Дисертації з теми "Distance education and online learning"
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Lin, Yi-Mei. "Understanding students' technology appropriation and learning perceptions in online learning environments." Diss., Columbia, Mo. : University of Missouri-Columbia, 2005. http://hdl.handle.net/10355/4130.
Повний текст джерелаThe entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file viewed on (May 25, 2006) Vita. Includes bibliographical references.
Squillace, Diana Marie. "Distance education: The development of online learning environments for the online student." CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2394.
Повний текст джерелаGallagher, Debra. "Learning styles, self-efficacy, and satisfaction with online learning is online learning for everyone? /." Bowling Green, Ohio : Bowling Green State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1171920981.
Повний текст джерелаFox, Jan Isobel. "Review of the factors influencing the satisfaction of learning in online courses at Marshall University." Morgantown, W. Va. : [West Virginia University Libraries], 2000. http://etd.wvu.edu/templates/showETD.cfm?recnum=1345.
Повний текст джерелаTitle from document title page. Document formatted into pages; contains ix, 128 p. Vita. Includes abstract. Includes bibliographical references (p. 88-106).
Ford, William. "Online Learning in Biology: An Investigation into Designing Online Learning Resources." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etd/3330.
Повний текст джерелаPorter, Mary. "The benefit of distance learning." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2776.
Повний текст джерелаPhillips, Alana S. "Retention: Course Completion Rates in Online Distance Learning." Thesis, University of North Texas, 2015. https://digital.library.unt.edu/ark:/67531/metadc822741/.
Повний текст джерелаDolloph, Frances M. "Online higher education faculty perceptions, learning, and changes in teaching /." Morgantown, W. Va. : [West Virginia University Libraries], 2007. https://eidr.wvu.edu/etd/documentdata.eTD?documentid=5296.
Повний текст джерелаTitle from document title page. Document formatted into pages; contains vi, 152 p. : ill. (some col.). Vita. Includes abstract. Includes bibliographical references (p. 110-122).
Keramidas, Cathy Galyon, and Michael Mayton. "Who's Ready to Learn Online?" Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/517.
Повний текст джерелаWang, Qifu. "A study of barriers to online learning in distance education in China." Thesis, University of Nottingham, 2013. http://eprints.nottingham.ac.uk/28966/.
Повний текст джерелаMa, Guoping. "Online learning community in the context of distance education a case study /." [Bloomington, Ind.] : Indiana University, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3243787.
Повний текст джерелаJenkins, Stephen Philip. "Online Learners: a Study of their Advising Attitudes, Experiences, and Learning." PDXScholar, 2018. https://pdxscholar.library.pdx.edu/open_access_etds/4657.
Повний текст джерелаAhmad, Arshad. "Validating a theory-based design for online instruction : the integrated learning model." Thesis, McGill University, 2000. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=36861.
Повний текст джерелаUsing a multiple paradigmatic approach that blends the best of both cognitive and situative perspectives in an open-learning constructivist environment, three broad constructs were used to identify variables that influence learning. These constructs include (1) knowledge acquisition strategies ; (2) cognitive tools that support practice and (3) assessment components that capture artifacts of learning.
In addition, the ILM uses expertise, pedagogical content knowledge and self-regulation as principles that anchor instructional designs. While these principles have traditionally been operationalized separately in classroom settings, they have not been implemented simultaneously to constitute the core elements of an open-learning model. The ILM represents such a synthesis.
Data were collected from 338 students using various tools online, as well as from four surveys administered throughout the semester. Sixty percent of the participants were male with an average age of 21 years. They spent approximately six hours per week on the course. Print material, interactive practice tests and online information were the most frequently used tools. Other tools such as videos and communication software were also positively rated. The majority preferred a mixture of discovery learning and guided instruction. From the fifteen online items, three extracted factors explained 69% of the total variance and loadings were above the 0.7 threshold. These factors correspond to the three broad constructs identified above. Given these dimensions and the latent construct (learning), Structural Equation Modeling techniques were applied to confirm the ILM.
