Rapid establishment of interpreting skill and knowledge standards for public school sign language interpreters has created a virtual mandate for their immediate, time-compressed, professionalization. A series of federal laws requiring accessibility to communication for deaf people have escalated demand for interpreters far beyond the supply. Thousands of people with varying levels of knowledge, skill, and experience, have been drawn into service in schools without professional preparation. Responding to specialized research, evaluation, technology, and education related to educational interpreting, states have quickly been establishing standards for interpreting skill and knowledge including phased in degree requirements. Educational interpreters have had to find ways of gaining necessary skill and knowledge rapidly, even though they typically work full-time, in isolation, and have little ready access to resources. Few occupations have experienced a juggernaut-like transition of this nature, leaving insufficient information to understand and address the phenomenon. This study was designed to investigate what we can learn from adults absorbing intense pressure of elevating their education and skills unfolding on a daily basis, most of whom are already experiencing "high-demand low-control" work environments. The findings give voice to members of a field of practice at a historic point in the professionalization of their field: sixty five experienced educational interpreters with diverse foundational preparation who completed a specialized, two-year, inservice program delivered at a distance. Online survey research, using a variety of response formats complemented by open-ended questions, generated data which were analyzed using descriptive and analytic statistics as well as coding schemes for themes and patterns that emerged from the qualitative data. The study illuminated a variety of challenges, successes, and, for some, the transformative nature of the experience, which warrants further study. Beyond acquiring knowledge and skills participants learned how to learn and achieved self-realization of their resilience points. They especially experienced themselves transforming into professionals with abilities to actively contribute to the school environment, reporting themselves to be informed, competent, and confident in all typically expected roles. Challenges typical of the adult distance learner abounded. It is recommended that adult learning principles be incorporated into any such program design, and that the wider interpreting community of practice be expanded as a learning resource. Equally important to recognize are the many people who have the same enthusiasms for the work, and the same professionalizing experiences as their more skilled peers, but who may never become sufficiently skilled to pass interpreting skill exams or their state standards. A follow up study is recommended to learn what emerges next. Is there a place for them in education that fully acknowledges and uses their experience and competencies? / Ph. D.

This case study examined how contextual factors influenced the adaptation of on-line courses created in the United States as they were re-purposed for use in Malawi. The investigation starts and ends within Year Two of a five year project funded by the United States Agency for International Development (USAID). The grant brings together an instructional technology program at a large research university in the southeastern United States and a newly established national university in Malawi, Africa. A total of 24 people participated in the study. Of these, nine were directly involved in the adaptation process, five of whom were students from Malawi. Six other Malawian students took part in a formative review of the instructional products. Three professors of instructional technology were also directly involved in the adaptation process. The participants involved in the adaptation process did their work over the course of one semester. They took pre-existing web-based courses created for an on-line master's degree program in instructional technology and adapted them for use in Malawi by accounting for various contextual elements. Data included project documents, student-created materials including personal journal reflections, interviews with students and faculty at both institutions, field notes, and personal observations by the researcher. Data analysis procedures followed protocols established for descriptive, qualitative methodologies. The findings emphasize the importance of a needs assessment and context analysis as developed by people who are native to a particular culture. Instructional designers who are made aware of contextual factors through such documents become more sensitive to cultural issues related to teaching and learning. Negotiation among team members to come to a workable consensus is also important, as project goals inevitably evolve. Another interesting outcome of this study was the fact that not one context, but two, affect adaptation. Whereas the Malawian context impacted content and delivery mechanisms of the courses, the U.S. context influenced the process and procedure for design. / Ph. D.

This study used a qualitative approach to explore how faculty were prepared to teach online at institutions of higher education. Six participants, including experienced (with three or more years of experience teaching online) and non-experienced (with less than two years of experience teaching online), were purposely selected to participate. The participants were interviewed concerning their preparation experiences, the preparation activities that were most beneficial to them, and the areas in which they wanted further development for teaching online. Data from the interviews were coded and analyzed. Findings revealed that although institutions were providing activities that faculty members found to be beneficial, workshops and one-to-one assistance, activities that incorporated both technical and pedagogical strategies were still necessary. This study provides information that can be used to assist faculty when preparing to teach online and to assist institutions in redesigning and developing faculty development activities for preparing faculty to teach online. / Ph. D.

