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  • About
  • The Global ETD Search service is a free service for researchers to find electronic theses and dissertations. This service is provided by the Networked Digital Library of Theses and Dissertations.
    Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
111

Perceived barriers to faculty participation in distance education at a 4-year university.

Hebert, Janet Gwen 08 1900 (has links)
The purpose of this study was to identify perceived barriers to faculty participation in distance education courses in a 4-year university. The literature review was divided into four general areas, each of which may act as a barrier to faculty participation; training, administrators, rewards/compensation, and faculty characteristics/demographics. The research population consisted of 570 faculty and 59 administrators from the eight UNT schools/colleges. Dr. Kristin Betts developed the survey instrument in 1998 for similar research conducted at the George Washington University. Analysis of the collected data revealed that there was no statistically significant relationship found between faculty characteristics and faculty participation in distance education. Faculty participants and administrators disagreed on which factors, from a list of 34 items, had motivated faculty to participate in distance education. Nonparticipants and administrators disagreed on which of the factors, if not available, would be barriers to faculty participation in distance education. Participants and nonparticipants disagreed regarding the level to which selected rewards and compensations had motivated faculty to participate, and the lack of which would inhibit faculty participation in distance education. Finally, 71% of the participants had participated or planned to participate in distance education training compared to only 33% of the nonparticipants. It is obvious that administrators and faculty do not place the same level of importance on motivational or inhibiting factors that may affect faculty participation in distance education. These results indicate that additional research should be accomplished to determine the basis for the disagreement among the three groups.
112

Japanese online distance learners' opinions and learning preferences a mixed methods study /

Bray, Eric H. January 1900 (has links)
Thesis (Ph.D.)--University of Nebraska-Lincoln, 2007. / Title from title screen (site viewed Dec. 4, 2007). PDF text: xii, 264 p. : ill. ; 12 Mb. UMI publication number: AAT 3275079. Includes bibliographical references. Also available in microfilm and microfiche formats.
113

A study of the current practice of private sector distance education receive-site coordinators in administering university formal and non-formal distance education programs

Kreitzer, Donald J. January 1999 (has links)
The purpose of this study was to define the private sector's receive-site coordinator's role and current practice associated with the day-to-day management of a distance receive site by describing what private sector receive-site coordinators do in practice. Descriptive data were collected in six areas: demographics, private sector receive-site coordinators' reporting relationships, distance education equipment and usage, tuition support for students at receive-site locations, private sector receive-site coordinators' knowledge of distance education, and the private sector receive-site coordinators' current practice.Many organizations in business and industry in the private sector invest in distance education systems and programs as a means of providing educational opportunities for their employees. These organizations assign the duties of managing their receive-site location to an employee in their organization. The polices and procedures of organizations receiving distance education programs, the job level of the person assigned the receive-site coordinator responsibilities, the knowledge level of the receive-site coordinator, and the practices of the receive-site coordinator are variables that influence employee participation in distance education programs. Additionally, those variables impact distance education university administrators in administering and marketing the university's distance education programs to organizations. Yet, there is very little literature that speaks to the distance education receive-site coordinators' role or the knowledge and skills required to manage a distance education receive-site location.By conducting this research, the private sector receive-site coordinators' practice was described. It was concluded that private sector receive-site coordinators are a non-homogenous group of mostly training and development professionals with undergraduate degrees and have the responsibility of managing the day-to-day activities of receive-sites by incorporating the duties of a private sector receive-site coordinator with their otherday-to-day work activities. The private sector receive-site coordinators' job responsibilities span a variety of tasks that include marketing programs, helping students overcome problems, assisting with course logistics, and installing, operating, and in some cases, maintaining distance education equipment. It was also concluded that university administrators viewed the role of the private sector receive-site coordinator as a key element of the distance education system. / Department of Educational Leadership
114

Developing a distance learning resource - the developers' point of view :

Wilson, Elizabeth. Unknown Date (has links)
Thesis (MEd (Distance Ed))--University of South Australia, 1996
115

The effects of the establishment of distance education centres on the duplication and diversity of external higher education courses /

Maticka, Margaret. Unknown Date (has links)
Thesis (MEd Distance Education) -- University of South Australia, 1993
116

Online learning student perceptions of variables that impact learning performance /

Williams, Darlene January 1900 (has links)
Thesis (Ph.D.)--University of Nebraska-Lincoln, 2007. / Title from title screen (site viewed Feb. 19, 2008). PDF text: x, 210 p. ; 2 Mb. UMI publication number: AAT 3271914. Includes bibliographical references. Also available in microfilm and microfiche formats.
117

The influence of DERIVE on adults' learning of mathematics in a distance education programme /

Ip, Chi-fun, Louisa. January 1998 (has links)
Thesis (M. Ed.)--University of Hong Kong, 1998. / Includes bibliographical references (leaf 70-77).
118

The influence of DERIVE on adults' learning of mathematics in a distance education programme

Ip, Chi-fun, Louisa. January 1998 (has links)
Thesis (M.Ed.)--University of Hong Kong, 1998. / Includes bibliographical references (leaves 70-77). Also available in print.
119

Building communities : the effects of offering face to face meetings to students studying at a distance /

Brown, Christine Carter. January 2009 (has links)
Thesis (Ph.D.)--York University, 2009. Graduate Programme in Higher Education. / Typescript. Includes bibliographical references (leaves 140-151). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:NR51685
120

Towards guidelines for tertiary distance education courseware design : a textlinguistic perspective

Steenekamp, Jan Harm 17 August 2012 (has links)
M.A. / The new democratic South Africa has opened up a number of unique opportunities and challenges for distance education at tertiary level. Tertiary institutions, however, also face several serious problems that must be addressed in order to rectify the educational imbalances in the country. Due to the policy of equal opportunities for all regardless of race, creed, colour and culture, tertiary education institutions are experiencing an unprecedented influx in student numbers. Residential universities and technikons can accommodate this influx only up to a certain point due to limited physical facilities such as residences and lecture rooms. For this and other reasons, distance education is rapidly becoming the primary means of education, not only in South Africa but also in many countries around the world. It offers an immediate and practical solution to the problem of high student numbers. Some of the advantages of distance education are: • greater numbers of students can be reached throughout the country • students in rural areas have the same opportunities for education as their urban counterparts • imbalances can be addressed more effectively on a wider scale, including the rural areas • courses are generally more affordable • because of their technical nature, courses are often more directly related to the requirements of industry than traditional courses • accommodation for students and physical lecturing facilities are not an issue. The disadvantages, however, are: 1 Chapter 1: Instructional Courseware Design: Introduction lack of direct contact with lecturers lack of student support systems, such as contact with other students and the availability o lecturers to help solve learning and other problems the fact that the primary means of communication and instruction is the written word with limited opportunities for direct verbal contact limited or inadequate administrative support To overcome these problems, the "distance" in distance education mu

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