In this study, two courses from the McGill Distance Education program with very different learning goals were examined to investigate the instructional role of two communication technologies (i.e., fax and e-mail) in distance education. The data set included verbatim e-mail and fax transcripts, instructor interviews, course syllabi and course assignments. Triangulation procedures were followed to examine the following within the context of two distance education courses with very different learning goals: (1) the general instructional purposes for which the technologies were used; (2) the levels of learning reflected in the mediated interactions; and (3) the relationship between the use of the technology, the instructors' perceptions of its use and the stated learning outcomes of the courses. / Electronic-mail provided the interaction necessary for encouraging discussions of course content in the Instructional Design course, whereas fax was used more for the transmission of knowledge in both courses. An examination of the relationship between course learning objectives, course transcripts, and instructor interviews indicated that the instructors were consistent in their view of the different communication technologies,. their purpose for using the chosen technology, and the way in which they used the specific communication technology. However, this consistency was not reflected in the students' use of the communication technologies since the students responded only at Bloom's lower levels of learning even though the instructors used all levels of learning. (Abstract shortened by UMI.)

Thesis (Ph. D.)--University of Texas at Austin, 2006. / Vita. Includes bibliographical references.

Thesis (Ed. D.)--Lehigh University, 1998. / Includes vita. Bibliography: leaves 267-277.

Thesis (Ph. D.)--University of Virginia, 1997. / eContent provider-neutral record in process. Description based on print version record.

Thesis (Ph. D.)--University of Virginia, 1997. / eContent provider-neutral record in process. Description based on print version record.

Thesis (M.A.)--Ohio State University, 2005. / Includes bibliographical references (leaves 173-194). Available online via OhioLINK's ETD Center

No description available.

Thesis (D.Min.)--Liberty Theological Seminary and Graduate School, 2006.

Thesis (Ph. D.)--University of Texas at Austin, 2001. / Vita. Includes bibliographical references. Available also from UMI/Dissertation Abstracts International.

Thesis (Ph. D.)--University of Oregon, 2002. / Typescript. Includes vita and abstract. Includes bibliographical references (leaves 200-213). Also available for download via the World Wide Web; free to University of Oregon users.