The ELM is introduced to encourage designers of Web-based instruction to engineer appropriate knowledge acquisition strategies and to practice opportunities and appropriate assessment methods that are theoretically driven and constructively aligned in an open learning environment. Such Web-designs open new doors to faculty, administrators, employers, and learners. They help to explain why participants learn meaningfully and what might enable them to create knowledge.
Renner, Jasmine R. "E-Learning and Mobile Learning Training Manual for Colleges and Universities: Transforming Learning." Digital Commons @ East Tennessee State University, 2015. http://amzn.com/1511917350.
Повний текст джерелаhttps://dc.etsu.edu/etsu_books/1066/thumbnail.jpg
Johnson, Carissa. "Understanding Doctoral Success Factors in Online Education Programs." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1360.
Повний текст джерелаBuck, Julia M. "Perceptions of the online learning environment among college students who have never taken an online course." Online version, 2009. http://www.uwstout.edu/lib/thesis/2009/2009buckj.pdf.
Повний текст джерелаBesich, Marilyn Ann. "Learning tactics of successful online learners." Diss., Montana State University, 2005. http://etd.lib.montana.edu/etd/2005/besich/BesichM0505.pdf.
Повний текст джерелаStefan, Silvia A. "The Differences of Faculty Voices: Views and Experiences with Online Learning." Youngstown State University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1464786999.
Повний текст джерелаBungard, Patrick Allen. "MEETING THE DISTANCE EDUCATION CHALLENGE: A GUIDE FOR DESIGNING ONLINE CLASSROOMS." CSUSB ScholarWorks, 2017. https://scholarworks.lib.csusb.edu/etd/587.
Повний текст джерелаMoody, Jane Elizabeth. "WOMEN'S EXPERIENCES WITH DISTANCE EDUCATION." Master's thesis, University of Central Florida, 2004. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4493.
Повний текст джерелаM.A.
Department of English
Arts and Sciences
English
Keramidas, Cathy Galyon. "Going Online! Meeting the Needs of ALL Stakeholders When Creating an Online Certification Program." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/519.
Повний текст джерелаLawson, Cheryl L. Wheeler Maurice B. "A change agent in the use of continuing online distance learning technology." [Denton, Tex.] : University of North Texas, 2009. http://digital.library.unt.edu/permalink/meta-dc-11027.
Повний текст джерелаPyke, J. Garvey. "Types and frequencies of instructor-student feedback in an online distance learning environment." [Bloomington, Ind.] : Indiana University, 2007. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3299089.
Повний текст джерелаMitchell, Elizabeth. "Applying and assessing a contingency model for online learning policy implementation in higher education /." Burnaby B.C. : Simon Fraser University, 2006. http://ir.lib.sfu.ca/handle/1892/2785.
Повний текст джерелаWu-Rorrer, Billy Ray. "A Case Study in Online Instruction for a Non-Laboratory-Based Course in Herbaceous Plants." Thesis, Virginia Tech, 2004. http://hdl.handle.net/10919/30831.
Повний текст джерелаThis case study examined asynchronous online instruction to suggest practices of delivering a traditional lab-based course via the Internet and effective ways of teaching in such an environment. Numerous studies were outlined to compare traditional and distance education student outcomes, commonly referred to as the media comparison approach. This approach, as it pertains to the instructional design process, was outlined in-depth to provide an outline for future online courses in Herbaceous Plants.
The instructorâ s enthusiasm and interests about delivering an online course led to the development and implementation of the first Herbaceous Plants course at The George Washington University. The course was offered in an attempt to address the growing needs and requests of the Landscape Design students for a course on herbaceous plants.
Institutions can use this study to gain insight into the technologies used in distance education and how traditional lab-based courses can be taught through asynchronous, online environments. A well developed distance education program can be a time saving, cost-effective solution in higher education. In order to implement similar courses, institutions should complete individualized instructional designs prior to the development of the course.
While technologies such as the Internet, email, and videostreaming have effectively facilitated dramatic increases in our abilities to disseminate information, distance education is not the solution to every educational challenge. In time, online instruction will take its place in contemporary education while continuing to expand educational opportunities to new and distant audiences whose quest for knowledge would otherwise be hampered by time or distance.
