Thesis (Ed.D.)--Boston University / PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you. / Field dependent and field independent cognitive styles are contrasting ways of perceiving and processing information. This study investigated how the cognitive styles of field dependence (FD) and field independence (FI) affect the achievement levels of distance learners. Cognitive style refers to the manner in which an individual perceives and processes information. As described by Allport style is the "particular manner of execution which permeates any highly integrated volitional activity" (Allport, 1937, p. 494). In distance education, spontaneous learner-instructor interaction is frequently neither as flexible nor as timely as it would be in conventional instruction. This research examined the effects of matching or mismatching the design of asynchronous distance education to the field dependent and the field independent learner. Horn's construction of Information Mapping© (Horn, R.E., 1989) was employed to add structure compatible with the Field Dependent learner. Subjects were administered the GEFT, a measure of field dependence-independence. Only those in the first and fourth quartiles of the resulting distribution participated the study. The first quartile was comprised of Field Dependent (FD) subjects and the fourth quartile was comprised of Field Independent (FI) subjects. Half of each group was randomly selected to receive asynchronous online instruction designed to match their cognitive style, and half received asynchronous online instruction designed to mismatch their cognitive style. Analysis of the results showed that matching the cognitive style of the FD asynchronous distance learner resulted in significant differences between the pre and post test scores. However, an analysis of the test results for the FI learners whose instruction was designed to match their cognitive style showed no significant differences from pre to post test. The FI learners whose instruction was designed to mismatch their cognitive style did show a significant difference from pre to post test. A two-by-two factor analysis showed a significant effect for the design of the modules, but no effect for cognitive style or the interaction of cognitive style and module design. Matching the FD cognitive style, in asynchronous distance education had a positive impact on achievement for both Field Dependent and Field Independent learners as measured from pre to post test. / 2999-01-01

Thesis (MPhil)--University of Stellenbosch, 2001. / ENGLISH ABSTRACT: The publication of the Report of the National Commission on Higher Education (NCHE) in 1996, the White Paper on Higher Education (1997) and the Size and Shape Report (2000) has profoundly changed the landscape of Higher Education in South Africa. Institutions of Higher Education have to re-think, among others, their teaching and learning strategies including the integration and use of technology. Although the use of technology in higher education is still in the early stages, the use of Information and Communication Technologies (ICTs) is growing rapidly. The University of Stellenbosch started to integrate the Internet in their teaching in 1998. Research was undertaken to find a suitable on-line course management system and Web Course Tools (WebCT) was chosen for this purpose. Since it was implemented, the use of WebCT has grown exponentially, although in most cases only as an add-on to classroom lectures. The World Health Organisation (WHO) Mental Health Disorders in Primary Care programme was the first programme developed as a full distance education course, delivered completely by means of WebCT and making use of the team approach to programme development. This programme was therefore chosen as the case study for this research. The purpose of this study is to apply 24 internationally developed benchmarks for quality on-line distance education to the WebCT component of the WHO programme in order to determine the applicability of these benchmarks for World Wide Web (WWW) programmes at the University of Stellenbosch. The research strategy for this study is a qualitative case study. Qualitative data was obtained by conducting semi-structured interviews with the individuals involved in the design, development and implementation of the WHO course. The study concludes that the 24 benchmarks cannot be applied to the current University of Stellenbosch context. The systems at the US will either have to be adapted, or established to meet the requirements of the international benchmarks. Another option for the US could be to develop their own benchmarks, taking international guidelines into account. / AFRIKAANSE OPSOMMING: Die publikasie van die Nasionale Kommissie vir Hoër Onderwys se verslag in 1996, die Witskrif vir Hoër Onderwys 1997 en die onlangse "Size and Shape" Verslag, het die scenario vir Hoër Onderwys in Suid-Afrika onherroeplik verander. Hoër Onderwys instellings is besig om, onder andere, die strategieë wat leer en onderrig bevorder, in heroorweging te neem en dit sluit die integrasie of gebruik van tegnologie as een van die belangrikste punte in. Alhoewel die gebruik van tegnologie in Suid-Afrika nog in 'n beginstadium is, groei die gebruik hiervan ongekend. Die Universiteit van Stellenbosch het sedert 1998 begin om die Internet in leer en onderrig te benut. Navorsing is gedoen oor 'n geskikte elektroniese kursusbestuurstelsel en die keuse het op "Web Course Tools (WebCT)" geval. Sedert die implementering hiervan het die gebruik eksponensiële groei beleef. In die meeste gevalle word WebCT bykomend tot klaskameronderrig gebruik. Die "World Health Organisation (WHO) Mental Health Disorders in Primary Care" programme was een van die eerste, volledige afstandsonderwysprogramme wat van die spanbenadering tot programontwikkeling gebruik gemaak het. Die program is daarom ook as gevallestudie vir hierdie navorsing gekies. Die doel van hierdie navorsing is om 24 internasionale kriteria vir kwaliteit Internet afstandsonderrig, toe te pas op die WebCT komponent van die bogenoemde WHO kursus, ten einde te bepaal of die kriteria toepaslik is vir Internetkursusse binne die Universiteit van Stellenbosch konteks. Die navorsingstrategie wat aangewend is om die doel van hierdie navorsing te bereik, is 'n kwalitatiewe gevallestudie. Kwalitatiewe data is verkry deur semi-gestruktureerde onderhoude met die persone te voer wat betrokke was by die ontwerp, ontwikkeling en implementering van die WHO program. Die afleidings wat deur hierdie studie gemaak word, is dat die 24 kriteria nie toepaslik is vir die huidige Universiteit van Stellenbosch konteks nie. Die US sal dus die huidige sisteme moet verander of sisteme vestig ten einde aan internasionale standaarde te voldoen. 'n Ander opsie sou wees om 'n eie stel kriteria, gebaseer op die internasionale kriteria, te ontwikkel.

