An evaluation of American higher education distance education programs was conducted to explore how they approach intellectual property, copyright and information sharing/antitrust policy concerns for Internet-based programs. An evaluation of the current status of distance education and Internet-based training in higher education was conducted through a pilot study that included a random sample of 223 accredited institutions. Seventy-seven institutions responded to a survey, of which there were 14 Research I&II, 17 Doctorate I&II, and 46 Master's I&II institutions included in this study. A review of institutional policy approaches for these 77 institutions was conducted via Internet Web site and bulletin review. A multiple-case study was also conducted which included 10 of the top 30 accredited distance education institutions in America. Policy approaches were examined for all institutions and differences were discussed for public and private institutions as well as the following Carnegie Class institutions- Research I&II, Doctorate I&II and Master's I&II. Ten percent of all institutions that responded to the pilot study developed a written policy addressing antitrust/information-sharing concerns. Additionally, the data indicated that 22% of institutions in these Carnegie Class ranges published copyright and intellectual property policy on their institutions' Internet Web site. Ninety percent of the institutions in the case study advised of central control for the distance education program, as well as central control for copyright and intellectual property policy.

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Text in Afrikaans / In hierdie studie word afstandsonderrig soos dit tans deur die Universiteit van Suid-Mrika aangebied word, krities en indringend ontleed. Die gevolgtrekking hieruit was dat afstandsonderwys wesenlik aan studente die keuse behoort te hied van waar, wanneer en hoe hulle wil studeer. Daar is bevind dat Unisa agtergeraak het omdat die huidige onderrigmodel baie ooreenkom met 'n negentiende-eeuse Victoriaanse model, waarvolgens Unisa aan sy studente eintlik net die keuse oorlaat van waar gestudeer word. Die huidige Unisamodel toon ook sterk ooreenkomste met 'n geindustrialiseerde of fabrieksmodel: op feitlik alle vlakke word eenvormigheid van sy studente vereis; ten opsigte van registrasie- en eksamendatums, inleweringsdatums vir werkopdragte - dikwels ook hoe werkopdragte en eksamens afgehandel moet word. 'n Belangrike rede hiervoor is blykbaar dat die Universiteit agtergeraak bet ten opsigte van die gebruik van moderne rekenaartegnologie, wat dit vir baie departemente makliker gemaak bet om vas te steek in 'n Victoriaanse model as om na 'n oop model te beweeg. Daar is enkele departemente wat nogtans reeds begin bet om die eerste tree in hierdie rigting te gee. 'n Grondige ondersoek na die kenmerke van die volwassene student het aangedui dat hulle voortgesette studie benader as 'n wyse waarop oplossings vir probleme in heersende omstandighede gevind kan word. Om hierdie en ander redes behoort andersoortige eise aan bulle gestel te word: die min of meer klakkelose reproduksie van kennis moet plek maak vir probleemoplossingsbenaderings. 'n Didakties gefundeerde, verantwoordbare model word in hierdie studie geformuleer, waarvolgens rekenaartegnologie ingespan word om op gefntegreerde elektroniese wyse afstandsonderwys aan tersiere volwassene studente te voorsien - met inagneming van die feit dat sodanige model studentgesentreer behoort te wees, maar dat daar ook in die dosent se behoeftes aan akademiese en administratiewe rekenaarstelsels voorsien moet word. Ten slotte word riglyne voorgestel om die model in bedryf te stel; daar word ook aanbeveel dat verdere navorsing gedoen moet word ten opsigte van geidentifiseerde leemtes wat buite die bestek van hierdie studie geval het. Slegs deur 'n model soos die voorgestelde een, met of sonder aanpassings te aanvaar, kan Unisa weereens die voortou neem in afstandsleer en afstandstudie. / This study presents a critical analysis of distance education, as it is currently offered by the University of South Africa. The conclusion is that distance education should offer students choices as to where, when and how they want to study. Unisa has fallen behind in this respect, because its particular model for providing distance education closely resembles a Victorian teaching model, and only really allows students to choose where they wish to study; not really when or how. In many respects it also resembles an industrial (factory) model: uniformity is demanded of its students in almost all respects; in respect of registration and examination dates, due dates for assignments, and often also how assignments and examinations should be completed. It appears that a fundamental reason for this is that the University has fallen behind by not employing modern technology, which made it easier to cling to a Victorian