Thesis (Ph. D.)--University of Tennessee, Knoxville, 2002. / Title from title page screen (viewed Sept. 6, 2002). Thesis advisor: Jacquelyn O. DeJonge. Document formatted into pages (xiv, 155 p. : ill.). Vita. Includes bibliographical references (p. 97-110).

Thesis (Ph. D.)--University of Nebraska--Lincoln, 2002. / Title from title screen. PDF text: [2] leaves abstract; viii, 181 leaves dissertation : ill. Sites viewed on Aug. 30, 2002. Includes bibliographical references (leaves 159-163 of dissertation).

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 (Ed. D.)--West Virginia University, 2001. / Title from document title page. Document formatted into pages; contains xii, 147 p. : ill. (some col.) Vita. Includes abstract. Includes bibliographical references (p. 134-140).

Thesis (Ph. D.)--University of Texas at Austin, 1992. / Vita. Includes bibliographical references (leaves 228-234).

The objective of this investigation is to determine whether student site location in an instructional videoconference is related to students' motives for communicating with their instructor. The study is based, in part, on the work of Martin et al. who identify five separate student-teacher communication motives. These motives, or dimensions, are termed relational, functional, excuse, participation, and sycophancy, and are measured by a 30-item questionnaire. Several communication-related theories were used to predict differences between on-site and off-site students, Media richness theory was used, foundationally, to explain differences between mediated and face-to-face communication and other theories such as uncertainty reduction theory were used in conjunction with media richness theory to predict specific differences.Two hundred eighty-one completed questionnaires were obtained from Education and Library and Information Science students in 17 separate course-sections employing interactive video at the University of North Texas during the Spring and Summer semesters of the 2001/2002 school year. This study concludes that off-site students in an instructional videoconference are more likely than their on-site peers to report being motivated to communicate with their instructor for participation reasons. If off-site students are more motivated than on-site students to communicate as a means to participate, then it may be important for instructors to watch for actual differences in participation levels, and instructors may need to be well versed in pedagogical methods that attempt to increase participation, The study also suggests that current teaching methods being employed in interactive video environments may be adequate with regard to functional, excuse-making, relational and sycophantic communication.

Typescript (photocopy). / Digitized by Kansas Correctional Industries / Department: Computer Science.

Typescript (photocopy). / Digitized by Kansas Correctional Industries / Department: Computer Science.

This qualitative study describes and interprets the interactions of participants in a community college writing class delivered by computer-mediated communication (CMC). The class represented a best practice model of learner-centered instruction in a CMC class. The description and the discussion are framed by five aspects of CMC instruction: (1) context; (2) technology; (3) communication; (4) learning; and (5) community. Offered via a computer bulletin board system (BBS), the class was an ongoing asynchronous electronic meeting. The participants actively accessed the class to interact and collaborate at all hours of the day and night and on almost every day of the term. The relational communication style adopted by the students reflected the formality, immediacy, and social presence of the instructor. Expressing the tone of friendly letters, most of the messages combined salutations, personal or social content, task-oriented content, closing comments and signatures. The mix of assignments and activities required students to act and interact individually, collaboratively and cooperatively. The students accepted the responsibility for interaction and initiated a majority of the messages. The instructor's communications were predominately responsive, facilitative, and coaching type messages. Assignments and activities that required interaction and information sharing stimulated the development of a sense of community for participants. The qualitative analysis and interpretation of the data generated two hypotheses: Hypothesis One Four elements of CMC instruction have critical impact on student participation, satisfaction, learning, and achievement: (1) the functionality and operational transparency of the technology; (2) the course design; (3) the instructor's attitude, style and expertise; and (4) the students autonomous choices about participation, interaction, and cooperation. Hypothesis Two In CMC instruction student participation, satisfaction, learning, and achievement are positively impacted when: (1) the technology is transparent and functions both reliably and conveniently; or (2) the course is specifically designed to take advantage of the CMC characteristics of time/place independence and interactivity to support learner-centered instructional strategies; or (3) the instructor's style is collegial and he/she operates as facilitator, model and coach; or (4) there is a reasonable level of flexibility to accommodate the autonomous choices students make about interaction and collaboration. / Graduation date: 1996

Thesis (M Distance Ed)--University of South Australia, 1994