Thesis (MPhil)--University of Stellenbosch, 2001. / ENGLISH ABSTRACT: SACTE is a distance education provider for practising educators in the Republic of South Africa. As a distance education provider, SACTE has to rely on teaching and learning media other than the tutor for providing service to its students. Study manuals are the main means of subject delivery the college employs. The college, however, cannot always reach its students through the media used, which in this instance is the study manual. This conclusion was reached after numerous telephone calls and letters from students requiring urgent assistance in connection with their studies. The researcher therefore felt that a need existed to find out the type of problems students encountered that prevented them from optimal performance as students and as teachers. The purpose of this study was to determine learner needs in the department of Early Childhood Education, and how they can be dealt with to improve the academic performance and the classroom practice of its students. The premise the researcher worked from, was that students of SACTE experience learning problems, thus they are unable to attain good academic performance, and this affects their classroom practice. A research survey was carried out to determine the type and the nature of problems that existed amongst the students. Two questionnaires were sent out to the ECE students and the academic staff. The following key questions were posed in the questionnaire for students: • What type of educational background do students have? • How long have students been registered with SACTE? • To what extent do they benefit from a tutor system if they have access to it? • To what extent are the study manuals 'accessible' to them? • If study manuals are not accessible, what are the problems and what suggestions do students have to eradicate those problems? • What type of intervention would they like to have from SACTE? The aim in asking these questions was to probe the root problem which might exist, to analyse the responses and to make appropriate conclusions and recommendations based on the data gathered. The questionnaire for the ECE academic staff was based on the following aspects: • The academic staffs experience in teaching teachers; • The academic staff's experience in distance education; • What the academic staff regard as problems inhibiting students from effective learning; • Suggestions and recommendations on how to deal with the problems identified. The questionnaire for students was sent out by mail with a self-addressed envelope included for the return mail. It took almost two months before the responses reached the sender. Almost 70% of the responses reached the sender. Data analysis was done by the Statkon Service of Rand Afrikaans University. The conclusions reached from the data analysis were divided into the following categories: Social background of students: Students do not have study rooms, thus they use dining-rooms and bedrooms as study places. An average household has more than ten members. This type of a situation does not promote effective learning. Educational background of students: Almost 90% of the respondents studied in the former Department of Education and Training (DET). Their highest qualification is M+2 (matric plus two years of professional training), which implies that 56,3% of teachers are not fully qualified to be teaching, as the minimum requirement is M+3. Experience of students at SACTE: Students expressed their desire for the upgrading of the total learning environment in order to enhance learning and classroom practice. Students wanted contact sessions with tutors as they felt that they do not benefit much by studying on their own without external assistance Recommendations made on these conclusions were the following: SACTE must establish Regional Learning Centers (RLC) to alleviate the students' problem of studying in overcrowded homes. RLCs, besides being places to study at, would also serve the purpose of being resource centres as well as discussion places where study support groups can meet. Study manuals should be written with the needs of the learner in mind. The language of the study manual, examples given and the context in which they are written, should reflect the learner and not the lecturer. The 'distance' between the student and the lecturer, that is created by the physical distance, can be narrowed by introducing interactive media. Based on the survey findings, it can be concluded that there is a need to establish student support measures at SACTE that would provide for students by answering to their needs as learners and educators. / AFRIKAANSE OPSOMMING: SAGTE is 'n afstandsonderrigvoorsiener vir praktiserende opvoeders regoor die RSA. As 'n afstandsonderrigvoorsiener moet SAGTE, behalwe vir tutors, ook staatmaak op onderrig- en leermedia vir diensverskaffing aan sy studente. Studiehandleidings is die hoofwyse waardeur vakinhoud oorgedra word. Die kollege kan egter nie altyd studente deur middel van studiehandleidings bereik nie. Hierdie gevolgtrekking is bereik na vele· oproepe en briewe van studente wat dringende hulp ten opsigte van hulle studies benodig het. Die navorser het dus gevoel dat 'n behoefte bestaan vas te stel watter soort probleme wat studente ervaar, verhoed dat hulle optimaal kan presteer as studente en onderwysers. Die doel van hierdie studie was om leerderbehoeftes in die Aanvangsonderrigdepartement te bepaal en om vas te stel hoe die akademiese prestasie en klaskamerpraktyk van sy studente verbeter kan word. Die navorser se aanname was dat SAGTE-studente leerprobleme ervaar, wat veroorsaak dat hulle nie goed op akademiese gebied presteer nie, wat dan hulle klaskamerpraktyk beïnvloed. 'n Opnamenavorsing is uitgevoer om die tipe en aard van die probleme wat tussen studente bestaan, vas te stel. Twee vraelyste is uitgestuur, naamlik een vir Aanvangsonderwysstudente en een vir akademiese personeel. Die volgende sleutelvrae is in die vraelys vir studente gevra: • Watter tipe onderwysagtergrond het studente? • Hoe lank is hulle al by SAGTE geregistreer? • Tot watter mate trek hulle voordeel ~it die tutorstelsel, as hulle toegang daartoe het? • Tot watter mate is die studiemateriaal 'toeganklik' vir hulle? • Indien nie, wat is die probleme wat hulle ervaar en watter voorstelle het hulle om die probleme op te los? • Watter tipe ingryping wil hulle graag van SACTE hê? Die doel van hierdie vrae was om die wortel van die probleem te ontbloot, om die response te ontleed en toepaslike gevolgtrekkings en aanbevelings, gebaseer op die data wat ingesamel is, te maak. Die vraelys vir die Aanvangsonderrigdosente is op die volgende aspekte gebaseer: • Die akademiese personeel se ervaring in die onderrig van onderwysers; • Die akademiese personeel se ervaring in afstandsonderrig; • Wat die akademiese personeel as probleme beskou wat keer dat studente effektief leer; • Voorstelle en aanbevelings oor hoe om die geïdentifiseerde probleme te hanteer. Die vraelys vir studente is, tesame met 'n geadresseerde koevert deur die pos uitgestuur. Dit het amper twee maande geneem voordat response terug ontvang is. Byna 70% van die vraelyste is terug ontvang. Data-analise is deur die Statkon-diens van die Randse Afrikaanse Universiteit gedoen. Die gevolgtrekkings uit die data-analise is in die volgende kategorieë verdeel: Sosiale agtergrond van studente: Studente het nie studeerkamers nie, daarom gebruik hulle eetkamers en slaapkamers as studeerplekke. 'n Gemiddelde huishouding het meer as tien lede. Hierdie tipe situasie moedig nie effektiewe leer aan nie. Opvoedkundige agtergrond van studente: Byna 90% van die respondente is deur die voormalige Departement van Onderwys en Opleiding opgelei. Behalwe hiervoor, is hulle hoogste kwalifikasie M+2 (matriek plus twee jaar professionele opleiding), wat impliseer dat 56,3% van die onderwysers nie ten volle opgelei is om onderwys te gee nie, aangesien die minimum-vereiste M+3 is. Ervaring van SACTE-studente: Studente het die begeerte uitgespreek om die totale leeromgewing te verbeter om sodoende leer en klaskamerpraktyk te verbeter. Studente wil kontaksessies met tutors hê, aangesien hulle voel dat hulle nie voordeel trek uit selfstudie sonder eksterne bystand nie. Aanbevelings wat uit hierdie gevolgtrekkings gemaak is, is die volgende: SACTE moet Streekstudiesentrums (SSSe) vestig om die probleem van studeer in oorvol huise, te verbeter. SSSe kan as studeerplekke en hulpbronsentrums dien, sowel as 'n plek waar studie-ondersteuningsgroepe bymekaar kan kom vir besprekings. Wanner studiehandleidings geskryf word, moet die behoeftes van die leerder voorrang geniet. Die taal in die studiehandleiding, sowel as die voorbeelde en die konteks waarin dit geskryf is, moet die leerder en nie die dosent nie, weerspieël. Die 'afstand' tussen die student en dosent, wat deur fisiese afstand geskep word, kan deur middel van die bekendstelling van interaktiewe media verminder word. Gebaseer op die bevindings, kan daar afgelei word dat daar 'n behoefte bestaan om studente-ondersteuningsmaatreëls by SACTE te vestig wat in die behoeftes van studente, as beide leerders en onderwysers, sal voorsien.

