Orientador: Maria Teresa Miceli Kerbauy / Banca: Edson do Carmo Inforsato / Banca: Evelise Maria Labatut Portilho / Banca: Luci Pastor Manzoli / Banca: Marie Jane Soares Carvalho / Resumo: O processo de transformação social, política e econômica, pelo qual as sociedades contemporâneas têm passado, repõe a discussão sobre a democratização da educação numa perspectiva de livre acesso. A compressão do tempo-espaço ocasionada pelas novas tecnologias da informação e comunicação somada à constante necessidade de especialização gerada pelo mundo do trabalho têm feito com que antigas demandas populacionais pressionem cada vez mais o sistema público de ensino em busca de aperfeiçoamento. O sistema educacional, por sua vez, é pressionado para atender Sujeitos com necessidades diferentes e em tempos diversos. Neste cenário, a educação a distância (EAD) tem sido resgatada como uma importante aliada na tarefa de democratizar o acesso à educação. Além de outras ferramentas, a EAD tem feito uso intensivo dos audiovisuais como forma de potencializar a compreensão da mensagem, principalmente quando os Sujeitos do processo educativo estão separados fisicamente. Neste sentido, num contexto povoado pelas mídias, especialmente pela emergência de novos formatos digitais, o audiovisual adquire especial importância porque permite uma leitura diferenciada do mundo, além de seu potencial de abrangência que não pode ser ignorado. Verificase, no entanto, uma lacuna no que se refere aos parâmetros de produção de materiais audiovisuais educativos. Os estilos de aprendizagem permitem dar relevo às diferenças individuais e nortear os usos dos materiais audiovisuais que sejam mais adequados, segundo as necessidades específicas dos alunos. Assim sendo, esta pesquisa teve como objetivo geral compreender os materiais audiovisuais educativos de acordo com os estilos de aprendizagem, indicando caminhos e estratégias de utilização. Soma-se a este aspecto, o fato de que os audiovisuais educativos podem proporcionar o... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: The process of social, political and economic transformation by which contemporary societies have been through restores the discussion about the democratization of education in a free access perspective. The compression of space and time caused by new information and communication technologies coupled with the constant need for expertise demanded by the world of work has made population older demands pressure ever more the public school system in search of improvement. The educational system, in turn, is pressed to meet Subjects with different needs and at different times. In this scenario, distance education has been redeemed as an important ally in the task of democratizing access to education. Among other tools, the distance education has made intensive use of audiovisuals materials as a way to enhance the understanding of the message, especially when the Subjects of the educational process are physically separated. In this sense, in a context populated by the media, especially the emergence of new digital formats, the audiovisual part acquires special importance because it allows a different reading of the world, besides its coverage potential that can not be ignored. There is, however, a gap in relation to production parameters of audiovisual educational materials. Learning styles allow you to highlight individual differences and guide the use of audiovisual materials that are more suitable, according to the specific needs of students. Therefore, this study had as a general objective to understand the educational audiovisual materials according to learning styles, indicating paths and use strategies. Added to this, the fact that they can provide the development of less developed styles in students, expanding learning opportunities.Through the methodology of qualitative analysis and analysis of discordant... (Complete abstract click electronic access below) / Doutor

The primary goal of this quantitative study was to investigate the connection between instructor self-concept and prosocial behavior and its impact on student learning; thus, gaining more knowledge about assessment of instructor fit for online, undergraduate, business first-year experience (FYE) courses. If an instructor’s selfconcept is related to the degree of prosocial behavior exhibited, then an instructor with a higher likelihood of exhibiting prosocial behavior may be a better fit for an online, undergraduate, business FYE course. The study failed to reject all null hypotheses, showing no correlations between faculty self-concept and degree of prosocial behavior exhibited to online business firstyear students. The results did show a correlation between instructor self-concept (RSCQ score) and tendency to exhibit prosocial behavior (PTM score), which is outside of the scope of this study, but informed future research considerations discussed in Chapter 5. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2018. / FAU Electronic Theses and Dissertations Collection

Bangladesh introduced open and distance learning as a means of providing education for people in isolated and remote locations through the establishment of the Bangladesh Open University (BOU). The broad aim of the BOU is to provide flexible and needs-based education to those unable or not wishing to enter conventional educational institutions. The BOU is presently the only university in Bangladesh to provide mass education and also to provide continuing education and professional and technical education to support the existing educational system. The BOU has a mission that encompasses secondary and higher levels of education. BOU operates its programs through a centralised academic and administrative staff, and regional and local offices throughout Bangladesh that organise local tutorials and distribute information and materials. BOU has adult students in all parts of the country, and most of the students live in rural areas. They need support that is appropriate to their local circumstances. Using an interpretive approach, this research examines the support needs of students studying for the Secondary School Certificate and the Bachelor of Education, assesses the effectiveness of current support services and explores alternatives to the current system. The underlying assumption is that support needs to be appropriate to the country’s culture and circumstances, and useful and feasible from the perspectives of students, staff, administrators and senior university officials. To investigate the appropriate support for distance education students, this research was conducted in four sample regions. Two were selected from areas of sparse population where the terrain makes transport difficult and two from areas that are more densely populated and where transport is easier. A questionnaire survey and focus groups were conducted with students, focus groups with local staff and interviews with Regional Directors within the four sample regions. Interviews were also undertaken with central University senior staff to get their perspectives on current and future policies for student support.

