has experienced a noteworthy increase in both the number of institutions offering alternatives to traditional classroom instruction, and the number of students participating in the various distant modalities. Accompanying the increase of students utilizing distance learning is the subsequent increase in students leaving their studies before completion. These two opposing increases have elevated the need to address retention in distance learning and specifically, online distance learning. This study utilizes the results of a Transfer Student Survey administered to criminal justice and nursing online students between 2006 and 2008. Survey results were used to determine if specific traits of persisters and non-persisters could be identified, in an effort to shine light on potential services that could be utilized to reverse attrition.;This quasi-qualitative study of online distance learners revealed some characteristic differences between persisters and non-persisters as well as between the majors of study. Outcomes of the survey were subdivided by nursing persisters and non-persisters, criminal justice persisters and non-persisters, and aggregate persisters and non-persisters. This data was further scrutinized by frequency of response as well as by mean and median scores. From that point, differences that might not have been evident through quantitative review were able to be brought to the forefront. Consequential conclusions were then utilized to provide recommendations to the institution regarding services that could be beneficial to overcome areas of deficiency with the ultimate goal of improving retention among distance learners. Additionally, suggestions were made pertaining to the challenges experienced by the limitations of the Transfer Student Survey.;Further study of distance learners, particularly in varying majors, is needed to ascertain whether there is a connection between field of study and attrition. Furthermore, results of this study alluded to time constraints and lack of priority being placed on studies as potential causes of departure. Additional research of distance learners should be done that supports or disputes these findings.

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3

Baird, Elizabeth Denton. "The Use of Realia in Distance Learning from Museums." NCSU, 2003. http://www.lib.ncsu.edu/theses/available/etd-10292003-131544/.

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The purpose of this case study has been to examine the use of realia, or real objects, in distance learning from the North Carolina Museum of Science. In this case study, videotapes of six distance learning classes were used to observe student behaviors and use of real objects during a program from the North Carolina Museum of Natural Sciences. Additionally the students and teachers from those classes completed surveys about their experiences. Before using the objects, the students appear uncertain about the program, and disinterested. After receiving the objects, the students appear to be engaged in learning. Later when presented with a live animal that is only seen remotely, the students continue to be active participants in the program. At the conclusion of class, the students frequently identify using the realia as a significant part of class, although in the surveys completed after class, the technology was listed as the most important part. The teachers rated the hands-on materials as significant on their surveys. The use of real objects changes the student behaviors in class. The objects generate multiple forms of interactions, support student dialogue with the instructor and each other, and decrease the sense of separation experienced by the students in distance learning.

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4

Bice, Lawrence Raymond. "Construction of knowledge about teaching practice and educating students from diverse cultures in an online induction program." Diss., Montana State University, 2005. http://etd.lib.montana.edu/etd/2005/bice/BiceL1205.pdf.

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5

Greenberg, Gary. "From the Ground Up: Conceptions of Quality in Course Design for Web-Supported Education." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1269520873.

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6

Legwold, Scott D. "The development of a process and transistion [sic] plan from classroom-based training to distance learning for the Wisconsin Army National Guard." Online version, 1998. http://www.uwstout.edu/lib/thesis/1998/1998legwolds.pdf.

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7

Chen, Baiyun. "EFFECTS OF ADVANCE ORGANIZERS ON LEARNING AND RETENTION FROM A FULLY WEB-BASED CLASS." Doctoral diss., University of Central Florida, 2007. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2947.

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The purpose of this study is to investigate the short-term and long-term effects of two kinds of advance organizers (AOs), a visual concept map and a text outline. The AOs were administered in a fully Web-based course in health care ethics. The outcome measures are students' knowledge acquisition and application in two posttests. This study was conducted through a post-test only control group design with a random assignment. The population of the study involved 166 college students who participated in this online class in their junior or senior year. The voluntary research participants were randomly assigned into the two treatment groups and one control group. The treatment of AO was administered as an integral part of a one-week-long online module on the topic of patient-physician relationships. Students of the two treatment groups were presented with one of the two AOs, while the control group was instructed to proceed to textbook reading without an AO. Then, students were tested on the subject matter with two parallel posttests. Both posttests were composed of a multiple-choice question quiz and a set of scenario-based essay questions. The students took posttest I at the end of the instructional week, and posttest II four weeks after. A survey and interviews were also conducted to supplement the quantitative results with contextual information. The findings do not demonstrate a statistically significant AO effect among the treatment groups and the control group. However, in agreement with the previous research, this study shows a positive but inconclusive benefit of using AOs for students' short-term knowledge acquisition. The students using a concept map consistently obtained higher learning achievements than individuals using a text outline. More importantly, this study reiterated the proposition that students of lower-learning abilities benefit more from using an AO for online learning than those of higher-learning abilities. The current study extends our knowledge on the use of AOs in fully Web-based educational environments. The results indicated that although AOs more often than not have small facilitative effects for learners, they are not equally effective for all learners in all learning situations. The incorporation of the instructional strategies, such as AOs, in Web-based courses and programs might benefit online learners, especially those students of lower verbal and analytical abilities, or of lower prior knowledge of the material-to-be-learned.
Ph.D.
Department of Educational Research, Technology and Leadership
Education
Education: Ph.D.

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8

Gatsha, Godson. "Learning support perceptions and experiences of remote distance learners from marginalised communities in Botswana /." Thesis, Pretoria : [s.n.], 2010. http://upetd.up.ac.za/thesis/available/etd-04242010-194233.

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9

Crooks, Beryl Eileen. "Students' perceptions of the pedagogic effectiveness for independent learning of mixed media extracts from distance learning materials." Thesis, Open University, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.288929.

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10

Ellery, Jane. "Delivering Continuing Education in Health Education using Self-Directed ComputerMediated Instruction: Moving from Intention to Action." Scholar Commons, 2003. https://scholarcommons.usf.edu/etd/1361.

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Using advanced technologies can help increase the availability of educational offerings; however, the steps taken in this direction must be appropriate for the target population and the specific content taught. As such, understanding factors that lead to health educators' intentions and behavior related to computer-mediated instruction for continuing education is an important step in developing and marketing appropriate computer-mediated instruction programs (Hoffman & Novak, 1994). Using the theory of planned behavior (Ajzen, 1988) this study explored the relationships between health educators' perceived behavioral control, attitudes, and subjective norms related to computer-mediated continuing education programs and their intentions to use, and previous experience with, computer-mediated education. Employing a cross sectional survey design, data were collected from 504 members of the Society for Public Health Education (SOPHE) (40% response rate) using an online survey instrument. Logistic regression was used to investigate the associations between attitudes, subjective norm, perceived behavioral control, and intention related to using computer-mediated continuing education programs and a proxy measure representing their computer-mediated continuing education behavior. Perceived behavioral control and attitudes were found to have significant associations with computer-mediated continuing education behavior, with intention partially mediating the association with perceived behavioral control and fully mediating the association with attitudes. When studying a subset of the group composed of respondents with a positive intention toward computer-mediated continuing education programs, respondent characteristics and barriers identified as distinguishing between individuals with positive and negative behaviors included perceived behavioral control, presence of a license or certification, a lack of programs, a lack of relevant topics for programs, and a lack of technical support for programs. These results suggest that for health education and health promotion professionals to engage in computer-mediated continuing education programs, more programs, especially ones that address topics relevant to their current functioning, need to be created and made readily available. Also, ensuring that appropriate technical support is available to assist participants, and informing potential participants of the availability of this technical assistance, may encourage more health educators and health promotion professionals to follow through on their intentions to participate in computer-mediated programs.

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11

McFadyen, Angus Kennedy. "Interprofessional education in health and social care : instrument evaluation and results from a controlled longitudinal study." Thesis, Glasgow Caledonian University, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.443177.