This descriptive, survey research study was conducted using a quantitative, non-experimental, correlational, research design. Given the ever-increasing numbers of students taking online learning courses both before and during the COVID-19 pandemic, this study sought to explore this phenomenon by measuring the levels of online graduate student preceived connectedness at Virginia Tech. Bolliger and Inan (2012), validated their Online Student Connectedness Survey (OSCS) instrument in a research study that focused only on connectedness, and was limited to just one subject area, computer engineering. Permission was granted for the use of their OSCS instrument for this study, and the focus was expanded to include various subject areas, and to explore the associations between graduate student peceived connectedness and graduate student perceived learning and retention. Specifically, this study sought to find out whether there were indicators that an association existed between graduate student perceived connectedness and graduate student perceived learning and retention across the different modes of online learning (e.g., asynchronous, synchronous, and blended asynchronous/synchronous). The total sample for this research study was comprised of 67 research participants (32 males and 35 females), and their modes of online learning were asynchronous (n = 22), synchronous (n = 30), and blended asynchronous/synchronous (n = 15). Results indicated no statistically significant differences in graduate student perceived connectedness across the three online learning modes. There was a statistically significant association between graduate students' level of perceived connectedness and graduate student perceived learning and retention. As the level of graduate student perceived connectedness rose, so did graduate student perceived learning and retention. Furthermore, the results revealed that there were no statistically significant differences in the levels of graduate student perceived connectedness across the two types of online courses (e.g., pandemic online learning courses and regular online learning courses). This indicated that at Virginia Tech online graduate students felt connected whether they were in a pandemic online learning course or a regular online learning course. / Doctor of Philosophy / This survey research study was conducted using a quantitative, non-experimental, research design. Given the ever-increasing numbers of students taking online learning courses both before and during the COVID-19 pandemic, this study sought to explore this phenomenon by measuring the levels of online graduate student preceived connectedness at Virginia Tech. Bolliger and Inan (2012), verified their Online Student Connectedness Survey (OSCS) instrument in a research study that focused only on connectedness, and was limited to just one subject area, computer engineering. Permission was granted for the use of their OSCS instrument for this study, and the focus was expanded to include various subject areas, and to explore the associations between graduate student peceived connectedness and graduate student perceived learning and retention. Specifically, this study sought to find out whether there was an association between graduate student perceived connectedness and graduate student perceived learning and retention across the asynchronous, synchronous, and blended asynchronous/synchronous learning platforms. The total sample for this research study was 67 research participants (32 males and 35 females), and there were 22 asynchronous participants, 30 synchronous participants, and 15 blended asynchronous/synchronous participants. Results indicated no significant differences in graduate student perceived connectedness across the three online learning modes. There was a significant association between graduate students' level of perceived connectedness and graduate student perceived learning and retention. As the level of graduate student perceived connectedness rose, so did graduate student perceived learning and retention. Furthermore, the results revealed that there were no significant differences in the levels of graduate student perceived connectedness across the two types of online courses (pandemic online learning courses and regular online learning courses). This indicated that at Virginia Tech online graduate students felt connected whether they were in a pandemic online learning course or a regular online learning course.

In the wake of COVID-19, educators had to adjust their curriculum and pedagogies to create an environment of learning while their students couldn't come into the classroom. As teachers and students alike adapted to this new distance learning, they encountered many obstacles which made it difficult to teach and to learn compared to what they were used to in a traditional in-person classroom setting. This thesis document compiles my research about the advantages and disadvantages of remote learning before, during, and post-pandemic. The research component of this project consists of the commentary of four art educators who share what they experienced and learned from teaching remotely during the pandemic; what they think can continue in the in-person classroom setting; and how remote learning can continue to evolve and be successful after the pandemic.

