Thesis PlanB (M.S.)--University of Wisconsin--Stout, 2009. / Includes bibliographical references.

Thesis (Ed. D.)--West Virginia University, 2000. / Title from document title page. Document formatted into pages; contains vii, 178 p. Vita. Includes abstract. Includes bibliographical references (p. 156-165).

Thesis (Ph. D.)--University of North Carolina at Greensboro, 2007. / Title from PDF t.p. (viewed Feb. 29, 2008). Directed by David F. Ayers, Sam Miller; submitted to the School of Education. Includes bibliographical references (p. 229-256).

Thesis (Ph. D. in Leadership and Policy Studies)--Vanderbilt University, May 2007. / Title from title screen. Includes bibliographical references.

Thesis (Ph. D.)--Florida State University, 2004. / Advisor: Dr. Walter Wager, Florida State University, College of Education, Department of Educational Psychology and Learning systems. Title and description from dissertation home page (viewed June 16, 2004). Includes bibliographical references.

Higher education institutions, with their mandate of preparing students in view of the requirements, knowledge and skills of the 21st century citizens, are the institutions where the latest information and communication technologies will put into use both for administrative and for instructional purposes within a well-designed framework. Turkish higher education institutions, as well, are in a process of adapting themselves to the recent advancements in information and communication technologies, particularly to provide better services to their on-campus students through these technologies but also for reaching out to more through Internet-based distance education tools. This study, through an in-depth exploration of three graduate degree programs offered online by three pioneer universities in Turkey from conception to implementation, has aimed to provide guidance for other Turkish higher education institutions to launch and implement web-based distance education programs successfully. The study, through interviews and documentary analysis, has traced how the idea of offering an online degree program has been formed, what administrative and managerial steps have been taken, what cooperative and collaborative relationships have been embraced, what challenges have been encountered, how these challenges have been overcome, what instructional factors have been considered, how faculty have been involved in the process, what lessons have been learned, and what role has been attained to e-learning in the future of higher education in Turkey. Findings of the study have been incorporated within a model for Turkish higher education institutions to realize an e-learning initiative.

Thesis (Ph. D.)--University of Texas at Austin, 2007. / Vita. Includes bibliographical references.

Thesis (M.Sc. (Computer Science)) - Rhodes University, 2008. / A thesis submitted in partial fulfilment of the requirements for the degree of Master of Science.

Thesis (Ph. D.)--Ohio University, November, 2003. / Includes bibliographical references (leaves 171-185).

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.