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The aims of this study were two-fold in that psychometrically acceptable interprofessional education research instruments were to be presented and then, given these acceptable instruments, the effect of a two-year interprofessional education intervention was to be evaluated. Two existing research instruments, the Readiness for Interprofessional Education Scale (RIPLS) (Parsell and Bligh 1999) and the Interdisciplinary Education Perception Scale (IEPS) (Luecht et al 1990) were identified as containing appropriate items and sub-scales. Baseline data from 7 first-year health and social care groups of students (n = 308), who would eventually form the control group for the longitudinal study, was used to assess both existing instruments. Structural Equation Modelling (SEM) was then used to restructure each instrument and all aspects of the reliability of each instrument were assessed. These adapted versions of the instruments were then assessed for stability using a subsequent dataset collected, from the same group of students (n = 287), six months later. Both adapted instruments have subsequently been published (McFadyen et al 2005b, 2006a and 2007). The effect of the interprofessional intervention was determined using a subsequent group of students,t he experimentalg roup, who enrolled one year later onto one of the same 7 health and social care programmes. Only those students in the experimental group received,o ver the two-year period of the study, the interprofessionael ducation intervention.D ata collection occurredt wice yearly (Septembera nd April) for both the experimental group of students and for the control group of students whose baseline datah ad allowed for the instrumenta daptationw ork to be carried out. The effect of the intervention was analysed using a repeated measures design with three main factors, Group, Time and Profession along with, where appropriate second level and third level interactions. Due to the level of data not attributable to individual subjects, a restricted maximum likelihood (REML) model was employed for the analysis of each instrument sub-scale. The sub-scalesa nalysedr epresentedth e constructso f. teamwork and collaboration, negative professional identity, positive professional identity, roles and responsibilities, competency and autonomy, perceived need for co-operation and finally, perception of actual co-operation. Significant effects were found in Group*Profession*Time interaction for the constructs measuring: teamwork and collaboration (p < 0.001), negative professional identity (p = 0.006), positive professional identity (p < 0.001) and perceived need for co-operation (p = 0.003). Significant Group*Time effects were found for all constructs (p < 0.001) with the exception of roles and responsibilities and the perceived need for co-operation. The results appear to confirm finding previously reported (Pollard et al 2006) in that health and social care students are, in general very positive in their attitudes to interprofessional education and that clinical placement periods appear to influence their attitudes and perceptions. Significant professional differences were found in this study for some constructs. Similar findings regarding a profession effect have also previously been reported (Tunstall-Pedoe et al 20003) but other studies (Hayward et al 1996, Horsburgh et al 2001) have suggested no profession effect. Direct comparisons between studies are however difficult given the use of different instruments measuring different constructs, students with a greater or lesser degree of experience and students from different professions. The importance of which constructs should being assesseda t what level of experience has been highlighted. Issues such as the effect of different learning and teaching strategies employed by different professions during the study along with the length and content of clinical placement periods have however been raised as possible future research areas. The current study reported here is however unique in that is longitudinal with a control group. With the intention that the current students will be followed into their professional practice, it is anticipated that within a few years, the full impact on patient care of a four-year interprofessional undergraduate intervention will be known.

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12

Pieterse, Allison. "Who benefits from online education? How the implementation of technology in higher education can result in increasing inequalities in higher education institutions." Master's thesis, Faculty of Commerce, 2021. http://hdl.handle.net/11427/32966.

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The existing literature is inconclusive on how technology in education influences student outcomes and whether it will lead to an improvement in tertiary education access. This paper aims to determine whether the implementation of technology in higher education will lead to an improvement in the access to higher education through online education as well as improving student outcomes. In addition, the paper aims to show that implementing technology in higher education could increase existing inequalities amongst students from different backgrounds. The paper will do this by demonstrating the qualitative and quantitative factors which are the underlying reasons for some students doing better in an online setting compared to others. Furthermore, the paper will show that students from advantaged backgrounds with respect to race and income, benefit more from online and blended learning than students from more disadvantaged backgrounds. Therefore, tertiary institutions need to provide caution when establishing blended learning and online education programmes as it could lead to increasing educational inequalities.

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13

Corrigan, Julie A. "From Digital Divide to Digital Opportunity: the Adoption of e-Tutoring in a Rural School District." Thèse, Université d'Ottawa / University of Ottawa, 2011. http://hdl.handle.net/10393/20297.

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The ubiquity of Web 2.0 technologies has led to a seismic shift in the way educational services are delivered. It comes as no surprise then that e-tutoring—otherwise known as electronic or online tutoring—is quickly supplanting face-to-face tuition for reasons of both cost and convenience. While e-tutoring is an effective form of academic support for many students, its efficacy remains tenuous for those confronted with a digital divide that figures predominantly around geographic barriers, socio-economic status, and educational levels. Premised on diffusion research, this master's dissertation explores the implementation of an e-tutoring service known as Homework Help that has effected relatively low adoption rates. It uses a concurrent mixed-methods approach—including surveys, interviews, and focus groups—to examine the factors that have led to this low adoption rate. The results are presented via two journal articles situated within a larger meta-talk: The first article contrasts the adoption patterns apparent between rural and urban students, while the second article looks at the utility of diffusion research in examining educational technologies, as it explores the use of e-tutoring for applied stream students. The findings of this study suggest that rural and urban, as well as applied and academic student subgroups, differ in terms of their perception and adoption of e-tutoring. Implications for educational policy, especially in regards to rural education, are discussed.

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14

Trella, Christopher Andrew. "Influence of distance from the target on total response time, repeated punch force and anaerobic fatigue of amatuer boxers." Thesis, Nelson Mandela Metropolitan University, 2012. http://hdl.handle.net/10948/d1020942.

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The aim of this study was to determine the influence of distance from the target during dominant and non-dominant jab punches, on total response time, repeated jab punch force and anaerobic fatigue of amateur boxers. Data was gathered of the following variables: Biographical data, anthropometric data, total response time, change in total response time, number of punches, peak punch force and peak punch force fatigue resistance index. An exploratory and descriptive research design was used. Twelve male amateur boxers participated in this study. The participants were all either provincially or nationally ranked, between the ages 16 and 22 and in the competitive phase of their training. The data was compared to find statistical significance and it was found from the Wilcoxon ranked sign test that distance does not affect total response time, change in total response time, number of punches and peak punch force fatigue resistance index. However, it was found that distance affects peak punch force. Additionally,it was found using a Spearman rank correlation test that older boxers proved to have statistically significant faster total response times, the boxers that had slower total reponse times proved to have statistically significant less powerful peak punch force, the boxers that had slower total response times proved to have statistically significant larger fatigue resistance index, boxers with larger change in total response time proved to have statistically significant more powerful peak punch force and the boxers with larger peak punch force proved to have statistically significant smaller fatigue resistance index. The data presented provides an introduction of the exploration of how distance from a target relates to a boxer’s performance.

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15

Silva, Anderson Gabriel Marques da. "Interconnecting controlled synthesis, plasmonic, and catalysis: from education to the next generation of nanomaterials for triggering green transformations." Universidade de São Paulo, 2017. http://www.teses.usp.br/teses/disponiveis/46/46136/tde-19092017-102518/.