model, rather than move towards an open teaching model. However, some departments have already taken the first steps in moving towards such a model. A thorough examination of students as adults indicated that they approach further and continuing studies as a means of solving problems encountered in their daily situation. For this reason, amongst others, different demands should be made of them: rather than expecting them merely to reproduce knowledge more or less verbatim, they should be expected to adopt a problem solving approach. A didactically sound model is formulated in this study, by means of which computer technology may be integrated and employed in the electronic provision of distance education for adult tertiary students. Such a model should be student centred, providing also for the needs of lecturers in respect of academic and administrative computer systems. Finally, guidelines are suggested for putting this model into practice. It is also suggested that further research be done to fill in the gaps which fell beyond the bounds of this thesis. Unisa will only be able to take the lead in distance learning and distance education once again if a model such as the proposed model is adopted- with or without amendments. / Curriculum and Instructional Studies / D. Ed. (Didaktiek)

Thesis (MBA)--Stellenbosch University, 2001. / ENGLISH ABSTRACT: This study focuses on the development of a research model for the University of Stellenbosch (US), which will facilitate the marketing and implementation of DE programmes for organisations. More leading-edge organisations are utilising distance education (DE) modes to capitalise on advantages such as rapid assimilation of learning material and the reduction in costs in the long term. An organisation in the health sector was chosen for the application of the model. The health sector faces numerous challenges, prospects and opportunities. The research model's framework is therefore utilised to establish the training needs of the Medi-Clinic hospital group's managers. The results of the research conducted in this study indicate that Medi-Clinic's work environment seems to be favourable for management training programmes to be implemented via DE technologies. Their managers in general favour training to be delivered via more dependent modes. Managers identified mainly direct contact and interaction with the lecturer by means of traditional training and face-to-face contact (TV) as their first choice. Interactive video, computer with instructor involvement, and DE via videotapes were predominantly the managers' second choice. The managers' third choice was primarily computer without instructor involvement, CD-ROM and correspondence. From this study it is also clear that Medi-Clinic's different managerial groups prefer different training modes. Independent DE modes are in general more popular among their higher levels of management. This study can serve as the basic model, which can, with further refinement, be used by the University of Stellenboseh's Distance Education Division as a support tool for the development, marketing and implementation of programmes. / AFRIKAANSE OPSOMMING: Hierdie studie fokus op die ontwikkeling van 'n navorsingsmodel vir die Universiteit van Stellenbosch (US). Die oogmerk van die model is om die bemarking en implementering van afstandsonderrigprogramme vir organisasies te fasiliteer. Organisasies maak toenemend gebruik van afstandsonderrigmetodes om voordele soos vinnige assimilasie van opleidingsmateriaal en die vermindering van koste op lang termyn daaruit te put. 'n Organisasie uit die gesondheidsektor is gekies vir die toepassing van die model. Die gesondheidsektor staar vele uitdagings, vooruitsigte en geleenthede in die gesig. Die navorsingsmodel se raamwerk is daarom gebruik om die opleidingsbehoeftes van die Medi- Clinic hospitaalgroep se bestuurders te bepaal. Uit die resultate van hierdie navorsing blyk dit dat Medi-Clinic se werksomgewing gunstig is vir die implementering van bestuursopleidingsprogramme deur middel van afstandsonderrigmetodes. Bestuurders het hoofsaaklik direkte kontak en interaksie met die dosent deur middel van tradisionele opleiding en persoon-tot-persoon- (TV) kontak as hul eerste keuse geïdentifiseer. Interaktiewe video, rekenaar met instrukteurbetrokkenheid en afstandsonderrig deur middel van videokassette was oorwegend bestuurders se tweede keuse. As derde keuse is rekenaar sonder instrukteurbetrokkenheid, CD-ROM en korrespondensie oor die algemeen gekies. Uit hierdie studie is dit ook duidelik dat Medi-Clinic se verskillende bestuursgroepe, verskillende opleidingsmetodes verkies. Onafhanklike afstandsonderrigmetodes is oor die algemeen meer gewild onder hoër vlakke van bestuur. Hierdie studie kan as 'n basiese model dien, wat met verdere verfyning gebruik kan word as 'n ondersteuningsinstrument om afstandsonderrigprogramme vir die Universiteit van Stellenbosch te ontwikkel.