Master of Science
Wheatley, Alex W. "Perceptions of Special Education Services Delivered Through Online Learning Environments During COVID-19." BYU ScholarsArchive, 2021. https://scholarsarchive.byu.edu/etd/9082.
Повний текст джерелаPrice-Rhea, Kelly, J. Price, and D. Hayes. "E-Ethics: Business and Education Student Perspectives Regarding Online Learning." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/840.
Повний текст джерелаWilliams, H. J. "Postgraduate perspectives of distance e-learning : a qualitative case study of online distance learning in occupational safety and health." Thesis, University of Salford, 2004. http://usir.salford.ac.uk/2177/.
Повний текст джерелаBennett, Bo Scott. "Social Intelligence of Undergraduates Enrolled in Traditional vs. Distance Higher Education Learning Programs." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/742.
Повний текст джерелаWheeler, Kimberly M. "A Mixed Method Study Examining Synchronous-Enhanced Learning in Distance Education." Scholar Commons, 2015. http://scholarcommons.usf.edu/etd/5865.
Повний текст джерелаWesolowski, Meredith C. "Facilitating problem based learning in an online biology laboratory course." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file, 150 p, 2008. http://proquest.umi.com/pqdweb?did=1601519971&sid=6&Fmt=2&clientId=8331&RQT=309&VName=PQD.
Повний текст джерелаTilak, Shantanu Amod. "Alternative lifeworlds on the Internet: Habermas and democratic distance education." The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1587177594821112.
Повний текст джерелаMurphy, Kathy. "Factors Associated with Successful High School Distance Education Programs." Digital Commons @ East Tennessee State University, 2005. https://dc.etsu.edu/etd/1025.
Повний текст джерелаLary, Lynn M. "Online learning : student and environmental factors and their relationship to secondary school student success in online courses /." view abstract or download file of text, 2002. http://wwwlib.umi.com/cr/uoregon/fullcit?p3055697.
Повний текст джерелаTypescript. Includes vita and abstract. Includes bibliographical references (leaves 246-252). Also available for download via the World Wide Web; free to University of Oregon users.
Sandoe, Cheryl. "Measuring Transactional Distance in Online Courses: The Structure Component." Scholar Commons, 2005. https://scholarcommons.usf.edu/etd/844.
Повний текст джерелаMarshall, Henry J. Jr. "Faculty Members' Best Practice Standards in the Design of Higher Education Online Courses." University of Toledo / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1438618742.
Повний текст джерелаRenner, Jasmine R. "E-Learning Training Manual: Best Practices and Quality Assurance For Developing and Creating E-learning Courses in Colleges and Universities." Digital Commons @ East Tennessee State University, 2015. http://amzn.com/151192845X.
Повний текст джерелаhttps://dc.etsu.edu/etsu_books/1068/thumbnail.jpg
Sparrow, Robert. "Exploring undergraduate hospitality student attitudes about online learning." Thesis, Kansas State University, 2012. http://hdl.handle.net/2097/13724.
Повний текст джерелаDepartment of Hospitality Management and Dietetics
Kevin Roberts
Distance programs in higher education have become commonplace in the United States because of developments in technology. Despite these advancements, hospitality programs have been reluctant to create fully online offerings for undergraduate students. This study wanted to focus on understanding the attitudes of undergraduate hospitality students about online learning. Specifically, the objectives of this study were to determine the attitudes of hospitality students about online learning, to analyze which technologies they have used during their academic careers, and to analyze which technologies are perceived as most useful to facilitate learning. Focus groups were conducted with a select group of students to better understand their attitudes and experiences with online learning and learning technologies. An online survey was distributed to undergraduate hospitality management students at five Midwestern universities. Means and standard deviations were used to measure overall student attitudes about online learning and to measure ratings of effectiveness and past use of selected technologies for online learning. An analysis of variance (ANOVA) was used to determine the relationships between educational levels of students and perceptions of online technologies, as well as the relationship between experience with online courses and attitudes towards online learning. A t-test was used to determine if a relationship existed between gender and attitudes towards online learning. Results from this study revealed that respondents preferred to use more familiar technologies such as slideshow presentations and email for online learning. Students reported that they would miss the interaction with their professors if they took an online course and would receive less help. Females and males differed in their attitudes about online learning. Results from this study will assist hospitality curriculum developers to better understand the attitudes and needs of undergraduate hospitality management students in the online learning environment.