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This dissertation is directed towards the fundamental understanding of the controlled synthesis of noble-metal (silver, gold, and palladium) and metal oxide (manganese and copper oxide) nanostructures as well as their applications in heterogeneous and plasmonic catalysis. In the first part of this work (Section 1), we provided a general background concerning the science of controlled nanomaterials, their syntheses, properties, and applications in catalysis and plasmonic catalysis. Then, we describe and developed a series of protocols for the synthesis of these nanomaterials with controlled sizes and structures (spheres, cubes, rods, shells, flowers, dendrites, and tadpoles), mainly focusing on the mechanistic understanding of their formation and how physical and chemical parameters (size, shape, composition, surface morphology) may influence/modify their catalytic properties (Sections 2 and 3). In Section 4, we turned our attention for the design of simple protocols for the synthesis of advanced nanomaterials that are interesting for green catalytic transformations applications. In this case, we envisioned the use of MnO2-Au nanomaterials (nanowires and nanoflowers) displaying several properties (unique pore structure, high surface area, ultrasmall Au NPs at the surface, high concentration of oxygen vacancies and Auδ+ species, strong metal-support interactions, and uniform shapes and sizes) that are desirable for catalyzing a series of green oxidation reactions in mild conditions (low temperatures and molecular oxygen or atmospheric air as the oxidants). In Section 5, we have demonstrated that catalysis and optical properties can be merged together to improve catalytic processes, the so called-plasmonic catalysis. This allowed us the use of visible light as the energy input to drive chemical transformations in mild conditions and then provide new insights regarding the various factors that affect SPR-mediated catalytic activities in plasmonic nanostructures. Finally, in Section 6, we focused our attention on how important is to introduce both nanoscience and the synthesis/characterization of nanomaterials having controlled physicochemical features to undergraduate students. Specifically, we have described simple laboratory experiments for the synthesis of nanomaterials (gold nanospheres and Cu(OH)2/CuO nanowires) displaying uniform sizes and shapes in order to investigate and explain their optical properties, catalytic activities and formation mechanisms.
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16

Crouse, Tricia Lynn. "Comparisons of the Educational Outcomes from Distance Delivered versus Traditional Classroom Instruction in Principles of Microeconomics." Thesis, Virginia Tech, 2002. http://hdl.handle.net/10919/10138.

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Recent advancements in the speed and availability of the Internet have catapulted distance education into the forefront of possible economic education alternatives. Distance learning courses are taught exclusively over the Internet. Economics distance courses provide alternatives for economics students to traditional classroom instruction, and also invite new students to the discipline who may not have otherwise enrolled. An increase in the number of distance courses in the economics field has sparked a debate over the ability of distance courses to provide equivalent educational outcomes as traditional in-class courses. This study evaluates educational outcomes from a traditional section and two distance sections of introductory agricultural microeconomics courses, Economics of the Food and Fiber System (AAEC 1005), taught at Virginia Tech. The study compares student learning, attitudes and interests in economics, and perceptions of instructor effectiveness between traditionally taught students and those taught through distance education. Average exam scores, and common exam questions given to students in both course types, are the measures of student learning used in this study. Attitudes and interest are measured by student survey, and perceptions of instructor effectiveness are measured by student course evaluations. A variety of statistical tests are conducted comparing distance and traditional students in order to determine the influence of delivery method on educational outcomes. Results indicate that traditional students generally obtain higher grades on tests, and have a higher opinion of course instruction than distance students, suggesting that distance education is not an equivalent educational alternative to traditional classroom instruction.
Master of Science

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17

Barnhart, Tei. "Conceptual frameworks and models for effective delivery of distance education : a planning aid tool derived from multiple case studies." Thesis, Loughborough University, 2002. https://dspace.lboro.ac.uk/2134/6837.

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18

Haihuie, Samuel Songorohuie. "Interpreting adult distance education students' learning practices from a Melanesian sociocultural perspective : a case study from the University of Papua New Guinea Open College." Thesis, University College London (University of London), 2011. http://discovery.ucl.ac.uk/10019983/.

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This thesis explores the pedagogical practices of distance education in Papua New Guinea (PNG) involving adult students as they interact with print media mode of communication. My research was motivated after identification of a gap in the literature with regard to enhanced insight into the adult distance learners in the PNG context. My research focus incorporates PNG's unique indigenous cultural practices, forms of social organisation, knowledge and ways in which these 'ways of being' frame the uses of distance learning resources. The research aims to use a concept of 'pedagogic structures' as a way of interrogating these forms of social organisation and social position [re]construction. Collaboration and interaction as pedagogic themes resonates throughout the research. My research design voice takes an interpretive approach, through observation and informed by ethnographic research techniques. Fifteen students (3 females and 12 males), from three study centres and four lecturers, two tutor/mentors and four instructional designers participated with the researcher as participant observer. Qualitative analysis of data used a heuristic approach to code and categorise emerging themes from interviews, observations, and questionnaire responses. Distance learning resources and students' records were also examined. The intersecting concepts of ososom and osisini are introduced as orientations of learning in a distance education pedagogy. My research is theoretically guided by the ideas of Bernstein, Bourdieu and Moore, opening new avenues for analysing and shedding light on distance pedagogical practices on the premise that pedagogic practices are socially and culturally situated. My main research findings reveal that while the transmitter prescribes certain pedagogic principles, the adult distance learners go beyond these prescribed types of interaction to acquire knowledge. Students draw from their invisible social capital and pedagogic practices of tribal and communal forms of organisation to manage learning in their invisible world. This research points to the prioritisation for the enhancement of more meaningful collaborative and communal ways of distance education pedagogic transactions in PNG.

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19

Huld, Daniel Keith. "From the Whiteboard to the Web: Equipping Administrators to Recruit, Hire, and Induct Top Quality K-12 Online Teachers." PDXScholar, 2014. https://pdxscholar.library.pdx.edu/open_access_etds/2106.

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Online learning is taking our nation by storm and changing the face of education forever. By 2014 we are projected to have 10 million students taking at least one online class (Nagel, 2009). The online revolution is one of the greatest changes the field of education has seen in the last 25 years (Greenway & Vanourek, 2006). This major shift in education also represents a major shift in how our teachers are prepared and what great teaching looks like in online settings. The online classroom is distinctly different than the brick-and-mortar classroom, and success in the classroom does not necessarily translate into the online environment (Watson, Murin, Vashaw, Gemin, & Rapp, 2011). Our students deserve the best online teachers to ensure the potential of online learning is fulfilled (Cavanaugh, Gillan, Kromrey, Hess, & Blomeyer, 2004). Top quality online teachers are those who have mastered or can demonstrate the ability to quickly learn the specific skills of technology, online instructional design and delivery, communication, and online learning professional development. This study will explore and analyze the impact of the website K-12 Online Staffing Solutions on the recruitment, hiring, and induction practices for K-12 online administrators. Using the research and development research model, developed by Borg and Gall (1989), the website will undergo a series of qualitative feedback and product revision cycles with participants. The results of the study showed that the website tool was easy to use and impacted the practice of virtual school administrators in Oregon. The results have implications beyond virtual charter schools in Oregon. Online learning is growing and administrators need practical, accessible, and research based tools to successfully meet the need for online K-12 options.

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20

Acharya, Dev Raj. "Measuring the effectiveness of teaching sex education in Nepalese secondary schools : an outcome from a Randomised Controlled Trial (RCT)." Thesis, Aberystwyth University, 2014. http://hdl.handle.net/2160/7aed061b-668e-4789-879e-b30ba401b6c6.