The overall aim of this study was to investigate how the introduction of ICT into distance education at public institutions of higher learning in South Africa during the early post-apartheid period from 1994 to 2002, provided learning opportunities for students and facilitated the delivery of learning content. More explicitly, it examined and analyzed the views and experiences of students and course facilitators at selected higher education institutions, which provided ICT-based distance education. The study also examined and analyzed the views and experiences of students regarding the services of a private on-campus Internet café located in a South African technikon (a technological institution). The empirical part of the current study was conducted in 2002, when some public higher education institutions in the country were involved in the provision of distance education as a means of increasing student participation and generating income. However, the proliferation of private actors who collaborated with some of these institutions to provide ICT-based distance education caused concern to the government that questioned their quality of content delivery. A case study research design was applied to collect, analyze and interpret quantitative and qualitative data at four universities and one technikon. Two electronic surveys were administered by email and on the Web, to self-selected students at the five case institutions. The first survey examined the views and experiences of respondents (n = 605) who participated in ICT-based distance education, while the second one investigated the views and experiences of respondents (n = 274) who used a private campus-based Internet café. Non-participant observations were made at some learning centers to understand how classes were carried out, and at the Internet café, to understand the type of services offered. Unstructured interviews were held with selected students and course facilitators at one institution, whereas informal interviews were conducted with some students and the Internet café manager. Further, a literature review was undertaken to understand certain issues and trends in ICT-based distance education, within and beyond South Africa. The findings indicate that the majority of respondents chose ICT-based distance education because it was flexible. They were also comfortable with using the English language for instruction. However, some complained that the learning materials were irrelevant and were not delivered on time. The course facilitators were generally satisfied with their work, although they were disappointed for not having the opportunity to influence changes in the study guides. Many respondents used the Internet café because they did not have any other means of accessing the Internet. Moreover, it was affordable and they used it for socializing. The study concludes that the system of instructional design and content delivery to distance education students in South Africa should be improved to become efficient. Further studies are recommended to examine the ongoing development of ICT-based distance higher education in South Africa.