The purpose of this ex-post facto quantitative study was to compare English Language Arts (ELA) and math Tennessee Compressive Assessment Program (TCAP) scores of students in grades four through eight who attended school virtually or in-person during the 2020-2021 school year. Due to the COVID-19 pandemic, the school district in this study allowed parents to choose to send their children to traditional in-person classes or attend school virtually. In-person and virtual students engaged synchronous classroom instruction through Google Meets. All virtual students were instructed by the teachers they would have had if their parents had chosen to send them for in-person learning. In-person students who contracted the virus or were put in quarantine for suspicion of being in contact with the virus, participated virtually while they were quarantined. This study was conducted to compare ELA and math and TCAP scores of students who attended virtually and in-person. Secondary data were acquired from the school district and scores were analyzed according to their grade level (4th-6th), number of days attended virtually (less than 9, 9-17, 18 or more), and performance level (1st-10th, 11th-25th, 26th-74th, 75th-89th, and 90th-99th percentile) according to fall 2020 aimswebPlus ELA and math benchmark scores. A series of two-way ANOVAs were analyzed using SPSS software. Four research questions and twelve null hypotheses were used to guide this research. There were no significant differences between ELA or math TCAP scores and number of days a student attended virtually. There was at least one significant difference between ELA and math TCAP scores among performance levels with students in higher performance levels tending to score higher than students in lower performance levels. There were no significant interactions between the number of days attended virtually and performance level.

In this study, research was conducted on the information needs of Unisa students. Most distance students do not personally visit the library, which makes it difficult for librarians to determine whether or not they are meeting their needs. The library plays an important support role in any university, especially in the open distance learning context. It is therefore important for librarians serving distance learners to continually evaluate their services in order to see if they are still meeting their client’s needs. The aim of this study was to determine if students are aware of the library services to which they are entitled, and if the library is successfully reaching and assisting remote students, and how its services can be improved. Questionnaires were posted to students, and interviews were conducted with on-campus students and staff. Chapter 1 covers the orientation and background to the study. Chapter 2 discusses the research methods used to collect information. In Chapter 3, the library needs of distance learners were discussed, while Chapter 4 presented a discussion of the findings drawn from the questionnaires and interviews, and Chapter 5 makes recommendations based upon these findings. It was found that some of the students surveyed were not aware of their library privileges. It is recommended that the Unisa library employ better strategies to market the library services available to students. Furthermore, the library needs to find better ways to reach out to remote students who have no access to information and communications technology upon which the modern library is so reliant.