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This study aimed to identify the effectiveness of delivering sex education in secondary schools in Hetauda (Nepal) by exploring the sexual health knowledge and understanding of young people, and parents' and teachers' views on sex education, in order to place the findings in the wider social, cultural and educational context of modern Nepal. The research selected four secondary schools pupils of diverse sociobackground characteristics in Hetauda municipality, central Nepal. This study was conducted by undertaking an intervention in control (2 schools) and experiment (2 schools) groups, and as such constituted the quantitative method. Semi-structured Key Informant Interviews (KIIs) with 14 key stakeholders (6 parents and 8 teachers) and 8 Focus Group Discussions (FGDs) with 78 pupils constituted the qualitative method. Quantitative and qualitative data were analysed separately by utilising statistical software (SPSS, 19) and thematic analysis, respectively. Outcomes were compared, combined and discussed. This study relies on a multiple theory platform (cognitive constructivism, social constructivism and social cognitive theory) to evaluate the effectiveness of sex education delivery in schools. The conventional teacher in the control school delivered the sex education programme in a didactic approach. The result had less impact on pupils' sexual health knowledge and understanding. In contrast, the health facilitator-led experimental schools used a participatory approach which showed a reasonable knowledge increment around sexual health. However, the pupils were still confused and uncertain about how to obtain sexual health information from relatives of a similar age and their family members. Many parents lacked the knowledge, iv confidence and skills to offer meaningful support to their children. This study noted four main important influential sexual health attitudes and behaviours of the pupils: ambiguous social roles leading to confusion; increased sexual awareness and curiosity about sex; significant gaps in knowledge and behaviour; and limited parental input. This study suggested several possible approaches that could be developed to improve sex education in Nepal. Young people need more information on the risk of Sexually Transmitted Infections (STIs) and unwanted pregnancies. This could encourage them to gain more sexual health knowledge which in turn could lead to increased engagement in safer sexual health practices. In particular, more young girls should be provided with access to sexual health knowledge and services in order to achieve real improvements in pupils' sexual health. Furthermore, attention needs to be given to rigorous research and appropriate sex education interventions in school. Integrating sex and relationship education, both in formal and informal education, could help to improve young people's sexual and reproductive health status.

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21

Ellery, Jane. "Delivering continuing education in health education using self-directed computer-mediated instruction [electronic resource] : moving from intention to action / by Jane Ellery." [Tampa, Fla.] : University of South Florida, 2003. http://purl.fcla.edu/fcla/etd/SFE0000052.

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22

von, Zweigbergk Maria. "Emergency Distance Teaching during the first year of the Covid-19 pandemic : Narratives from upper secondary school teachers in Sweden." Thesis, Linnéuniversitetet, Institutionen för hälso- och vårdvetenskap (HV), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-104566.

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Background: In March 2020, because of the Covid-19 pandemic, suddenly and completely unexpected, governments worldwide replaced face-to-face education with emergency distance teaching. Studies showed that students and teachers, in general, had been negatively affected by the strategy. Upper secondary school teachers and students in Sweden were affected and have now worked and studied from home for more than one year. Problem: Teachers were now asked to do extraordinary things regarding course delivery and learning. However, school curricula have not changed, and it has been up to the teachers to adapt their teaching to fulfil the curricula. Few studies provided teachers’ perspectives on this extraordinary situation and why it was essential to enter the teacher’s world and determine how this affected them and their work. Aim: The purpose of this study was to explore the Swedish upper secondary school teachers' experiences of Emergency Distance Teaching during the first year of the Covid-19 pandemic. Three research questions were considered sufficient to answer this aim. Method: A qualitative narrative design captured the lived experiences of Swedish upper secondary school teachers. Stories from two teachers that worked in two different school contexts were collected. Result: The stories were personal, emotional, and revealing and answered the research questions. The Qualitative content analysis identified three themes: (1) Distant and Remote Communication, (2) Key are to be Present, Kind, and Innovative, and (3) Trials. Both teachers' most decisive change and challenges were the difficulties they experienced with maintaining connectedness and the interrupted teacher-student relationship, which was especially difficult in vocational programs. The result surprisingly showed that some students had benefitted from EDT and showed higher attendance than before. The stories showed how the teachers struggled to be creative to fulfil students' vital needs and often used outside-box strategies to manage. The teachers also showed how they felt lonely and how this had affected their job satisfaction and well-being. Significant, was that the result showed that the teachers had gained new skills and knowledge of how to handle the best teaching during school closure, even if it were not the teaching that they would prefer. Conclusion: Remote and distance teaching will become increasingly important in the future, considering Anthropogenic Climate Change. There is a strong call for a holistic transdisciplinary approach to identify and manage the organizational and psychological impacts of EDT on Swedish upper secondary school teachers. Strategies specifically targeting teachers working with vocational programs and students from low socioeconomic backgrounds are needed to avoid exacerbating existing disparities. Teachers required close contact with their students to have job satisfaction and they needed to be included and receive clear support, trust, and guidelines from school management.

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23

Leung, Wing-chung. "The development of university-level distance education in the context of Hong Kong's transition from a British colony to a special administrative region of China." Thesis, University of Warwick, 1998. http://wrap.warwick.ac.uk/3983/.

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China resumed sovereignty over Hong Kong on I July, 1997. After being a British colony for more than 150 years, Hong Kong became a Special Administrative Region of China following the "one country, two systems" policy. This dissertation is concerned with the examination of the market changes in Hong Kong's university distance education in the transition period. Information about respondents' demographics, evaluation and intention to pursue further study through distance education programmes was collected by sending questionnaires to two types of subject: current students using distance education programmes and potential adult students in Hong Kong. A total of five groups were identified as representing the first type of subject: students of the Henley Management College/Brunel University (UK) - MBA programme, the Curtin University of Technology - Bachelor of Commerce and Master of Accounting programme (Australia), and the Open University of Hong Kong - Bachelor of Business Administration and MBA programmes. The second type of subject comprised Hong Kong adults who were interested in studying via distance education programmes. One group of subjects were visitors to the Hong Kong Education Expo 1996, and they were classified as potential students who wished to study in distance education programmes in Hong Kong. All the data were processed using the Statistical Package for Social Science software programme. The research questions were tackled by the resultant data and analysis. The important findings obtained from the subjects are: a) The need for higher-degree-level programmes is very great among Hong Kong's distance learners. The decision to undertake further study to distance Master degree level after completing a distance Bachelor degree aptly demonstrates this situation. Consideration should, therefore, be given to developing distance Master degree programmes for students currently studying distance Bachelor degree programmes, and distance Doctorate degree programmes for students currently studying distance Master degree programmes. The majority of distance students, particularly at the higher-degree-level, tend to be in the higher-income bracket. b) Hong Kong adults who are interested in distance education programmes come from different occupation segments. Their choice of further study varies according to their needs and occupations. Consideration should be given to repositioning the current distance education programmes, particularly at Bachelor's degree or Diploma level. In addition, a segment comprising housewives has been identified as potential students for Bachelor's degree programmes by this study. In the further discussion about Hong Kong during the transition period, Fägerlind and Saha's Dialectical Model is used to examine the development of Hong Kong's higher education system with three important dimensions: political, economic and social forces. Finally, this analysis provides three possible alternatives of development for the integration of Hong Kong's and China's higher education systems in the post-transition period: "One Country, One System", "One Country, Two Systems", and "One Country, Many Systems".

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24

Flora, Bethany, Virginia Foley, Deborah Joyner, and Donald W. Good. "From Grapes to Wine: Traditional to Online Doctoral Programs." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/250.