Thesis (MPhil)--University of Stellenbosch, 2000. / ENGLISH ABSTRACT: Technikon Southern Africa defined its role as distance learning institution with the implementation of the Integrated Learner Centred Distance Learning (ILCDE) model. This model implied the establishment of regional offices as well as the implementation of a tutor system. The tutor system implied the appointment of tutors at the different regional offices. In an attempt to take the distance out of distance learning the following functions of tutors were identified: • Telephone tutoring • Conducting contact sessions • Assessing assignments The focal point of this study was tutor development within a flexible learning system as no structured learning programmes for tutors exist at TSA. The purpose was to investigate and analyse the learning needs of tutors in a flexible learning system. Various critical questions stimulated this study. However, the following three questions formed the basis of this study: • What is the role of training and development in the tutor system? • Do tutors have a need for continuing professional learning programmes? If so, what . should the nature of such learning programmes be? • What should the criteria be to evaluate and monitor the development oftutors? A qualitative research approach was followed and the data was obtained by means of interviews and participative observation sessions. The subjects of the study were the tutors of the Subject Group: Management Leadership: Policing appointed for the registration period May 1998 - May 1999. One of the conclusions of the study was that the following processes regarding the tutor system need attention: • Recruitment and selection • Interviewing and appointment • Job descriptions • Orientation, training and development programmes • Evaluation and monitoring programmes • Role clarification • Marketing strategy The following recommendations were formulated: • A guide for the recruitment and appointment processes of its tutors should be compiled. • An assessment of the support needs of learners should be performed. • Establishing a continuing professional learning unit should be considered. • A proposal for learning interventions for continuing professional learning should be developed. / AFRIKAANSE OPSOMMING: DIE ROL VAN TUTORONTWIKKELING IN 'N PLOOffiARE LEERSTELSEL Die Technikon Suider-Afrika het sy rol as afstandsonderriginstansie gedefinieer toe die Geïntegreerde Leergesentreerde Afstandsonderrigmodel (lLeD£) geïmplementeer is. Hierdie model het die daarstelling van streekkantore asook die implementering van 'n tutorstelsel veronderstel. Die tutorstelsel het die aanstelling van tutors by die onderskeie streekkantore tot gevolg gehad. Om die afstand uit afstandsonderrig te haal, is die volgende drie funksies van tutors geïdentifiseer: • Telefoonbegeleiding • Fasilitering van kontaksessies • Assessering van werkopdragte Die fokuspunt van hierdie studie was tutorontwikkeling binne 'n plooibare leerstelsel, aangesien geen gestruktureerde leerprogramme vir tutors by TSA bestaan nie. Die doel was om die leerbehoeftes van tutors in so 'n plooibare leerstelsel te ondersoek en te ontleed. Verskeie kritiese vrae het aanvanklik hierdie studie gestimuleer, maar die volgende drie vrae het die basis van die studie gevorm: • Wat is die rol van opleiding en ontwikkeling in die tutorstelsel? • Is daar 'n behoefte aan deurlopende professionele leerprogramme? Indien ja, wat behoort die aard van die programme te wees? • Wat behoort die kriteria te wees om die ontwikkeling van tutors te evalueer en te monitor? 'n Kwalitatiewe navorsingsbenadering IS gevolg en die data IS deur middel van onderhoudvoering en deelnemende waarnemingsessies ingesamel. Die tutors wat aangestel is vir die registrasietydperk Mei 1998 - Mei 1999, van die Vakgroep: Bestuursleierskap: Polisiëring is vir die studie gebruik. Een van die gevolgtrekkings van die studie IS dat die volgende prosesse lil die daarstelling van die tutorstelsel aandag vereis: • Werwing en keuring • Onderhoudvoering en aanstelling • Posbeskrywings • Oriënterings-, opleidings- en ontwikkelingsprogramme • Evaluerings- en moniteringsprogramme • Roluitklaring • Bemarking Die volgende aanbevelings is geformuleer: • 'n Handleiding vir die werwing en keuring van tutors behoort saamgestel te word. • 'n Behoeftebepaling van die ondersteuningsbehoeftes van die leerders behoort gedoen te word. • Die vestiging van 'n deurlopende professionele leereenheid behoort oorweeg te word. • 'n Voorstel vir leerintervensies vir personeelontwikkeling behoort ontwikkel te word.