A evolução das tecnologias impulsionou novas descobertas e alterações no setor educacional. Formar crianças e jovens para superar os desafios do século vigente requer o desenvolvimento de um conjunto de competências necessárias para aprender, viver, conviver e trabalhar em um mundo cada vez mais complexo. Neste sentido, este trabalho teve como objetivo avaliar os impactos da implementação de uma nova arquitetura pedagógica no projeto Melhor Aprendiz II, a partir da abordagem dos modelos pedagógicos e aprendizagem significativa. Para o alcance do objetivo proposto, foi realizada revisão bibliográfica sobre a educação no século XXI, educação a distância, modelos pedagógicos na educação a distância e aprendizagem significativa. O método adotado contou com o estudo de caso único do projeto Melhor Aprendiz II, cujos dados foram coletados e catalogados por meio de entrevistas e focusgroupcom os principais envolvidos, além da legislação e de documentos fornecidos pela SOMOS Educação. A análise foi realizada com base em dados de Miles, Huberman e Saldaña (2014), que foram coletados, condensados, exibidos e, por fim, elaboradas as conclusões. Entre os principais resultados encontrados, percebeu-se que a implementação de uma nova arquitetura pedagógica no projeto Melhor Aprendiz II gerou impactos a partir da abordagem dos modelos pedagógicos e aprendizagem significativa. Do ponto de vista de conteúdo, a implementação de novos conteúdos e a preocupação com qualidade estimulou a aprendizagem de maneira significativa. Adicionalmente, notou-se que a escolha do aluno em aprender está diretamente relacionada ao seu conhecimento prévio. Constatou-se, ainda, que a autorregulação do aluno aumenta sua vontade de aprender, o que também é impulsionado pela utilização de material significativo e aulas estruturadas. Por fim, do ponto de vista dos aspectos tecnológicos, auferiu-se que a plataforma apresenta inúmeras funcionalidades que são valorizadas por alunos e tutores, contudo, é necessário que sejam realizados treinamentos e capacitações sobre a utilização da plataforma. / The evolution of technologies has fueled new discoveries and changes in the education sector. Preparing children and young people to overcome the challenges of the current century requires the development of a set of skills for learning, living, working and getting along with others in an increasingly complex world. In this sense, the goal of this study is to evaluate the impacts of the implementation of a new pedagogic architecture for \"MelhorAprendiz\" Project. In order to reach the proposed objective, a bibliographical review on education in the 21st century was carried out, focusing as distance education, pedagogical models in distance education, and meaningful learning. The single case study focused on the \"MelhorAprendiz\" project, whose data were collected and catalogued through interviews and focus groups with the main stakeholders, in addition to the legislation and documents provided by SOMOS Education. Data analysis used the method of Miles, Huberman, &Saldaña (2014), which provided a framework for collecting, condensing, displaying and elaborating conclusions. Among the main results, we noticed that the implementation of a new pedagogical architecture for \"MelhorAprendiz\" project generated impacts based on pedagogical models and significant learning. In terms of content, both the implementation of new content and the concern with quality have generated learning in a meaningful way. Additionally, we observed that the students\' choices in learning are directly related to their previous knowledge. We found that self-regulation increases students\' will to learn, which is also driven by the use of significant material and structured classes. Finally, from a technological point of view, data has shown that the platform displays many functionalities that are valued by students and tutors. However, platform use training is required.