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This panel from East Tennessee State University (ETSU) shared a wide variety of opportunities and challenges in moving well-established face-to-face programs to fully online delivery formats. The panel represented a rich history of professional experience and teaching in higher education administration, PK-12 administration, and program development and marketing. Originally scheduled as a roundtable discussion, the presentation was moved to a breakout session and was well-attended. Panel members shared discussion, comments, and audience questions. Content proximal to the presentation focused on four areas involved in the collaborative move to an online delivery of a doctoral program: Notification, Development, Approval, and Implementation. However, audience participation drove discussions into areas of adult learning constructs, tuition, accreditation, and much more. Notification as a central topic was a review of the political and historical perspectives leading to ETSU’s program change when the Tennessee Board of Regents (TBR) announced a state-level initiative to move programs to online formats. ETSU had a fortyyear history of delivering a strong and well-respected Doctor of Education program, but. as the state-level movement continued, it was clear that ETSU would lead the way with its program. Development was the process of moving a rigorous program from the classroom to a fully online program. During this phase additional instructors were hired and resources were provided for training and curriculum change to accommodate non-traditional delivery models. Because of the state support and interest in moving this project, the program change occurred over an amazingly short time frame — approximately eight months. Approval as a phase occurred in concert with development as course work had to meet online guidelines and many courses were reviewed through processes in the department of educational technology. Approval phase issues also addressed accreditation issues pertaining to the Southern Association of Colleges and Schools requiring online courses to retain rigor and be equivalent in content to the same or similar course delivered in a traditional construct. Implementation emerged as a review of the issues and opportunities of practical change in delivery models. As we all have experienced, no amount of training or preparation can remove the classroom moment of loss of connectivity or the inherent difficulties of getting students comfortable with using tools in a virtual environment. Questions from the audience moved panel participants into discussions of the wide variety of university resources for graduate students in online programs, including but not limited to a myriad of library resources, technology help resources, and lower tuition rates through an online consortium that allows online students to have access to in-state tuition rates. In the panel dialogue with the audience, it appeared that the ETSU program migration, though swift, was very thorough. One area that seemed to engage all was a possibility of moving toward strengthening culture in online programming through resources for family members of graduate students in online programming.

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25

McVay-Dyche, Jennifer Michelle. "Changing Course: Early Childhood Development Faculty Experiences Transitioning from Traditional to Asynchronous Online Teaching." University of Dayton / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1386890444.

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26

Ng, Kwok Chi. "From isolation to interaction? : a case study in the implementation of computer-mediated communication as an innovation in distance education in Hong Kong." Thesis, University of Bristol, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.399901.

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27

Ludwig, Paul D. Mr. "Defining Higher Education Writing Centers from the Perspectives of Writing Center Directors." Digital Commons @ East Tennessee State University, 2021. https://dc.etsu.edu/etd/3855.

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Анотація:

The purpose of this study was to discover what defines a writing center by interviewing directors of writing centers in the Southern Appalachian area. This qualitative study was based on a single round of recorded telephone interviews with 13 writing center directors who meet the criteria for inclusion in the study. Many researchers have written about writing centers, their efficacy, and what defines them; yet, no clear consensus exists. Without a clear definition there is no means of determining the efficacy of writing centers. As a result of the interviews with the writing center directors three critical components of writing centers emerged. They were tutors, space, and leadership; these are the three major elements that define and shape a writing center. A writing center must have well-trained and knowledgeable tutors; a space, either physical, virtual or both, as a base of operation; and a director that provides leadership.

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28

Daiwei, Olsén Vivi Weiwei. "Lärarupplevelser vid distansundervisning : En kvalitativ studie av upplevelser av ledarskap vid distansundervisning hos en grupp lärare i moderna språk." Thesis, Stockholms universitet, Institutionen för pedagogik och didaktik, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-191530.

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The goal of this study is to examine what challenges in classroom management language teachers who are working at the gymnasium are facing when they are doing distance teaching. A qualitative study is performed where interviews are used as the data collection method. Five language teachers from a school in Stockholm county were chosen to take part in the interviews. These interviews were recorded and later transcribed and analysed to find categories to be able to further describe and discuss the data. This resulted in eight different categories forming. Results that are noticeable is firstly that planning and communication is the two most difficult aspects of classroom management for the interviewed teachers. For planning the time was considered difficult to control in distance teaching. When it comes to communication, the primary difficulty was to get used to communicating via a monitor which does not mediate body language and facial expressions in a satisfactory way. Furthermore, it was discovered that many teachers have problems with the technological aspects of distance teaching. There are a lot of new and complicated software that the teachers need to learn and understand to be able to efficiently educate.

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29

Kovar, Pamela Ann. "Impact of a supervised walking and education program on functional status: results from a randomized controlled trial in patients with osteoarthritis of the knee /." Access Digital Full Text version, 1991. http://pocketknowledge.tc.columbia.edu/home.php/bybib/11169473.

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Thesis (Ed.D.) -- Teachers College, Columbia University, 1991.
Typescript; issued also on microfilm. Sponsor: John P. Allegrante. Dissertation Committee: Bernard Gutin. Includes bibliographical references (leaves 171-185).

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30

Matheson, Catherine. "Optimal cultural distance : a conceptual model of greater and lesser likelihood of participation in higher education by potential entrants from under-represented socio-economic groups." Thesis, City University London, 2006. http://openaccess.city.ac.uk/8572/.

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This research investigated processes associated with greater and lesser likelihood of participation in higher education. The sample, of whom 89% were from underrepresented socio-economic groups, counted eight focus groups with a total of 78 participants and 26 individual interviews. The interaction of assumptions (drivers and barriers, constructions of students and of higher education and public discourses) and life history factors (initial education and familial influences) was examined to formulate a conceptual model of greater and lesser likelihood of participation in higher education. This conceptual model was derived from a literature-based, preliminary conceptual model that was adjusted to fit the key findings. The model is based on the idea of optimal cultural distance or the point at which higher education becomes for oneself rather than not for oneself. It takes into account the factors that lessen cultural distance and internalised barriers and hence increase the likelihood of reaching the point of optimal cultural distance. The model also takes into account the extent to which entering higher education is a decision or a non-decision and the extent to which decisions and non-decisions are made within practical or discursive consciousness. The conceptual model of greater and lesser likelihood of participation by potential entrants from under-represented socio-economic groups goes beyond contrasting polarised and social-class based educational trajectories. It offers important insights into personal constructions of higher education and will inform policy and practice in the current climate of higher education today.

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31

McHenry, Kristen, S. Alicia Williams, Florence M. Weierbach, Kate E. Beatty, and Brian Cross. "From Opportunity to Necessity: Development of an Asynchronous Online Interprofessional Learning Experience." Digital Commons @ East Tennessee State University, 2021. https://dc.etsu.edu/ijhse/vol8/iss1/4.

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Incorporating interprofessional collaboration competencies into both undergraduate pre-licensure and graduate health science students poses challenges for academic health science centers. Certain student groups may have less opportunity to participate in interprofessional learning experiences due to demands of individual programs of study and conflicts in scheduling time with other disciplines. A group of interprofessional higher education faculty members created an innovative online asynchronous interprofessional experience with the primary goals of meeting accreditation standards for specific programs and providing interprofessional education (IPE) to students who were unable to participate in traditional face-to-face IPE experiences already established at the institution. This guide will highlight the process of design and development of the learning opportunity, from conception to implementation. The pilot of the asynchronous online IPE experience served as a model for the transition of the original in-person model to virtual IPE during the COVID-19 pandemic.

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32

Best, Ruth. "An Online Statistics Course From Faculty and Students' Perspectives: A Case Study." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2202.

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Faculty at a private college in the northeastern United States found students lacked prerequisite mathematical skills and were unable to transfer quantitative reasoning skills to upper level business courses. Guided by Mezirow's transformative learning theory and Knowles' approach to self-directed learning, this study examined how undergraduate students learn statistics online. The purpose of this qualitative embedded case study was to examine faculty and students' perspectives about the online statistics course design and delivery while exploring possible barriers to students' learning. Data collection occurred by review of course documents and the learning management system. Archival data generated questions for semistructured interviews with 2 faculty and 4 students. Thematic analysis of data followed the inductive and interpretive approach to identify categories and 5 themes: measuring and assessing student learning, challenges learning statistics online, student readiness and preparation, online faculty roles, and recommendations for improving online statistics courses. Findings identified technical and affective barriers to learning statistics online and the need to create supportive learning environments fostering differentiated instruction, mastery learning, and complying with the Guidelines for Assessment and Instruction in Statistics Education. The resulting project was 5 professional development webinars designed to assist faculty creating student-centered online statistics courses focused on conceptual understanding. This study contributes to positive social change through implementation of course design leading to student access and online content mastery.

