The goal of this study is to present the empirical results of a design experiment that validates the Integrated Learning Model (ILM). The study also explores the contribution of multiple Web-tools that facilitate specific learning outcomes. / Using 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.

The purpose of the present study was to explore qualitative differences in student learning outcomes in distance education courses. The following relationships were examined within the context of three McGill Distance Education Program courses that vary widely in content and instructional goals: (1) the relationship between learning context, student approach to learning and student learning outcomes; (2) the relationship between student and instructor perspectives of the learning context; and (3) the relationship between type of course, course learning expectations, course structure and design, and the selected method(s) of assessment. The design of this study employed a mixture of both qualitative and quantitative data collection and analysis procedures. The data set included instructor interviews, a qualitative measure of instructor's student learning expectations for their course, qualitative measures of students' course learning expectations, and quantitative measures of students' general learning approach, students' specific approach to learning in their course, and students' positive and negative impressions of their course. (Abstract shortened by UMI.)

It has been well documented (Education and Training White Paper I,II and III) that one of the key challenges facing South African post apartheid education is the need to transform the educational sector that was systematically destroyed by many years of apartheid education. Whilst dealing with the process of transformation, South African education is also expected to deal with many other pressures that beset, at present, educational landscapes world wide. These pressures relate directly to the increased demand for access to higher education with a corresponding reduction in government funding for tertiary education. The massification of higher education has placed great pressure on traditional face to face higher education institutions to provide access to larger numbers of students. Student profiles have also changed considerably in post apartheid South Africa. In the past apartheid policies restricted access to the majority of students consequently there are many adult students who are now beginning to enroll at tertiary institutions to upgrade their expertise and qualifications. South African tertiary institutions see it as their imperative to find innovative ways to make their places of learning more flexible and accommodate students wanting life long learning. Based on the above challenges facing the South African educational landscape, this study investigated the popularity of distance and virtual education as a viable alternate system of learning amongst higher education students in South Africa. The study found that distance education is a very popular choice amongst students who are above 35 years of age. Another finding, was that distance education is popular amongst students pursuing a qualification (diplomas, honours, masters and doctoral degrees) in a variety of professions such as, Computers, Nursing Science, Public Administration, Business Administration, Police Services, Teacher Education, Human Resource Management and Financial Management. While revealing that distance education is a popular choice amongst tertiary students, the study also found that distance education institutions (UNISA and SACOL) provide a very low level of learner support to students. The majority of the students indicate that they are very unhappy about the quality and type of study materials that they receive. They also point out that the format of the study materials is always in the form of correspondence based print materials. These materials are too theoretical, confusing and difficult to understand. In terms of staff support, students felt that staff were not sympathetic to their problems and were always unavailable for consultation. The study also found that the type of feedback students received from staff was not in depth and constructive. In this regard, however, both SACOL and UNISA staff indicate that they do not have adequate time to provide learner support as they have very large classes to contend with, in some instances over 400 students per class. The study reveals that students are unhappy with the fact that their institutions persist with print materials as their primary mode of education delivery. Students overwhelmingly show a preference for multi mediated technologies in their course delivery. On line (Internet) based teaching and learning is high on their priority. It was surprising to find that the majority of students were computer literate. Students indicate that they were self taught in computers as they gained access to it at their place of work. This highlights the point that the work place, is now demanding a new type of worker, namely the knowledge worker. It is for this reason that higher education institutions ought to begin to invest in technology enhanced teaching and learning. In the literature review (chapter two), the study provides a number of advantages of harnessing online education. Perhaps, the most significant advantage of employing computer technology in distance education is that of cost reduction with a commensurate increase in productivity. The literature review also highlights various other potential benefits (personalised education, time and place independence, increased access, etc) to be gained from using online distance education learning systems such as the Internet and Web based applications, etc. In conclusion, the study provides a number of recommendations on how distance education provision could be enhanced in South Africa. Specific recommendations are offered to distance education institutions on strategies that could be employed to increase the quality of learner support and the advantages of employing technology enhanced delivery modes. Recommendations are also offered to the Department of Education (DoE) in terms of revising its policy as outlined in the National Plan on Higher Education (NPHE) with specific reference to distance education provision in South Africa. / Thesis (D.Ed.) - University of Durban-Westville, 2001

Distance education in South Africa is rapidly becoming a highly favoured mode of teaching and learning with its potential to reach great numbers of previously disadvantaged learners. The enthusiasm with which it is embraced is underscored by the proliferation of organizations offering distance education courses, particularly within the field of teacher education. The 1995 South African Institute of Distance Education (SAIDE) audit of teacher education has revealed serious shortcomings of the distance education sector, particularly with regard to the poor provision of learner support. Even in Colleges of Education which received relatively favourable evaluations, the provision of student support is not strongly grounded in theory, nor are there clear models of effective contact. The literature on distance education reflects divided opinions on student support, particularly where face-to-face contact is concerned. The literature also focuses largely on perspectives of teaching and learning that reflect the views of teachers and course designers. There appears to be very little emphasis on finding out what students' perceptions are or what they might mean for the development of effective student support systems. What students believe to be the reality of their learning experience is most certainly influenced by the perceptions they hold. This study attempts to analyze and interpret student perceptions about the contact component of a newly developed further diploma in educational administration and management at the Natal College of Education, Pietermaritzburg. Data from focus group discussions and a follow-up questionnaire showed that students' perceptions about the value they attach to contact time, and the functions they believe it should serve, differ from the original intentions of the course designers. Students show relatively weak independent learning skills and strong dependence on group activities, both of which have negative implications for the effective use of distance learning materials such as interactive study guides. There are indications that a superficial evaluation of contact time might suggest that students and lecturers have similar perceptions about the value and functions associated with it, however, the interpretation of data reveals more differences than are first apparent. This points to the danger of course designers making assumptions about student perceptions which have not been tested. / Thesis (M.Ed.) - University of Natal, Pietermaritzburg, 1997.