Ce mémoire de maîtrise porte sur la contribution que pourrait apporter l’Enseignement à distance par radio (EADR) dans la réduction du taux d’échec aux examens du baccalauréat 1ère partie en Haïti. De manière spécifique, nous souhaitions élaborer un programme d’ « Enseignement à distance par radio » (EADR) afin d’aider l’ensemble des candidats bacheliers des classes de Rhéto à préparer les examens du bac 1ère partie. En Haïti, l’Enseignement à distance (EAD) est pratiquement absent. De nombreux pays ayant eu des situations similaires à Haïti ont mis en place des programmes de « Formations ouvertes et à distance » (FOAD) en complémentarité avec le mode d’enseignement classique ou en mode présentiel. La complexité de la situation exige d’envisager diverses pistes pour sortir le système éducatif haïtien de cette léthargie. Si l’on ne peut considérer l’EAD comme l’unique perspective, il est par contre pertinent et souhaitable de l’envisager comme une alternative non négligeable (Lubérisse, 2003). En nous appuyant sur les principales conditions d’efficacité des FOAD définies par Karsenti (2003), les principes théoriques de type R & D (Van der Maren, 2003?), le cadre théorique de la méthodologie de l’évaluation des besoins de Chagnon et Paquette (Institut universitaire des Centres Jeunesses de Montréal, 2005) et de Roegiers, Wouters & Gerard (1992), nous avons élaboré les grandes lignes générales de ce programme d’EADR et les avons soumises à douze (12) acteurs clés du système éducatif haïtien (4 élèves, 3 parents, 2 enseignants et 3 spécialistes de la radio ou de l’EADR). Cette ébauche de programme comportait principalement les objectifs du programme d’EADR, la méthode pédagogique, le contenu et les conditions de mise en œuvre. Des données recueillies par le biais d’entrevues individuelles il ressort que l’implantation d’un programme d’EADR peut être bénéfique au système éducatif haïtien, particulièrement sur les résultats d’examens officiels du baccalauréat 1ère partie. Les douze participants à notre recherche, croient que l’objectif poursuivi par le programme d’EADR est tout à fait réalisable et important pour le public cible. Tout en notant l’aspect positif du programme d’EADR proposé, les participants réclament certaines modifications quant à la méthode pédagogique, au contenu et aux conditions de mise en œuvre. Ainsi, les recommandations faites par les douze acteurs clés du système éducatif, jointes à notre recension nous ont permis d’élaborer un nouveau programme d’EADR revu et corrigé qui pourra servir de base à une évaluation plus large. / This Master’s thesis examines the contribution of Distance Learning through Broadcasting to the reduction of the failure rate at the first part of the High school diploma (Baccalauréat) examination in Haiti. Specifically, we wished to design this type of program with the objective to help all the candidates of the first part of the Baccalauréat (retho’s classes) to prepare for this exam. Several countries which have experienced similar situations as the one in Haiti have set up programs of Open Distance Learning (ODL) in order to complete the classic face-to-face mode of teaching and learning. In Haiti, Distance Learning is practically absent. The complexity of the situation requires the planning of diverse solutions to help the Haitian educational system out of its lethargy. If we cannot consider Distance learning as the only prospect, it is, on the other hand, relevant and desirable to envision it as an interesting alternative (Lubérisse, 2003). This study, centered on the qualitative approach allows us to collect data with twelve (12) key actors of the Haitian educational system (4 pupils, 3 parents, 2 professors and 3 specialists of the radio or Distance Learning by Broadcasting). Drawing on the main conditions of efficiency of Open Distance Learning (ODL) defined by Karsenti (2003), the theoretical principles of R and D (Van der Maren, 2003), the theoretical frame of Chagnon and Paquette’s needs assessment methodology (Centre Jeunesse de Montréal - Institut universitaire, 2005) and of Roegiers, Wouters and Gerard (1992), we outlined the proposed Distance Learning through Broadcasting program and submitted it twelve (12) key actors of Haiti’s educational system (4 students, 3 parents, 2 teachers, and 3 radio or DLBR experts). This sketch contained mainly, the objectives of the program, the pedagogical approach, the contents and the conditions of implementation. The analysis of data generated through individual interviews shows that implementing such a program can be advantageous for the Haitian educational system, particularly as regards the results of the official examinations of the first part of the High school diploma (first part of the Baccalauréat). The twelve (12) participants in our research believe that the objective pursued by the program of Distance learning is achievable and important for the targeted public. While noting the positive aspect of this project, the participants suggested some modifications of the pedagogical approach, the contents and the conditions of implementation. The recommendations made by these twelve key actors of the educational system and our literature review allowed us to produce a new draft of the program outline, revised and corrected. This draft can be used as the basis for a wider evaluation.