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33

Monteiro, Jussemy Aguiar [UNESP]. "Ensino a distância: educação ou treinamento no PEC/FOR PROF?" Universidade Estadual Paulista (UNESP), 2005. http://hdl.handle.net/11449/96379.

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Made available in DSpace on 2014-06-11T19:28:18Z (GMT). No. of bitstreams: 0 Previous issue date: 2005-12-14Bitstream added on 2014-06-13T18:57:17Z : No. of bitstreams: 1 monteiro_ja_me_mar.pdf: 458047 bytes, checksum: 0e6eda7ba104ccc40b3bf456266dcd9f (MD5)
Com o aprofundamento do debate sobre a formação do professor, discutem-se as possibilidades e os limites que nos últimos anos têm sido postos pela concepção, organização e estratégias da formação contínua do magistério dos professores do ensino fundamental. Em uma abordagem histórica inicial, acompanha-se o percurso da formação/qualificação do professor do ensino fundamental durante o século XX até nossos dias. A falta de relação entre a teoria e a prática docente preocupou, em meados do século, a formação oficial, que se contentava em reciclar o professor, descartando seu conhecimento real, introduzindo o novo desconectado do velho. A partir da Conferência Mundial de Educação para Todos, realizada em Jomtien, Tailândia, em março de 1990, um plano de ação foi elaborado para satisfazer às necessidades básicas de aprendizagem, indicando o papel do professor, sua formação inicial e capacitação em serviço. A partir disso a continuidade para a formação de professores do ensino básico, apresenta-se nas últimas décadas como tema obrigatório do centro da cena da educação, legislada pela LDB nº 9394/96, no país e em S. Paulo. Como indicado na LDB, e também como forma de treinar o grande contingente de professores, formados pelo ensino médio, efetivos do ensino fundamental, que estavam em exercício, foi-lhes oferecido o PEC/FOR PROF, programa de educação continuada, em nível superior, modalidade a distância. Para esclarecer este ângulo, utilizaram-se referenciais de bases kuhnianas, como elucidação da mudança de paradigma, específicos a cada um dos problemas evidenciados ao longo deste trabalho...
Considering the deepening debate about teaching development, it is up to date the discussion of possibilities and limits in conceptions, organization and strategies of teaching studies to be developed continuously with primary and high school's teachers. Since the last century till our days, a first historical approach has been made to consider the qualified background of this kind of teacher. The lack of relation between theory and teaching practice was considered a problem, from the middle of the twentieth century, because the official educative rulers was satisfied to recycle teachers, ignoring its previous knowledge, introducing new theories disconnected from the oldest ones. So, since the worldwide meeting about Education for All, held in Jomtien, Thailand, March, 1990, an action plan was elaborated to satisfy basic necessities of learning, indicating a teacher's role and its desired capacity in service. From there on, the continual work with primary school's teachers became a necessary theme for basic programs of learning how to teach, ruled by the law LDB, number 9394/96, in the country and in São Paulo. As indicated by the LDB, and also as a way of training a large group of teachers, effectively working at high schools, it was offered the PEC/FOR PROF, a program of continuous capacity, till a superior level of studies, offered by distance. To achieve this goal, during the development of this work, kuhnians basics were used, for a change of paradigm, specifically chosen for each detected problem... (Complete abstract, click electronic address below).

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34

Faidley, Joel. "Comparison of Learning Outcomes from Online and Face-to-Face Accounting Courses." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etd/3434.

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Online education continues to evolve and grow dramatically at colleges and universities across the globe. Today’s society is comprised of people who are increasingly busy with work and family obligations and who are looking for more flexible and expedited avenues for higher education. Institutions seek to meet these new demands by offering online distance educational opportunities while increasing cash flow for their college. Unfortunately the pitfalls to this rush to meet online demand results in what some researchers assert are inadequate quality content and curriculum. Others indicate there are not significant differences in the outcomes from online learning compared with traditional face-to-face classes. Much of the research has been conducted on nonquantitative courses, quantitative courses with small sample sizes, or large sample sizes that are not controlled for quality of online content, delivery, or verification of learning. The purpose of this quasi-experimental ex-post-facto study was to compare student outcomes from two Principles of Accounting courses both delivered in two methods of instruction: traditional face-to-face (F2F) and an on-line asynchronous format. The online content for both courses was developed with assistance of academic technology professionals at the participating university. Student learning was measured as final course grade where all exams were administered by a testing center in a proctored environment. The sample size included 124 students from the online sections and 433 students from the traditional face-to-face sections. Eight research questions were examined using independent samples t-test for 6 of the analyses, ANOVA for 1 question, and multiple regression for predictors of mean final course grade. The results indicated students performed significantly better in the face-to-face classes than the online sections. Female students scored significantly higher than male students in both methods of instruction. ACT composite score, ACT math score, GPA, gender, and method of instruction all were significantly related to final course grade. Age was not a significant predictor of final course grade but in the online sections nontraditional students (age 25 and older) scored significantly higher than students under the age of 25.

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35

Monteiro, Jussemy Aguiar. "Ensino a distância : educação ou treinamento no PEC/FOR PROF? /." Marília : [s.n.], 2005. http://hdl.handle.net/11449/96379.

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Orientador: Carlos da Fonseca Brandão
Banca: Alonso Bezerra de Carvalho
Banca: César Augusto Minto
Resumo: Com o aprofundamento do debate sobre a formação do professor, discutem-se as possibilidades e os limites que nos últimos anos têm sido postos pela concepção, organização e estratégias da formação contínua do magistério dos professores do ensino fundamental. Em uma abordagem histórica inicial, acompanha-se o percurso da formação/qualificação do professor do ensino fundamental durante o século XX até nossos dias. A falta de relação entre a teoria e a prática docente preocupou, em meados do século, a formação oficial, que se contentava em "reciclar" o professor, descartando seu conhecimento real, introduzindo o novo desconectado do velho. A partir da Conferência Mundial de Educação para Todos, realizada em Jomtien, Tailândia, em março de 1990, um plano de ação foi elaborado para satisfazer às necessidades básicas de aprendizagem, indicando o papel do professor, sua formação inicial e capacitação em serviço. A partir disso a continuidade para a formação de professores do ensino básico, apresenta-se nas últimas décadas como tema obrigatório do centro da cena da educação, legislada pela LDB nº 9394/96, no país e em S. Paulo. Como indicado na LDB, e também como forma de "treinar" o grande contingente de professores, formados pelo ensino médio, efetivos do ensino fundamental, que estavam em exercício, foi-lhes oferecido o PEC/FOR PROF, programa de educação continuada, em nível superior, modalidade a distância. Para esclarecer este ângulo, utilizaram-se referenciais de bases kuhnianas, como elucidação da mudança de paradigma, específicos a cada um dos problemas evidenciados ao longo deste trabalho... (Resumo completo, clicar acesso eletrônico abaixo)
Abstract: Considering the deepening debate about teaching development, it is up to date the discussion of possibilities and limits in conceptions, organization and strategies of teaching studies to be developed continuously with primary and high school's teachers. Since the last century till our days, a first historical approach has been made to consider the qualified background of this kind of teacher. The lack of relation between theory and teaching practice was considered a problem, from the middle of the twentieth century, because the official educative rulers was satisfied to "recycle" teachers, ignoring its previous knowledge, introducing new theories disconnected from the oldest ones. So, since the worldwide meeting about Education for All, held in Jomtien, Thailand, March, 1990, an action plan was elaborated to satisfy basic necessities of learning, indicating a teacher's role and its desired capacity in service. From there on, the continual work with primary school's teachers became a necessary theme for basic programs of learning how to teach, ruled by the law LDB, number 9394/96, in the country and in São Paulo. As indicated by the LDB, and also as a way of "training" a large group of teachers, effectively working at high schools, it was offered the PEC/FOR PROF, a program of continuous capacity, till a superior level of studies, offered by distance. To achieve this goal, during the development of this work, kuhnians basics were used, for a change of paradigm, specifically chosen for each detected problem... (Complete abstract, click electronic address below).
Mestre

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36

Kanar, Fatma. "An Assesment Of On-line Instructor: A Case Study For An Effective E-learning Instructor From E-learners." Master's thesis, METU, 2003. http://etd.lib.metu.edu.tr/upload/691147/index.pdf.

