Thesis, PlanB (M.S.)--University of Wisconsin--Stout, 2005. / Includes bibliographical references.

Thesis (M.A., M.Ed.)--Bowling Green State University, 2006. / Document formatted into pages; contains vi, 74 p. : ill. Includes bibliographical references.

Thesis (doctoral)--Curtin University of Technology, 2003.

Thesis (Ph. D.)--University of Missouri-Columbia, 2005. / 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 (May 25, 2006) Vita. Includes bibliographical references.

This was an exploratory study which used Flanagan's (1954) Critical Incident Technique to examine students' experiences in taking their first distance education course. Specifically, the study asked what incidents hindered or facilitated persistence, and if reports of experiences from completers were different from those of non-completers. The 40 subjects for the sample were drawn at random from selected courses at Athabasca University, an open admission distance education institution serving students across Canada. All students were able to identify incidents which hindered or facilitated their progress. A mean of 6.6 incidents was reported per student. From the 265 incidents reported, 13 Basic Categories were formed, with a reliability of 94%. Only one category had less than 20% of students reporting in it. The highest proportion of students reporting in one category was 80%. Significant factors affecting attrition in distance education emerged from the study, as did findings about the similarities and differences between the experiences of completers and non-completers. Suggestions for how the findings might contribute to the development of a model of attrition and retention strategies are included in the discussion. / Education, Faculty of / Educational and Counselling Psychology, and Special Education (ECPS), Department of / Graduate

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.

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.

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 research examines the usable knowledge gained or refined through Distributed Learning from Naval Postgraduate School for personnel serving in operational billets. The population studied was students currently enrolled or students that had completed the Information Systems and Operations certificate program. The study used a web based survey for data collection and used that data to answer four research questions. The data clearly demonstrates that Distributed Learning is equivalent to resident coursework in terms of usable knowledge gained or refined and distributes that usable knowledge quickly and efficiently to individual servicemembers. Beyond the individual, a direct transfer to the organization of a portion of the knowledge gained or refined occurs. The data suggest that frequency of use of skills can be used as a measure of effectiveness for the Distributed Learning program at Naval Postgraduate School, but more data are needed to be conclusive. Additionally, the results provide evidence that Distributed Learning provides a strong, social interaction learning context. This evidence challenges the assertion that social interaction between students and faculty is primarily a characteristic of resident coursework and a limitation of Distributed Learning. / US Marine Corps (USMC) author.