Eijkman, Henk, and n/a. "Online learning as curricular justice? A critical framework for higher education." University of Canberra. Professional & Community Education, 2003. http://erl.canberra.edu.au./public/adt-AUC20060308.161006.
Повний текст джерелаMartinek, Diane K. "A study to determine the value and effectiveness of online distance learning to technical and community college students." Online version, 2002. http://www.uwstout.edu/lib/thesis/2002/2002martinekd.pdf.
Повний текст джерелаGarland, Diana K. "Learning style characteristics of the online student : a study of learning styles, learner engagement and gender /." free to MU campus, to others for purchase, 2002. http://wwwlib.umi.com/cr/mo/fullcit?p3074403.
Повний текст джерелаSmith, Patrick Steven. "Learning to Adapt: Online Social Science Instruction in Higher Education." PDXScholar, 2013. https://pdxscholar.library.pdx.edu/open_access_etds/1089.
Повний текст джерелаPark, Meeaeng Ko. "The lived experience of Asian international students in online learning environments in higher education." Diss., Columbia, Mo. : University of Missouri-Columbia, 2006. http://hdl.handle.net/10355/4488.
Повний текст джерелаThe entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on August 7, 2007) Includes bibliographical references.
Davis, Kirk Alan. "Organizational learning to implementation: Development of post-secondary online degree programs." Scholarly Commons, 2011. https://scholarlycommons.pacific.edu/uop_etds/91.
Повний текст джерелаFarahani, Gohar Omidvar. "Existence and Importance of Online Interaction." Diss., Virginia Tech, 2003. http://hdl.handle.net/10919/27169.
Повний текст джерелаPh. D.
Richburg, Jason E. "Online Learning as a Tool for Enhancing Design Education." Kent State University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=kent1368532104.
Повний текст джерелаRenner, Jasmine R. "E-Learning Training Manual: Curriculum Audit and Course Outline Development and Redesign for Colleges and Universities." Digital Commons @ East Tennessee State University, 2015. http://amzn.com/1511935952.
Повний текст джерелаhttps://dc.etsu.edu/etsu_books/1090/thumbnail.jpg
Lugar, Debbie Jean. "Identifying Professional Development Needs of High School Teachers Tasked with Online Course Design." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3457.
Повний текст джерелаMundine, Jennifer. "Nursing Distance Learning Course Comparison of Assignments and Examination Scores." Thesis, Walden University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10137911.
Повний текст джерелаNursing programs have embraced distance learning in their curricula, but discussion is ongoing about course assignments and grading criteria to increase examination scores in nursing distance learning courses. Because course examinations are a predictor of success on the postgraduate licensing examination (NCLEX-RN), the purpose of this study was to determine whether differences existed in student examination scores between nursing distance learning courses with and without points aligned to assignments. The theoretical framework was Knowles’s theory of andragogy, which highlights adults’ motivation and self-direction to succeed. The quantitative causal comparative study included a convenience sample of 164 students to compare archival data of 4 examination scores between 2 nursing distance-learning courses. Data analysis included an independent-groups one-tailed t test. No significant differences were found between the 2 courses, suggesting that students do not achieve higher examination scores with course points aligned with course assignments. Nursing administrators and faculty in nursing programs with a distance learning component will benefit from the findings of this study. Findings may be used to draft, revise, and implement assignment criteria and point alignment for nursing distance learning courses. Social change will occur when nursing distance learning faculty use problem-solving and critical thinking assignments, including case studies, discussion boards, group assignments, concept mapping and NCLEX-RN style testing in each nursing distance learning course. Because point alignment to course assignments do not significantly improve examination scores, implementation of problem-solving and critical thinking assignments is necessary to promote student learning and examination success.
Dean, Heimberg Tamara. "Examining Fully Online Degree Students' Perceptions of Online Student Support Services: A Mixed Method Study Using Grounded Theory and Rasch Analysis." CSUSB ScholarWorks, 2014. https://scholarworks.lib.csusb.edu/etd/21.
Повний текст джерела