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The purpose of this study was to investigate the characteristics of a qualified e-learning instructor from e-learners&rsquo
perspectives by submitting a questionnaire to e-learners of &ldquo
CSIT444-Online Web Design&rdquo
course offered through the means of distance learning at the Eastern Mediterranean University. The study explored on-line instructor&rsquo
s administrative support, instructional competency, proficiency in applying the systems used in the course, in other words, technical knowledge and skills and on-line instructor&rsquo
s evaluation criteria of the on-line course. The study used the data obtained from 45 students, the instructor and an assistant of Eastern Mediterranean University. For this research, descriptive study was carried out and qualitative results were given at the end of the study. The results investigated students&rsquo
perceptions about the on-line course they were introduced prior to the application of the questionnaire. The results of the questionnaire demonstrated that the course was found effective, interesting and motivating for students with the animations, free lecture notes, forums, chat rooms, links to e-sources, chance for interaction and immediate feedback that enhance student creativity and self study. The findings included the recommendations for teachers in on-line learning environment. The study also provides the framework of the on-line instructors&rsquo
role by means of on-line learning environment. The results were demonstrated at the end of the study.

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37

Ingemarsson, Johanna. "EFL Teachers’ Experiences Teaching Online using ICT : A Case Study of the Transition from Classroom Teaching to Online Teaching during the COVID-19 Pandemic." Thesis, Karlstads universitet, Institutionen för språk, litteratur och interkultur (from 2013), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-84446.

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Анотація:

The aim of this research project was to contribute to the knowledge about the teaching practices taking place during the COVID-19 pandemic, by investigating the use of information and communication technology (ICT) in online teaching by five EFL (English as a foreign language) teachers and their experiences of transforming from classroom teaching to online teaching during the pandemic. Furthermore, this study has also investigated how these teachers believe online teaching has affected their students’ English learning. The data was collected by using semi-structured interviews. The data were later analyzed by thematic analyses, and divided into themes, sub-themes and codes. It was concluded that teachers had both positive and negative experiences from teaching online. The fact that the education could be continued from home and that the teachers had improved their teaching practices was frequently expressed in positive opinions. However, the results from the study also revealed that the teachers had mostly negative experiences in terms of the actual process of teaching online, personal feelings, and the effects on students’ English learning. Issues such as technical difficulties, teaching online being time consuming and inhibited interactions are among the negative experiences regarding online teaching. In addition, suggestions have been made on how to improve distance education and how teaching online in the future requires teachers to be educated in how to implement effective ICT tools in their online teaching.
Syftet med denna studie har varit att bidra till kunskap om den undervisning som har skett under COVID-19 pandemin, genom att undersöka användningen av IKT (informations och kommunikations teknik) i den onlineundervisning som bedrivits av fem EFL-lärare (English as a Foreign Language) och deras erfarenheter av övergången från klassrumsundervisning till onlineundervisning. Vidare har denna studie även undersökt hur dessa lärare tror att onlineundervisningen har påverkat elevernas lärande i ämnet engelska. Datan samlades in med hjälp av semistrukturerade intervjuer. Lärarnas svar analyserades senare med hjälp av tematiska analyser och delades in i teman, undertema och koder. Resultatet visade att lärarna hade både positiva och negativa erfarenheter av att undervisa online. Det faktum att eleverna kunde fortsätta sin utbildning hemifrån och att lärarna hade förbättrat sin egen undervisning uttryckets ofta i positiva åsikter. Resultat från studien visade däremot att lärarna hade mest negativa erfarenheter när det gällde den faktiska processen av att undervisa online, personliga känslor, och effekterna onlineundervisning har haft på elevernas lärande i ämnet engelska. Problematik så som tekniska svårigheter, att det var tidskrävande och att interaktionen mellan lärare och elever hämmades tillhör några av de negativa erfarenheter av onlineundervisning som lärarna vittnade om. Denna studie presenterar förslag på hur man kan förbättra distansutbildning och hur fortsatt undervisning online kräver att lärare utbildas i hur man implementerar effektiva IKT-verktyg i sin onlineundervisning.

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38

Лисенко, Микола Владиславович. "Інноваційна парадигма вищої освіти в Україні за умов переходу до інформаційного суспільства". Doctoral thesis, 2012. https://ela.kpi.ua/handle/123456789/2545.

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39

Wang, Li-Ting, and 王俐婷. "The Distance Education From Developing Network By Confucious Thinking." Thesis, 2003. http://ndltd.ncl.edu.tw/handle/06715964495102590415.

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Анотація:

碩士
國立中央大學
哲學研究所
91
Because of the developing internet, it brings to a new centry. Every country put the distance education into active, but how and why to put it into active is the course that make us to deep thinking. This article emphasis on if distance education was compatible with Chinese culture? or instead of traditional education totally? We use the point of ethic and the adjustment of methodologies to research the topologies of distance education.

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40

Kao, Bing-Long, and 高炳龍. "Action Research on Nature Science Curriculum of Distance Education about Fungi from Taiwan." Thesis, 2004. http://ndltd.ncl.edu.tw/handle/85306858138189105928.

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Анотація:

碩士
臺北市立師範學院
科學教育研究所
92
The topic of “Fungi from Taiwan” was selected as teaching material for the cur-riculum development in the asynchronous distance teaching and action research. Dur-ing past three years (1999-2003), there are 40 students involved in this curriculum. Researcher and the teacher collaborated to investigate the advantage of asynchronous distance teaching by quantitative analysis and qualified study. The researcher would solve problems and dilemmas in actually teaching situation by action research. In the first two years, we had constructed a process about how to design web- based curriculum by “Webpoint” and “Webguide” software, which can increase stu-dents’ learning motivation. Furthermore, the four standards of multi-mode evaluation were used in this research for evaluating students’ learning attitudes and achievements. In order to increase learners’ abilities and practical experiences; web-based scientific experiments and web-based field study instructed by online video were also included in the curriculum in the second and third years. In addition, students’ portfolios were used to analyze the correlations between students’ learning processes and their achievements. Finally, the researcher tried to find out the students how to get the curriculum infor-mation. The result showed that students had good performance in this curriculum and they also highly satisfied to the course content and their own learning processes (M=4.84, SD=0.28). Most of elementary school teachers could apply their knowledge of fungi in scientific teaching. Besides, active discussions and learning attitudes were the important factors for high achievements. Moreover, the appropriate manual of distance learning could help students learn fast on operating computer and also reduce website manager’s and assistant’s work. Advertisement on the Internet and the posters were the major ways for students to get curriculum information. Although distance learning emphasizes the individual study, those students who could well cooperate with each other did have better learning performance. The result also showed that reusing well-designed course units could reduce teaching loading for continuous curriculum. Field study and scientific experiments could be executed by video production in distance education. The advantages of na-ture science with colorful pictures and vivid video have better outcome in web-based teaching. Analyzing the students’ portfolios and performance assessments did actually evaluate the students’ achievements. From those results, it was suggested that experi-ment online video production, active website-guide, technician training and multimedia workshop should be emphasized in the scientific web-based curriculum development in order to have good outcome.