This dissertation is about teacher education and employment in Russia, with a particular focus on correspondence teacher education programs. Correspondence education is the focus of the study because it is typically excluded from research on teachers in Russia, and thus little empirical knowledge exists for the evaluation and comparison of correspondence program outcomes among teacher education graduates. The two major types of higher education programs in Russia are daytime (students acquire content by attending lectures) and correspondence (students acquire content through independent reading). The research questions in the dissertation are: (a) how does recruitment into teaching differ for daytime and correspondence educated teachers (including who applies to the two different types of study programs)?, and (b) how does the type of study program (daytime or correspondence) impact employment at school level? Primary data were gathered in Russia from school records (quantitative) and interviews (qualitative) with schoolteachers, directors, teacher education program students and faculty, and education policy makers. The qualitative analysis include the development of two typologies of students, the daytime and correspondence groups, with special attention to their decisions in choosing institutions of higher education, enrolling in programs of study, and career networking after graduation. The cycle of recruitment into teaching describes the real work and life circumstances for prospective and current teachers in Russia. The quantitative analysis includes ordinary least squares regression to test relationships between teacher variables, such as rate of pay and years of experience, across the daytime and correspondence program groups. The quantitative findings indicate some differences between daytime and correspondence educated teachers in employment at the school level, although the type of education program was not a very influential factor. The study contributes to research on teachers in Russia by substantiating and deepening knowledge about university enrollment, in particular into correspondence education, and about professional programs for current and future teachers in Russia.

No description available.

The latest research shows over 2.8 million higher education students or one-in-seven are enrolled in fully online programs. In fields such as accounting, students are able to complete their degree, pass a standardized exam, and enter the workforce with little to no work experience. Accounting firm human resources managers are primarily responsible for the recruitment and selection of candidates. Prior studies conducted show that these hiring gatekeepers prefer candidates with earned degrees in a traditional classroom environment when holding constant for all other factors. While many students invest in online degrees as an ideal pathway to employment, career advancement, and increased earnings, the perception of their degree by hiring gatekeepers may limit these aspirations. Existing research is limited in descriptive analysis as to why these perceptions are held and what can be done to change them. The purpose of this qualitative study was to investigate the perception of the online degree by accounting hiring gatekeepers of mid-size firms in the northwestern U.S. and their recommendations for changes to online programs. Findings support prior research with a disinclination by hiring gatekeepers for candidates with earned online degrees and identified several reasons including a diminished view of interpersonal skills, ability to work as part of a team, faculty interaction and professional mentorship, and negative institutional perceptions. Additionally, gatekeepers recommended changes to online programs that included a focus on technical skills, soft skills, required internships, increasing in-person or hybrid structures, and revising institutional marketing strategies.

M. Tech. Entrepreneurship / The purpose of this study was to assess the structures, systems and processes employed by departments, colleges and divisions in open distance learning (ODL) institutions used for the management of student enquiries on a day-to-day basis. The study also aims to provide ODL institutions with recommendations that will improve their management of student enquiries and service delivery.

published_or_final_version / Education / Master / Master of Education