Higher education has experienced notable changes driven by accelerated advances in computer technology, the same force that has reshaped our society and many aspects of life. Many believe that promising results can be seen and that students are better served in a computer-mediated instruction/learning environment due to the computer’s seemingly infinite abilities to multiply and expand. However, not everyone shares the same optimism due to a number of complicated issues facing the introduction of computers into the academic area. Despite school managers', teachers’, and administrators’ views of computer-mediated instruction/learning, learners’ perceptions are just as important when studying the instructional use of the computer technology. This study provides insight into how participants’ demographic profiles contribute to their perceptions of computer-mediated learning, how students perceived the impact of computer-mediated learning on their achievement, and how having had to use computers impacted their attitude toward (future) learning using computer technology. The findings of the study include: (a) a Pearson Product-Moment Correlation analysis revealed a statistically significant, low positive association between students’ perceived effectiveness in the area of computer-mediated learning and their major grade point average (MGPA). It also revealed a statistically significant, moderate positive association between having to use computers for class(es) in students’ major program areas and their attitude toward learning using computer technology, (b) a T-test revealed a statistically significant difference between male and female students, for the statement: “I think effective Computer-Mediated Learning ensures that students are engaged and motivated in learning (the given subject).” Female students’ mean score was higher than that of male students and (c) an ANOVA test found statistical significant differences among groups of students based on their cumulative grade point average (CGPA) and their perceived effectiveness of computer-mediated learning. A Tukey HSD test indicated the CGPA group 3.50 – 4.00 obtained a higher mean score than the other two groups, 2.00 – 2.49 and 2.50 – 2.99.

Over the years, much attention has been given to copyright law in literature and as it pertains to textbooks and other original academic works. However, as the focus is narrowed to the copyright law as it relates to distance education within higher education, very little information or precedents can be looked to for guidance. For an institution of higher education involved in distance education, the problem demands that a model be developed specifically for universities to follow as they embrace distance education programs and course development. As the likelihood of lawsuits and grievances clearly exists, the motivation of faculty to create original works is potentially compromised when there is conflict between themselves and the universities who employ them. In addition, a set of guidelines in the form of a model lends a structural basis to university educators and administrators alike on which to formulate the process of developing distance education programs with a greatly reduced chance of legal incident. A case study design was chosen because it adds strength to what is known and deepens understanding of complex issues. According to Lincoln and Guba in their 1985 book, qualitative research involves the studied use and collection of a variety of empirical materials: case study, personal experience, introspective, life story, interview, observational, historical, interactive, and visual texts that describe routine and problematic moments and meanings in individuals

The purpose of this study was to provide an in-depth examination of the language learning experiences of four fifth-grade students learning Spanish through videoconferencing and video-based lessons. This interpretive qualitative study involved intensive data collection over a period of 7 months through participant observation, audio and video recording of classes with subsequent transcription, and interviews of the students and their teachers. The following points of focus guided this research: (a) What instances of interaction and output are observed in the different instructional settings?; (b) Are patterns of change observed in learners' language production during the period under study?; (c) What individual learner factors help to explain differences in the participants' Spanish output?; and (d) What are the participants' preferences and perceptions concerning different aspects of the Spanish program? A careful examination was made of the participants' oral Spanish ou tput. Examples of their oral and written output and oral interactions were given. The participants differed among themselves in the amount of oral output each produced, and individual participants showed differences in productivity in the different instructional settings. No patterns of change were discerned in the language used by two participants. A third showed evidence of growth in some areas of language use. The fourth, Edward, showed the greatest growth. Many individual learner factors were examined. Among them were attitude toward Spanish, use of Spanish in and out of school, and overall academic achievement. All participants except for Edward were in their fourth year in the Spanish program; he was in his second year. All of the participants preferred learning Spanish through videoconferencing or teacher-led classes to learning it through the video-based lessons. In comparisons of videoconferencing and teacher-led classes, all participants expressed a preference for teac her-led classes. Themes that emerged were (a) the importance of the on-site Spanish teacher, (b) contributions of the video lessons, and (c) limitations in interaction and output.