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41

Awalt, Carolyn Joy. "Moving from the classroom to online teaching a study of change in faculty attitudes /." Thesis, 2003. http://wwwlib.umi.com/cr/utexas/fullcit?p3116254.

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42

Halas, Gayle. ""Pretty radical from what I've known": The dissonance and distance underlying patients' cognitive engagement with educational health information." 2016. http://hdl.handle.net/1993/31838.

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Patient education often aims to activate behaviours for health management. Assumptions of a fundamental desire for information and learning as a pre-requisite for self-management are countered by the fact that some patients refuse or selectively attend to health information. The complex and emotional context surrounding illness and disease may reduce the patient’s openness or willingness to engage with information. Perceptions of a non-compliant, resistant or difficult patient are accompanied with little understanding of the underlying factors. The goal of this research was to explore the cognitive and emotional factors underlying the patient’s readiness to learn or cognitively engage with information regarding diabetes management. This study was conducted using Interpretative Phenomenological Analysis, which draws from the educational experiences of patients with diabetes and interprets their narratives within the context of existing research and theory. A maximum variation sample of 19 adults with Type II diabetes from a primary care clinic and a tertiary care hemodialysis unit participated in an interview. Three main themes emerged: underlying incongruence in knowledge, thoughts and beliefs; relational talking; and negotiating control. Themes converged on the essence of ‘distance’ between the patient’s lifeworld and the disease and its management. When considered in relation to cognitive dissonance and psychological distance theories, psychological adjustment and relational challenges were revealed. Adjustment involved reconciling difference and dissonance at various points during diabetes management. Distance also threatened the adjustment process and in some cases generated defensive reactions. Adjustment and relational challenges have a bearing on the early stages of the learning process. Differentiating the message according to concrete and abstract information may be more conducive to a staged learning process and offer a more tangible understanding of ‘finding common ground’ within patient-centered communication. These factors underlying readiness to learn have been reported by patients with diabetes and require further consideration for tailoring communication and education to support person-centred care and self-management.
October 2016

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Simpson, Mary G. "Distance delivery of pre-service teacher education lessons for good practice from twenty-one international programs /." 2003. http://etda.libraries.psu.edu/theses/approved/WorldWideIndex/ETD-291/index.html.

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44

Shezi, Mlingelwa Wiseman. "Talent retention of academics from designated groups at a distance learning university in South Africa." 2015. http://encore.tut.ac.za/iii/cpro/DigitalItemViewPage.external?sp=1001876.

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M. Tech. Business Administration
The aim of this research is to explore ways of retaining academic staff at a distance learning university in South Africa. It also looks at how the Employment Equity Act 55 of 1998 can be used to retain talent in our distance learning universities.

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45

Metevelis, Melissa Ann. "Recent interior design graduates from two types of programs and the potential employers of interior designers : a descriptive study of opinions regarding online education /." 2008. http://library.uco.edu/UCOthesis/MetevelisMA2008.pdf.

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46

Mead, Richardson Alison. "From introduction to institutionalisation : the process of establishing new teaching & learning methodologies in vocational education and training." Thesis, 2013. http://hdl.handle.net/10500/11891.

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As new teaching and learning technologies begin to challenge the boundaries between time and place, distance and elearning are becoming mainstream approaches to increase access and improve quality in post-secondary education. Educators and educational managers are being challenged by the need to manage technology integration within institutions and within education systems. In 2007, the Government of Botswana established a new technical college with the specific mandate to expand technical and vocational education and training (TVET) provision by introducing distance and elearning programme delivery. This thesis reports on the findings of a case study undertaken during the first two years of the life of the college. The study aimed to identify the organisational structures and change processes needed for the successful implementation of distance and elearning and to discover how these structures and processes can be best managed. The field work was carried out within an interpretive paradigm in a longitudinal case study over 30 months. The approach was ethnographic and the data collection methods included documentary analysis and participant observation. Focussed interviews were carried out with a purposive sample of key respondents in order to further explore observations. Different theoretical and practical models of technology integration were investigated and the MIT 90s model was considered to be the most applicable and pragmatic. Theories of organisational change were researched to help understand the process. Lewin’s seminal work on field theory, group dynamics and the 3-step change model with the notion of driving and restraining forces on change gave a framework against which to analyse the process of change. The findings detail a change process which features a lack of preparation, perceived lack of management commitment by staff and poor timing in a top down approach to introducing distance and flexible learning. The findings show how an external group of change agents working as technical experts within clearly defined policy objectives and facilitating extensive staff development, were an insufficient driving force for change against the restraining forces of a bureaucratic organisational culture, strong mental models of traditional teaching and perceived lack of leadership.
Sociology
D. Litt. et Phil. (Sociology)

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47

Modise, Mpho-Entle Puleng. "Towards an effective and empathetic student support system in an open and distance education and e-learning environment : a case study from a developing country context." Diss., 2016. http://hdl.handle.net/10500/25810.

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Faced with the influx of emerging technologies, educators must continuously equip themselves with the necessary skills to effectively impact on today’s learners. Central to successful curriculum reform and student retention is the realisation that educators need to engage in continuous professional development, to meet the learners’ needs. The purpose of this research study is to explore and study how educators’ skills, knowledge and experience in e-learning can contribute to the successful achievement of the institution’s and students’ educational goals and to the design of a quality support system in an ODeL environment in a developing country. A mixed-method research approach was adopted. The target population was the University of South Africa (Unisa) academic staff members who enrolled for an elearning programme with the University of Maryland University College (UMUC) between the year 2012 and 2014. Convenience non-probability sampling was used and a total of 60 candidates were invited to participate in the study. Most of the participants pointed to the empathetic support they received from the relevant UMUC staff and also indicated that they are now ready to create an empathetic learning environment for their own students at Unisa. It is the premise of this paper that academics cannot impart and/or transfer what they do not have or know to learners and it gives recommendations on striving towards an effective empathetic students support in distance education and e-learning continuous professional development to effectively impact on today’s learners. The importance of pace, assignment due dates, use of rubrics, turnaround time for feedback, built-in support, and appropriate assessment strategies are also key findings in the report.
Educational Studies
M. Ed. (Open and Distance Learning (ODL)

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Mays, Tony John. "From policy to practice: an evaluation of the Unisa National Professional Diploma in Education from the perspective of social critical theory." Diss., 2004. http://hdl.handle.net/10500/1431.

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The National Professional Diploma in Education is an in-service programme for classroom-based educators who have less than three years of professional training. The programme seeks to create a pathway to qualified teacher status in ways that will impact positively on classroom practice, prepare teacher-learners for the implementation of the new curriculum and provide a sufficiently rigorous foundation for further study. This evaluation adopted a fourth generation evaluation approach characterised by extensive engagement with programme stakeholders. Chapter 2 outlines an epistemological and philosophical framework of reference whilst Chapters 3 and 4 explore learning and teaching strategies and management and costing issues. The findings of these investigations lead to the recommendations made in Chapter 5. It is felt that the Unisa NPDE meets many of the goals of the programme, but further research is needed into the impact on classroom practice and into the management of the decentralised learner support.
Educational Studies
M.Ed. (Didactics)

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