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

Thesis--University of Michigan. / eContent provider-neutral record in process. Description based on print version record. Bibliography: leaves 212-229.

Thesis (Ph.D.)--University of North Carolina at Greensboro, 2007. / Title from PDF t.p. (viewed Feb. 29, 2008). Directed by Samuel D. Miller; submitted to the School of Education. Includes bibliographical references (p. 92-98).

Thesis (Ph. D.)--University of Wisconsin--Madison, 1960. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Thesis--University of Michigan. / eContent provider-neutral record in process. Description based on print version record. Bibliography: leaves 212-229.

No description available.

No description available.

The purpose of the study was to investigate Chinese adults' motivational orientations for learning and the deterrents to participation in educational activities and compare the motivational factors and deterrents to participation between Chinese men and women. The participants in the study were 377 Chinese men and 202 women from fifteen adult education programs in Chengdu city, China southwest capital of Sichuan province.Roger Boshier's Education Participation Scale and Scanlan and Darkenwald's Deterrents to Participation Scale were used as data collection instruments. The mean scores of EPS and DPS items were calculated and used for examination of the extent to which they influenced Chinese adults' decisions to and not to participate in educational activities. The data from EPS and DPS were analyzed by using Chi-square statistics to examine the relationship between Chinese men and women in terms of motivational orientations for learning and deterrents to participation.The study found that the factor of Professional Advancement showed the strongest motivation which influenced Chinese adults on their decisions of participation in adult education. Followed by the factor of Social Welfare and the factor of Social Relationship. The factor of ExternalExpectation was found the least influential typology on decision of participation.The deterrent factor of Lack of Course Relevance showed the highest summed mean scores of all six dimensions. The reasons related to the institutional barrier appeared to have the strongest influence on Chinese adults' decisions not to participate in adult education. To a lesser extent, mean scores in the factors of Time Constraints and Cost indicated moderate influence on decisions not to participate. The Personal Problems was found with the lowest mean score in the Deterrents to Participation Scale.Significant differences were found between Chinese men and women in the factors of External Expectations, Escape/Stimulation and Cognitive Interest at .01 level (p.<.01), and factors of Social Relationship and Social Welfare at .05 level (p.<.05).In terms of deterrents to participation, significant differences were found between Chinese men and women in the factor of Time Constraints at .01 level, and the factors of Lack of Course Relevance, Cost and Personal Problems at .05 level. / Department of Educational Leadership

This multicase study investigated the educational, employment, and career patterns and intentional change strategies of twelve adults, ages mid-20s through early 50s, who completed a nontraditional bachelor's degree. The purposes were to examine the employment and career patterns of graduates and assess if degree completion was part of an intentional change strategy. Research was guided by the assumptions and principles of naturalistic inquiry.Most participants graduated from high school in traditional pattern, did not attend college immediately, and were first generation college graduates. Before earning degree, participants worked in varied employment, with about half employed in labor and service industry jobs for majority of employment history. Three youngest participants were establishing careers.Three to five years after completing the degree, nine of twelve participants were in executive or management positions or professional specialty occupations. Three participants were in administrative support jobs. Increases in income ranged from 10% -220%. Participants reported degree helped, but was not necessarily primary reason for career change. Degree was necessary credential to enter graduate school or qualify for a promotion for some. Participants reported degree was part of larger intentional change process.Conclusions from study: 1) Review of literature showed recent emphasis on interactionist life span development models as important to understanding adult development. 2) Study demonstrated usefulness of a bachelor's degree in terms of employment up-grading. 3) Participants described increased empowerment and self-directedness in their lives. 4) Inclusion of specific static and dynamic variables selected from the Systems Matrix Model of Adult Learning was verified. 5) Three learner-career development patterns emerged from research. a) Career Pattern - Establishing a Professional Career; b) Career Pattern - Career Change/ Development with Intervening Circumstances; c) Personal Interest in Learning Pattern. Patterns appeared similiar to Houle's goal-oriented and learning-oriented categories.Further study recommended in the areas of transitions and careers using interactionist life span model to understand adult development. Additional research with refined version of the interview guide used would be useful to investigate the tentative learner-career typology developed from study. / Department of Educational Leadership

Thesis (MEd) -- University of South Australia, 1993