This study was conducted to determine if there were possible areas of student individuality and uniqueness that might contribute to successful completion of distance education courses as compared to successful completion of traditional classroom courses. Five areas of possible differences were identified and studied: 1) differences between the number of successful completers, 2) differences in individual student learning styles, 3) differences in individual student self-directed learning readiness, 4) differences in individual student motivation, and 5) differences in individual student personal profiles. The data collected in this research project came from 132 students enrolled in Psychology 111, a distance education course and traditional classroom course at University of Alaska Anchorage. Three survey instruments were used to collect the data as follows: Kolb's Learning Style Inventory (LSI), Guglielmino's Self-Directed Learning Readiness Scale (SDLRS), and a General Questionnaire. In addition, students' final class standings (Pass/Fail) were used to determine completion status. Findings of the study indicated that there was no statistically significant difference between the number of successful completers of distance education courses as compared to successful completers for traditional classroom courses. Findings also indicated that areas of learning style and learning readiness had no effect on the successful completion rates of students enrolled in distance education courses as compared to students enrolled in traditional classroom courses. Motivational differences appeared between the two groups studied in two areas, "Retraining" and "Fits my work schedule." The study findings also suggested that there were statistically significant differences in distance education students' personal profiles as compared to traditional classroom students' personal profiles in such areas as gender, full-time student status, marital status, and number of dependents. / Graduation date: 1994

Thesis (Ed. D.)--Boise State University, 2006. / Includes abstract. Includes bibliographical references (leaves 132-144). Also available online via the ProQuest Digital Dissertations database.

Thesis (Ed. D.)--Illinois State University, 2006. / Title from title page screen, viewed on April 22, 2007. Dissertation Committee: Cheri A. Toledo (chair), Adel T. Al-Bataineh, Charles D. Dziuban, Vicky L. Morgan, Wendy G. Troxel. Includes bibliographical references (leaves 233-244) and abstract. Also available in print.

Thesis (Ed.D.)--University of Delaware, 2006. / Principal faculty advisor: Fred Hofstetter, School of Education. Includes bibliographical references.

Thesis (Ph.D.)--University of Nebraska-Lincoln, 2006. / Title from title screen (site viewed on Feb. 6, 2007). PDF text: iv, 240 p. : ill. UMI publication number: AAT 3216346. Includes bibliographical references. Also available in microfilm and microfiche format.

The purpose of this study was to determine: what factors are important in influencing adult students to participate in distance learning programs; 2) whether students prefer interactive television or instructional television. A review of the literature identified items that were considered Important to students participating in distance learning programs. The items identified in the literature were reviewed by a jury of experts. From the list of items a questionnaire was developed for this study. Students from two Oregon community colleges completed the questionnaire. A total of 127 questionnaires were analyzed. The data were analyzed with the use of descriptive statistics, factor analysis, analysis of variance, Chi Square and t-test. Twenty-two of the thirty-four items in the questionnaire were considered very important or important to students. Factor analysis clustered the items under the factors socializing, convenience, instructor, and supplmental activities. Students consider instructor and convenience the most important factors of distance learning programs followed by supplemental activities and finally socializing. Caparisons of students participating using instructional television and interactive television to deliver distance learning programs were also made. Analysis of the data indicates the four factors (socializing, convenience, instructor, and supplemental activities) have the same relative importance to students participating in academic and vocational distance learning programs. In addition, participation in instructional television programs was more convenient for students than interactive television programs. Delivery of distance learning programs should: provide opportunities for students to socialize; be convenient for the student to participate in; utilize instructors committed to using instructional television; and make available supplemental activities for students. / Graduation date: 1992

The main purpose of this thesis was to clarify whether there would be difficulties in using constructivistic learning in distance education in which interactive video was used. Other purposes of the thesis were to study the quality of learning in distance education compared to conventional education, and to study the quality of learning in constructivistic education compared to traditional education. The thesis consists of five studies in which three treat distance education and constructivistic learning. The first study treats distance education on its own, and the last study treats constuctivistic learning in conventional study groups. The methods in all studies were questionnaires for all participans, complemented with interviews in three studies. In the studies about constructivistic learning, the questionnaire contained questions to measure the extent of the constructivistic learning environment. The questionnaire in the first study contained questions to find out the participants' opinions about the course. The main hypothesis was that it would be more difficult to introduce constructivistic learning in distance education using interactive media, compared to conventional education. The findings from the studies could by no means verify this hypothesis. All the findings showed that the difficulties in distance education did not influence the possibilities to introduce constructivistic learning negatively. As to the quality of the distance students' learning there were some conflicting results. One group when tested achieved lower results than its reference group and the other groups did just as well as their reference groups. In the questionnaire the students claimed that the use of interactive video did not mean that the quality of learning was affected in negative ways. The findings in the last study showed that the students' opinions about the quality was much higher for the constructivistic group than its reference group. When tested the constructivistic group achieved better results in three out of four tests, but the differences were too small to be of any significance. / digitalisering@umu