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The research question for this study is “What different design guidelines can be distilledfrom teachers in a distance education organization when they are tasked to imagine theinterface for synchronous video communication with students”. Previous research hasshown that live streaming technologies are a viable option for students but more research isneeded with the teacher perspective. By employing qualitative methods such as semi-structured interviews and holding a participatory design workshop with teachers atdistance learning facilitator in Sweden this study argues that an online learning platformshould be designed with social media aspects in mind, the ability to hold teacher-heldlectures on a regular basis, present different modes of participation in order to improveonline distance learning. The author suggests that more studies with the teacherperspective in mind should be conducted to further improve the understanding of teachers’needs in an online distance-learning environment.

The purpose of this study was to improve critical thinking skills in clinical laboratory technologists through the development, implementation, and assessment of a multimodal model targeting critical thinking skills. Clinical laboratory technologists influence patient care through the testing of laboratory samples. Employers of these entry level professionals identified a need for improved critical thinking skills. This quasi-experimental study aimed to design a multimodal critical thinking model, implement the model into the clinical laboratory educational curriculum, and assesses this skill set for students in a pre-test / post-test format. The model was delivered and assessed for 47 clinical laboratory students at the University of Texas M.D. Anderson Cancer Center’s School of Health Professions. Based on numerical results for the Health Science Reasoning Test (HSRT), no significant difference in critical thinking skills was observed for clinical laboratory students before and after the integration of the multimodal model targeting this skill set into the curriculum. For the purpose of this study, critical thinking was defined as the ability to effectively evaluate and interpret data, apply existing knowledge to solve problems in new situations, demonstrate creativity and resourcefulness in learning, and problem solving, and effectively and persuasively communicate findings. Further analysis of the results indicated that junior and community college students were more likely to improve their HSRT scores after completion of the multimodal model than 4-year university and bachelor level students. Findings also suggest a positive relationship between GPA and improved HSRT scores. The amount of time as student spent on each assessment was directly related to success, and an inverse relationship was observed for usage of the model reference material. Further studies are needed to ensure model validity and generalizability of findings. Additionally, HSRT categorical results indicate the need for model modifications to better target the areas of deduction and inference. The online, asynchronous format may benefit from the addition of mandated discussion boards, and requiring assessment and evaluation completion may reduce the effects of lack of effort due to cognitive fatigue observed for this study.

Approved for public release; distribution is unlimited / The next step in the evolution of services provided on an intranet or the internet will be distributed or distance learning with collaboration among peers. Currently, this is done on a one-to-one basis. To expand to a one-tomany collaboration environment, there needs to be a server distributing the multimedia content without creating additional network traffic even though many users are accessing or viewing the multimedia content. Multicasting allows many users to view multimedia content without creating additional network traffic. There is a server providing multimedia content to a multicast address so users may access it. This thesis defines metrics and conducts a comparison of different servers capable of distributing multimedia content using the multicasting protocol. / Lieutenant, United States Navy