Ce mémoire de maîtrise porte sur la contribution que pourrait apporter l’Enseignement à distance par radio (EADR) dans la réduction du taux d’échec aux examens du baccalauréat 1ère partie en Haïti. De manière spécifique, nous souhaitions élaborer un programme d’ « Enseignement à distance par radio » (EADR) afin d’aider l’ensemble des candidats bacheliers des classes de Rhéto à préparer les examens du bac 1ère partie. En Haïti, l’Enseignement à distance (EAD) est pratiquement absent. De nombreux pays ayant eu des situations similaires à Haïti ont mis en place des programmes de « Formations ouvertes et à distance » (FOAD) en complémentarité avec le mode d’enseignement classique ou en mode présentiel. La complexité de la situation exige d’envisager diverses pistes pour sortir le système éducatif haïtien de cette léthargie. Si l’on ne peut considérer l’EAD comme l’unique perspective, il est par contre pertinent et souhaitable de l’envisager comme une alternative non négligeable (Lubérisse, 2003). En nous appuyant sur les principales conditions d’efficacité des FOAD définies par Karsenti (2003), les principes théoriques de type R & D (Van der Maren, 2003?), le cadre théorique de la méthodologie de l’évaluation des besoins de Chagnon et Paquette (Institut universitaire des Centres Jeunesses de Montréal, 2005) et de Roegiers, Wouters & Gerard (1992), nous avons élaboré les grandes lignes générales de ce programme d’EADR et les avons soumises à douze (12) acteurs clés du système éducatif haïtien (4 élèves, 3 parents, 2 enseignants et 3 spécialistes de la radio ou de l’EADR). Cette ébauche de programme comportait principalement les objectifs du programme d’EADR, la méthode pédagogique, le contenu et les conditions de mise en œuvre. Des données recueillies par le biais d’entrevues individuelles il ressort que l’implantation d’un programme d’EADR peut être bénéfique au système éducatif haïtien, particulièrement sur les résultats d’examens officiels du baccalauréat 1ère partie. Les douze participants à notre recherche, croient que l’objectif poursuivi par le programme d’EADR est tout à fait réalisable et important pour le public cible. Tout en notant l’aspect positif du programme d’EADR proposé, les participants réclament certaines modifications quant à la méthode pédagogique, au contenu et aux conditions de mise en œuvre. Ainsi, les recommandations faites par les douze acteurs clés du système éducatif, jointes à notre recension nous ont permis d’élaborer un nouveau programme d’EADR revu et corrigé qui pourra servir de base à une évaluation plus large. / This Master’s thesis examines the contribution of Distance Learning through Broadcasting to the reduction of the failure rate at the first part of the High school diploma (Baccalauréat) examination in Haiti. Specifically, we wished to design this type of program with the objective to help all the candidates of the first part of the Baccalauréat (retho’s classes) to prepare for this exam. Several countries which have experienced similar situations as the one in Haiti have set up programs of Open Distance Learning (ODL) in order to complete the classic face-to-face mode of teaching and learning. In Haiti, Distance Learning is practically absent. The complexity of the situation requires the planning of diverse solutions to help the Haitian educational system out of its lethargy. If we cannot consider Distance learning as the only prospect, it is, on the other hand, relevant and desirable to envision it as an interesting alternative (Lubérisse, 2003). This study, centered on the qualitative approach allows us to collect data with twelve (12) key actors of the Haitian educational system (4 pupils, 3 parents, 2 professors and 3 specialists of the radio or Distance Learning by Broadcasting). Drawing on the main conditions of efficiency of Open Distance Learning (ODL) defined by Karsenti (2003), the theoretical principles of R and D (Van der Maren, 2003), the theoretical frame of Chagnon and Paquette’s needs assessment methodology (Centre Jeunesse de Montréal - Institut universitaire, 2005) and of Roegiers, Wouters and Gerard (1992), we outlined the proposed Distance Learning through Broadcasting program and submitted it twelve (12) key actors of Haiti’s educational system (4 students, 3 parents, 2 teachers, and 3 radio or DLBR experts). This sketch contained mainly, the objectives of the program, the pedagogical approach, the contents and the conditions of implementation. The analysis of data generated through individual interviews shows that implementing such a program can be advantageous for the Haitian educational system, particularly as regards the results of the official examinations of the first part of the High school diploma (first part of the Baccalauréat). The twelve (12) participants in our research believe that the objective pursued by the program of Distance learning is achievable and important for the targeted public. While noting the positive aspect of this project, the participants suggested some modifications of the pedagogical approach, the contents and the conditions of implementation. The recommendations made by these twelve key actors of the educational system and our literature review allowed us to produce a new draft of the program outline, revised and corrected. This draft can be used as the basis for a wider evaluation.

In this study, research was conducted on the information needs of Unisa students. Most distance students do not personally visit the library, which makes it difficult for librarians to determine whether or not they are meeting their needs. The library plays an important support role in any university, especially in the open distance learning context. It is therefore important for librarians serving distance learners to continually evaluate their services in order to see if they are still meeting their client’s needs. The aim of this study was to determine if students are aware of the library services to which they are entitled, and if the library is successfully reaching and assisting remote students, and how its services can be improved. Questionnaires were posted to students, and interviews were conducted with on-campus students and staff. Chapter 1 covers the orientation and background to the study. Chapter 2 discusses the research methods used to collect information. In Chapter 3, the library needs of distance learners were discussed, while Chapter 4 presented a discussion of the findings drawn from the questionnaires and interviews, and Chapter 5 makes recommendations based upon these findings. It was found that some of the students surveyed were not aware of their library privileges. It is recommended that the Unisa library employ better strategies to market the library services available to students. Furthermore, the library needs to find better ways to reach out to remote students who have no access to information and communications technology upon which the modern library is so reliant.