Dissertation (Ph.D.)--Auburn University, 2004. / Abstract. Vita. Includes survey instrument. Includes bibliographic references (p.78-89).

Thesis (Ed. D.)--University of Missouri-Columbia, 2007. / The 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 September 25, 2007) Vita. Includes bibliographical references.

Distance is a central concept in international business research, yet there is debate about the construct as well as its operationalization. In this editorial, we address three of the most important recurring questions posed by authors, editors, and reviewers by examining the theory, methods, and data of distance research. We discuss (1) how to theorize on distance, and (2) what method and (3) what data to use when constructing a distance index. We develop practical recommendations grounded in theory, illustrating and supporting them by calculating cross-country distance indices for all available country pairs and two of the most used distance indices: cultural and institutional distance. We show that whereas a specific method to calculate distance may matter to some extent, the choice for a specific cultural or institutional framework to measure cultural or institutional distance has a major impact on country pair distances. Overall, this editorial highlights the importance of matching data and method to the theoretical argument.

The Kogut and Singh (1988) index is the most widely used construct to measure cultural distance in international business and management research. We show that this index is incorrectly specified and captures the squared cultural distance. This inaccuracy is problematic because it means that the empirical findings on the effects of cultural distance presented in different strands of international business research are likely to be misleading. We specify the correct form of the distance measure based on the Euclidean distance formula and demonstrate the implications of using the incorrectly specified Kogut and Singh (1988) index.

Conventionally, the free distance is taken as the principle criterion for computing the error of convolutional and linear block codes. In other words, a larger free distance implies a better correction ability for the error correction codes. Distance spectrum is also an important factor for Maximum likelihood decoding. In this thesis, distance spectrum for different convolutional codes and CPM systems are investigated by us. Experiments results has demonstrate that a better correction ability of a shorter free distance does exist in some cases if they have a better distance spectrum. We also improve the fast algorithm for computing the distance spectrum developed by M. Cedervall and R. Johannesson. Their success is based upon the strategy of a traveling along the coding tree to find the distance spectrum. However, they need a new traveling for ever new distance computation. In contrast, we compute all the distance spectrum just in one travel by taking the advantage of the storing nodes of previous distance computation.

Thesis (Ph.D.)--University of Nebraska-Lincoln, 2008. / Title from title screen (site viewed Jan. 15, 2009). PDF text: viii, 170 p. : ill. (some col.) ; 3 Mb. UMI publication number: AAT 3315880. Includes bibliographical references. Also available in microfilm and microfiche formats.

During 2002, the Extended Campus Services Librarian and the Instruction Librarian at East Tennessee State University created tutorials that were compiled on a CD to be distributed to online students. This workshop presents a simple process using PowerPoint to create interactive HTML-based tutorials, as well as menu and auto-run programming specific to use on a CD. Discussion of the other technologies used for the CD (Dreamweaver for Web editing and customizing open source tutorials from TILT) is included. An overview of the pedagogical theory underlying tutorial design is provided, and the rationale and distribution method for the CD-ROM format is discussed.

The purpose of this case study research was to identify the factors and supporting strategies that contribute to the implementation of DL instruction in the two-way audio/video (A/V) electronic classroom (EC). A primary goal of this research was to develop an outline of a DL manual that identifies factors and strategies or subject areas that can be used to: (a) contribute to knowledge in the field of practice, (b) improve practice, and (c) improve the quality and success of DL teaching in the EC. Additionally, this study attempted to ascertain the differences and similarities in perceptions among students, facilitators, and training officers who participated in the EC. A list of recommendations are presented at the end of this study; the first list of recommendations suggest areas for the improvement of practice and to influence the quality and success of DL. The second set of recommendations suggest areas for further study to add to knowledge in the field as well as to improve practice. The case study was completed employing a qualitative methodology using focus group interviews, observations, and written feedback from EC participants. Focus group 1 (data set I) was conducted using a set of 13 pre-determined questions with a total of eleven participants. The EC observations (data set II) was conducted at the Navy Marine Corps Intelligence Training Center (NMITC), Dam Neck, VA with 5 students in attendance. The second focus group (data set III) was conducted with a set of 15 different pre-determined questions with the same 5 students at the NMITC immediately after the observations in the EC. The FGIs and observations were video and audio taped for further review and analysis. Written information reported from two different distant site locations (same course and telecast) was analyzed, coded, and used as data set IV. This data set further clarified and corroborated data generated in data sets I, II, and III. This case study identified 10 key factors and supporting strategies pertinent to the implementation of DL in the EC. One of the findings in this study was that the roles of the instructor and the facilitator are interwoven; this arrangement is seen as a two-person "team" by this study's participants because the instructor and facilitator are dependent on each other in order to implement DL and ensure quality operations in the EC. This is a new paradigm shift in the instructor's role when compared with the conventional classroom instructor. In my examination of the literature, I could not find that this collaborative arrangement of a two-person "team" was addressed. Other findings were: (a) the importance of the student guide and supplemental materials that aided EC interactions and (b) the importance of the EC design as a quality indicator and how it can facilitate a good learning environment. Based on a synthesis of the data, there was considerable agreement among the users about the factors and strategies used to operationalize DL in the EC. The facilitators and training officers placed more emphasis on the administrative and return on investment aspects of DL -- cost savings, access to training at duty location -- versus the students who placed more stress on instructional strategies — questioning and interaction techniques -- that worked well for them in the EC and the importance of EC courses helping them to keep up to date with job competencies. / Ph. D.

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.

This 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 instructor'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