The primary purpose of this study was to determine if various types of distance education formats would be suitable for conducting a training course for a computer application. The study sought to determine if a face-toace format, interactive video format, minimally interactive online format or highly interactive and multimedia rich online format produced similar results in student performance in a training course for a computer application. The secondary purpose of this study was to determine if the increased cost of development of a highly interactive and multimedia rich online format was justified based on observed differences in student achievement in an online environment. This study consisted of 97 employees of the Mississippi State University Extension Service enrolled in the Introduction to Microsoft Excel 2007 course offered by the Computer Application Services Department of the Mississippi State University Extension Service. The result of an analysis of variance utilizing the method of instruction as the independent variable and the calculated change in score when subtracting the pretest score from the posttest score as the dependent variable resulted in a statistically significant difference in change scores based on treatment at the .05 level. The study also found that face-toace instruction had the lowest mean cost per unit gained for all methods of instruction studied and the highest mean achievement gained overall.

The purpose of this study was to determine the nature and process of clinical supervision via the Internet as experienced by participating supervisees. The subjects of this study were four students in a masters level internship course in counseling at Oregon State University. The course was a pass/no pass counseling internship placement which included an Internet-based clinical supervision component. The qualitative design used in this study was based on a Constant Comparative Methodology using coding categories developed manually and through the use of the QSR NUDIST 3.0 Qualitative Data Analysis Software. This design focused on the collection of textual material from participants engaged in distance clinical supervision. This textual material and subsequent analysis served to help create an emergent theory of distance clinical supervision. Participants evidenced a motivation to participate in the distance supervision experience and advanced not only clinical skill use but also were challenged with the technological aspects of course participation. Findings suggest that the attitudes, prior experiences, and social expectations influenced participant meaning-making and subsequent self-construction of their ideal learning environment. In addition, participants' interest in technology and the convenience of the distance venue provided an impetus toward autonomous functioning in spite of supervisee dependency. This struggle appeared consistent with the theoretical constructs of the developmental models of supervisee process. As supported by Stoltenberg's developmental model of supervisee development, more advanced supervisees perform more autonomously. In this distance supervisory environment, supervisees were offered additional opportunities to operate autonomously which may impact overall supervisee development. This research may have implications for the continued development of the distance supervision method especially in experiential courses in the training of counselors. Recommendations and cautions are offered for the further development of distance supervision courses as well as the need for further research to substantiate the posited theoretical foundations. / Graduation date: 1999

The intent of this study was to determine if leadership competency levels of the students enrolled in a graduate level leadership course were different when taught in Web-based versus traditional classroom settings. Specifically studied were leadership competency scores based on self-perceived leadership skills, leadership expertise, and Web-based and traditional classroom style. The population for this study consisted of students enrolled in a graduate level leadership course in the Spring semester of 2003. The participants completed a questionnaire to ascertain how much they remembered and used the competencies taught in the leadership course. They also responded to how their leadership perceptions and practices changed after completing the course. In addition, the participants completed a section that assessed their self-perceptions of leadership skills. This study found that the instructional format of a graduate level leadership course did not affect how much the students remembered or used the competencies presented. However, it was discovered that women in the Web-based section had a stronger perception of themselves than women enrolled in the traditional section. Furthermore, Web-based instruction combined with high perceptions of leadership expertise had a positive affect on the Decision Making Scale score.

Thesis (M.A.) - Simon Fraser University, 2005. / Theses (Faculty of Education) / Simon Fraser University. Also issued in digital format and available on the World Wide Web.

Thesis--PlanB (M.S.)--University of Wisconsin--Stout, 2001. / Includes bibliographical references.

Thesis (Ph. D., Education)--University of Idaho, Spring 2009. / Major professor: Karen Guilfoyle. Includes bibliographical references (leaves 132-144). Also available online (PDF file) by subscription or by purchasing the individual file.

Thesis (Ph. D., Education)--University of Idaho, April 2009. / Major professor: Russell Joki. Includes bibliographical references (leaves 133-149). Also available online (PDF file) by subscription or by purchasing the individual file.

Thesis (MTech (Radiography))--Peninsula Technikon, 2003. / Word processed copy. Summary in English. Includes bibliographical references (leaves 134-141). Also available online.

Thesis--PlanB (M.S.)--University of Wisconsin--Stout, 2003. / Includes bibliographical references.

Thesis (M.A.)--Central Connecticut State University, 2001. / Thesis advisor: Marc Goldstein. " ... in partial fulfillment of the requirements for the degree of Master of Arts [in Psychology]." Includes bibliographical references (leaves 31-34).