Spelling suggestions: "subject:"4he distance education"" "subject:"ehe distance education""
351 |
Presence at a distance : the educator-learner relationship in distance education and dropoutMunro, Patricia Jane January 1991 (has links)
The purpose of the present study was to provide an understanding of the educator-learner relationship in distance education and then to identify and discuss parts of that relationship associated with dropout. Its underlying assumption was that education, at a distance or face-to-face, involves an educator-learner relationship. There were three justifications for this investigation: to illuminate the educator-learner relationship, to contribute to research on dropout in distance education, and to foster integration between practice and scholarship in the field.
The scope of the first research question, what characterizes educator-learner relationships in distance education? necessitated drawing on a broad data base and suggested an interpretive study. The research method chosen was an integrative review of scholarly literature in the field of distance education. In answer to the first research question, the educator-learner relationship in distance education was conceptualized as a wheel with an axle of dialogue, spokes of support, and a rim of independence. The development of this model was the most important result of the present study.
Concern among practitioners over high attrition rates led to the second part of the purpose and the second research question, what characteristics of the educator-learner
relationship in distance education are associated with dropout? In answer to this question, findings from the dropout literature were filtered through the model of the educator-learner relationship in distance education. Tinto’s research into dropout from higher education informed the analysis. Results indicated that perceived deficiencies in dialogue along the spokes of support in the quadrants of learning and instruction have been associated with dropout. This study recognized that the relationship between educator and learner affects student perceptions of intellectual and social integration and so may influence dropout.
Recommendations for research and practice were generated from the model of the educator-learner relationship in distance education. Presence at a distance can be enhanced by a dialogue-centred practice. Suggestions included the tracking of students, professional development for practitioners, and evaluations of distance education practice based on the model of the educator-learner relationship in distance education. / Education, Faculty of / Educational Studies (EDST), Department of / Graduate
|
352 |
A case study of participation and critical thinking in a university-level course delivered by computer conferencingBullen, Mark 11 1900 (has links)
Despite the growth in the size and acceptance of distance education, there
have been persistent criticisms of this form of education because it often fails
to provide for interaction among students and between students and
instructors. Without this, it is suggested, distance education can only be an
inferior imitation of the best face-to-face education because learners are
unable to clarify and challenge assumptions and to construct meaning
through dialogue.
Some critics believe distance education's inability to reproduce a critical
dialogue among students and between students and instructor can be
addressed through the use of two-way communication technologies such as
text-based, asynchronous (i.e., not in real time) computer conferencing.
Appropriately-designed computer conferencing, it is argued, will facilitate
interaction among students and between the instructor and students thus
making distance education more appropriate for the higher-level cognitive
goals of college and university education. At the same time, using this'
technology will retain the flexibility of time and place-independence that is
characteristic of distance education.
The literature on educational computer conferencing is replete with
references to its potential to create a new paradigm of education characterized
by interactive group knowledge-building and critical thinking, but there are
few empirical studies that have substantiated this view. Little is known about
how and why learners participate and what factors may affect their
participation. Similarly there has been little empirical study of the quality of
computer conferencing interaction.
This case study of a university-level course delivered by computer
conferencing was designed to address these issues. It was guided by two purposes: 1) to determine whether the quantitative and qualitative
dimensions of participation in this online course were consistent with key
aspects of the new paradigm of networked learning as articulated in the
literature, that is, if students were actively participating, building on each
others contributions and thinking critically about the discussion topics; and 2)
to determine what factors affected student participation and critical thinking.
The results of this study suggest that some of the claims about the
potential of this technology to transform conventional and distance
education may be overstated. The emergence of a dynamic and interactive
educational process that facilitates critical thinking was shown to be
contingent on a variety of factors. The results suggest, however, that with the
appropriate course design, instructor interventions, content, and students,
computer conferencing can be used for these purposes and should be given
serious consideration by distance educators as a way of facilitating interaction
and critical thinking in distance education. / Education, Faculty of / Educational Studies (EDST), Department of / Graduate
|
353 |
Factors Influencing How Students Value Asynchronous Web Based CoursesPérez Cereijo, Maria Victoria 12 1900 (has links)
This dissertation discovered the factors influencing how students value asynchronous Web-based courses through the use of qualitative methods. Data was collected through surveys, observations, interviews, email correspondence, chat room and bulletin board transcripts. Instruments were tested in pilot studies of previous semesters. Factors were identified for two class formats. The asynchronous CD/Internet class format and the synchronous online Web based class format. Also, factors were uncovered for two of the instructional tools used in the course: the WebCT forum and WebCT testing. Factors were grouped accordingly as advantages or disadvantages under major categories. For the asynchronous CD/Internet class format the advantages were Convenience, Flexibility, Learning Enhancement, and Psychology. The disadvantages included Isolation, Learning Environment, and Technology. For the synchronous online Web based class format the advantages were Convenience, Flexibility, Human Interaction, Learning Enhancement and Psychology, whereas the disadvantages included Isolation, Learning Environment and Technology. Concurrently, the study revealed the following factors as advantages of the WebCT Forum: Help Each Other, Interaction, Socialization, Classroom News, and Time Independent. The disadvantages uncovered were Complaints, Technical Problems and Isolation. Finally, advantages specified for the WebCT testing tool were Convenience, Flexibility and Innovations, and its disadvantages were Surroundings Not Conducive to Learning, and Technical Problems. Results indicate that not only classroom preference, learning style and personality type influence how students value a Web based course, but, most importantly, a student's lifestyle (number of personal commitments, how far they live, and life's priorities). The WebCT forum or bulletin board, and the WebCT testing or computerized testing were seen mostly by students, as good tools for encouraging classroom communication and testing because of the convenience and flexibility offered. Still, further research is needed both quantitatively and qualitatively to ascertain the true weight of the factors discovered in this study.