Instruction at a distance is rapidly becoming one of the most widely used modes for teaching post-secondary learners. One of the distinctive characteristics of distance education is the emphasis on course development and the models of course development which have evolved. To date, however, the literature offers little understanding of the knowledge bases upon which current practice in distance education course development is based. Expertise in course development has not been characterized in any systematic way, and it is not known how novice and expert DE course developers differ in the way they conceptualize and go about course development. Even less is known about how course developers move toward expertise and from where they draw their understanding. The primary purpose of this study is to begin the investigation of these questions, based on data collected from multiple sources and contexts. Qualitative methods were used to collect and analyze data on the reflections of the course design process by nine participants. Participants varied in their experience level, the level of course they designed, and their role in the design process. Participants took part in a semi-structured interview and were asked to provide written responses to a practical design critique exercise. Themes or issues were allowed to emerge from the data, and were characterized along three main topics: the learner, design decisions, and evaluation. Differences between novices and more experienced participants were observed in their depth of understanding about the learner, the influence of theoretical constructs on their making design decisions, and the influence of context on the design process.

This research investigated the total situation of the ABET grade 12 "night schools" in the disadvantaged areas of the North-West Province, and the learning needs of the young drop-out learners and adults who attended these classes. At the same time, the study explored a suitable technology-enhanced distance education model that could be used by the University of North­ West. A total of 75 grade 12 ABET learners participated in a needs assessment survey, while 100 members of the University of North-West participated in a rigorous survey that set out to investigate the most suitable and acceptable technology-enhanced model of distance education to meet the needs of these target learners. The survey explored and established a technology­ enhanced model of distance learning appropriate to these target learners from less privileged backgrounds . In a follow-up survey that used direct individual and focus-group interview sessions consisting of senior education officers, ABET educators and officials, school managers, village leaders, university faculty members, members of the digital and telecommunications fraternity, and shopping mall visitors, a total of 120 people supported the model identified by the university community and accepted by the target learners. General comments from the survey were subjected to content analysis. The findings of the survey indicated that a technology­ enhanced distance education model that utilised print, contact lessons, and the modem electronic modes of distance learning, supported by the university and village communities, and adequately funded by participating stakeholders from the provincial government and other business partners, was feasible. The model, also founded on historical and modem evidence which leans on the established criteria of access, support and funding of technology-based distance education for the less privileged, was supported by evidence relating to the latest e-learning collaboration plans between the University of North-West and the provincial department of education. It was concluded that, based on latest developments within the e-learning strategic plans nationally and provincially, and the burning desire on the part of authorities from government to bridge the digital divide between the historically advantaged and historically disadvantaged persons across the board, the model has the potential for early implementation within the North-West Province. / (PhD) North-West university, Mafikeng Campus, 2003

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

This thesis describes a well-defined sequential program of education projects in the area of online nurse and health sciences education culminating in a model for online nurse education based on the concept of a shared database. The combination of published papers, theoretical chapters and a web-site are used to address fundamental issues relating to nurse education, research and practice in the context of current and future technological environments. In this way the thesis moves the discussion of online nurse education beyond the constraints of conventional institutional boundaries by exploring the application of evidence based practice to the development of nursing knowledge and education in a global context. / Nurse educators are facing a range of difficult challenges in the 21st century in an environment of rapid change in society, information technology and nursing practice. Nurse educators are confronted with the need to develop the clinical competence of graduates within the constraints of limited clinical and financial resources. In addition, educators need to adapt their teaching to deal with increasingly specialised content for a wide range of diverse professional occupations all broadly categorised as nursing. Furthermore, educators need to adapt to a rapidly changing practice environment where the practice may be outdated within five years. The thesis addresses this dilemma by carefully examining pathways of information supply via the Internet and proposing processes for the organisation and review of information using an evidence based practice framework. The thesis specifically addresses the limitations of the Internet, such as the varied quality and organisation of content, by proposing strategies for online content development. Such developments are framed in an international context addressing issues such as cross national and cross cultural information exchange. By using Internet communication to link research, education and practice, this thesis proposes that online nurse education be developed in a manner able to capture able to capture the benefits of future technological environments. / This thesis describes a model for online nurse education which is not prescriptive, but rather provides a range of strategies and initiatives able to be adapted to suit varied educational contexts, student learning requirements and future change. In this way, the author acknowledges the varied, fluid and evolving nature of online nurse education. Furthermore, this thesis examines the research, education and practice interface, proposing the use of Internet communication to fundamentally change the development, documentation and exchange of nursing knowledge. / The model described in this thesis addresses online nurse education form a global and national, rather than local perspective providing contrast to current online nurse education developments. While this thesis provides valuable direction for the future development of online nurse education, there are also major implications for other health professions, nursing practice and nursing research. / Thesis (PhDNursing)--University of South Australia, 2002.

Thesis (M Distance Ed) -- University of South Australia, 1993

Thesis (MEd (Distance Education)) -- University of South Australia, 1993