Thesis (Ed.D.)--Georgia Southern University, 2006. / "A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education." ETD. Includes bibliographical references (p. 150-159).

Thesis (Ed. D.)--University of Texas at Austin, 2006. / Vita. Includes bibliographical references.

Thesis (Ph.D.)--University of Idaho, Summer 2006. / Major professor: Martha C. Yopp. Abstract. Includes bibliographical references (leaves 148-154). Also available online in PDF format.

Thesis (Ed. D.)--University of Washington, 1985. / Vita. Bibliography: leaves [211]-214.

Thesis (Ph. D.)--Ohio State University, 2007. / Title from first page of PDF file. Includes bibliographical references (p. 172-194).

Akademisk avhandling--Samhällsvetenskap--Uppsala, 1981. / Bibliogr. p. 282-301.

This study examines an increasingly common distance learning context: where tertiary level and English-medium DE courses are produced, tutored and examined in one country but studied by learners in other countries and who have English as an additional language. Empirical work is drawn from a case-study of agricultural extension officers in disparate parts of Zimbabwe undertaking a professional development course which is produced and mainly tutored in the distant UK. This long-distance cross-cultural writing relationship between academics and students serves as a basis for the examination of difficulties created by taken-for-granted educational practices embedded in the course structure and materials, particularly in relation to language and academic literacy. The study examines contemporary debates around internationalised learning, including cultural and linguistic imperialism and the desirability of locally-produced courses, and provides an insight into black Zimbabwean perspectives on them. It explores a variety of contextual issues including the wider significance of DE in a southern African context, gendered learning patterns, the linguistic repertoire of the students and their academic literacy background. Drawing on grounded theory, discourse analysis, literacy as social practice and genre theories,this overseas research aims to provide the UK course producers with insight into some of the particularities of the Zimbabwean learning context and some of the learning and teaching resources which exists beyond their control and ambit. It is hoped that more multi-faceted image of some of their learners may help course producers consider more closely the differences and commonalities between course participants; it may challenge the normative pedagogy embedded in the course and prompt the producers to consider appropriate responses;it may raise the policy question of how to establish, within an asymmetrical donor-recipient situation, a north-south academic relationship of an emancipatory kind. These aims spring from the conviction that as we move towards globalised educational contexts, dominated by market leaders, significant changes and improvements in educational practice are more likely to come about as a result of an emerging reflexivity on the part of the course producers. Learners and importers of course may not have much influence over such decisions.

M.Comm. / Na aanleiding van die argumente gevoer in die agtergrond en rasionaal van die studie, is die essensie van die problematiek gesentreer rondom die derde wereldkonteks wat gekenmerk word deur veral swak vervoerstelsels en 'n nie-effektiewe posstelsel. Uit die dialektiese interaksie met die navorsingterrein blyk dit vir die navorser of daar plek is vir verbetering ten opsigte van doeltreffende bestuur van die afstandsonderriginstansie. Aangesien dit egter vir die navorser essensieel is om handelingsriglyne te beskryf wat die praktyk sal verbeter, is daar besin om 'n strategie te benut waardeur tot `n beter verstaan van die problematiek gekom kan word, en wel deur studente te betrek wat die kliente van die diens is.

D.Cur. / The purpose of this research study was to develop and describe a model for clinical accompaniment for learners who follow a distance education programme in nursing. The future of health services relies worldwide on programmes in nursing with a practical component which will equip the learner to provide safe and effective nursing care. In spite of attempts throughout the world to bridge the gap between theory and practice, there is still confusion about who is primarily responsible for clinical accompaniment of learners in nursing. South Africa is experiencing a shortage of nurses, and these numbers could be supplemented by distance education. The challenge arose to develop a scientifically based functional model that would be easily understandable. Such a model could address the gaps in clinical accompaniment and lead to better outcomes of nursing care. It could contribute to more nurses gaining access to possible further training.

D.Litt. et Phil. / Technikon SA has a high attrition rate, which seems to indicate that students are not ready for distance education and that firsttime students at Technikon SA are of a lower educational quality than such students at other technikons. The purpose of this study was therefore to predict which students are not ready for formal enrolment in distance higher education, thereby avoiding a potentially negative situation by identifying those prospective students who could benefit from support programmes. Methods followed This study, which makes use of the Kember Model of student attrition in distance higher education, investigates the extent to which different students, who can potentially be differentiated according to 15 biographical characteristics, are close to or far from academic success. The assumption is made that the identified eight different academic performance groups are more or less ready for technikon distance education. Approximately 13 590 TSA students' registration records and academic performance were investigated over a period of four years and was used to assign the students to one of the eight academic performance groups. The collected data was analysed by using CHAID-analysis as well as correspondence analysis. Results The research question/hypothesis for this study is as follows: Certain cognitive variables (previous academic performance) iii and non-cognitive variables (biographical and other typifying student characteristics) are satisfactorily better than others at distinguishing between the different distance educationready groups of Technikon SA students. The results appear to indicate that at least 9 of the 15 variables are able to distinguish between academic performance groups and to predict academic performance. The variables supporting this research statement are placed in order of increasing importance: Study group formation, work status, value of senior certificate, age group, marital status, previous activities, value of last school examination symbols and cultural group formation. It would appear that these variables assist in defining the term "distance education readiness" by helping to identify the students that are in this way predisposed to it. Generally, it would appear that older white married female students are academically more successful than the other groups, while black unemployed female students are academically least successful. This may be partially explained by the large differences in the educational opportunities and socioeconomic backgrounds of people in South Africa. However, this study was unsuccessful in providing a clear picture of how to identify those students