|
354 |
A comparative study of student retention and throughput in a postgraduate distance education programmeSondlo, Mercy Nobayeni January 2013 (has links)
No abstract available. / Dissertation (MEd)--University of Pretoria, 2013. / gm2014 / Education Management and Policy Studies / unrestricted
|
355 |
The perceived motivational impact of voice-over-powerpoint™ on part-time adult learners' in a distance learning environmentBrits, Lorena January 2016 (has links)
The primary purpose of this study was to determine whether external conditions, in the form of an e-learning tool, impact the learning motivation of adult learners in a distance education environment. This study also tested the use of Voice-over-PowerPoint™ technology as a suitable medium to deliver motivational instruction as supplementary content to the course curriculum. This empirical study was conducted over a period of approximately two months on a sample of 57 adult learners who were enrolled for a distance education course for non-degree purposes at a tertiary education institution.
Quantitative research methods were applied and data was collected using two motivation measuring surveys: (1) The Course Interest Survey, and (2) The Instructional Materials Motivation Survey, which were both developed by Keller.
Motivational strategies were designed for the chosen educational technology, Voice-over-PowerPoint™ (VoP) videos, using Keller's Attention, Relevance, Confidence and Satisfaction (ARCS) model of motivation. These strategies were then delivered via the learner management system for learners to use at their convenience. This research suggests that overall, learner motivation can be affected by external conditions (VoP videos), and further supports the ARCS model. Furthermore, the use of VoP videos as a viable medium for delivering motivational strategies in a distance learning environment was validated. / Mini Dissertation (MCom)--University of Pretoria, 2016. / Taxation / MCom / Unrestricted
|
356 |
“AIDE (Accessible Instruction via Distance Education) for the LPN-BSN Student”Webb, Melessia D., Quillen, Tabitha L. 12 September 2018 (has links)
No description available.
|
357 |
IDENTIFYING STRATEGIES FOR PREPARING AND SUPPORTING FLORIDA COLLEGE STUDENTS IN ELEARNING: CASE STUDY OF A FLORIDA PUBLIC STATE COLLEGE’S STUDENT SUCCESS IN ELEARNINGUnknown Date (has links)
eLearning continues to be the fasted growing segment of higher education. With this growth, challenges for higher education institutions have arisen. One of these difficulties is preparing students for learning online. A qualitative case study examined what strategies and processes contributed to student success in eLearning at a Florida public college based on the views of eLearning educators, faculty teaching online courses and the students who have taken online courses. The aspects reviewed were: 1. what contributed to student success, 2. what hindered student success, 3. what prepared students for learning online, and 4. what assistance was available for students that face challenges with online courses. The interviews and questionnaire were examined and compared from the perspectives of educators (eLearning staff and faculty teaching online courses), and students taking the courses, and documents reviewed from the site chosen, to show what are the most significant contributors and hindrances to eLearning success for participants at a Florida public state college.
The findings of this study show what helped student success, what hindered student success, what prepared students for eLearning, and what support was available to students while taking an eLearning course from the data collected through the student questionnaire, faculty and staff interviews, and document review. The data supports the finding that student motivation, student time management skills, eLearning course design, and the responsiveness and supportiveness of faculty contribute to the success of the student in eLearning courses. The data supports the finding that what hinders student success is when the student is overwhelmed, distracted, or lacks motivation or time management skills. Additionally, the design of the eLearning course can hinder the student and if there is a lack of faculty communication. The data supports the finding that what prepared students for eLearning was the College’s free eLearning orientation course that explains how to use the Learning Management System and the best practices of learning online. The data supports the finding that the support available to assist students that are enrolled in eLearning is College “Support”, Tutoring (both online and on campus), and their course professor. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2020. / FAU Electronic Theses and Dissertations Collection
|
358 |
A Study of the Relationships among Student Expectations about Teacher Nonverbal Immediacy, Student Perceptions of Teacher Nonverbal Immediacy, and Affective Learning in Distance Learning and the On-Site ClassroomWitt, Paul L. 07 1900 (has links)
This thesis explored the relationships among three communication variables in college-level instruction: students' expectancy about teachers' nonverbal immediacy, students' actual perceptions of teachers' nonverbal immediacy, and students' affective learning. Community college students enrolled in either distance learning or a traditional classroom course completed pre-course and mid-course questionnaires to indicate their expectations and observations of the nonverbal immediacy behaviors of their teachers. Analysis showed that students expected and perceived less nonverbal immediacy from tele-course teachers than from on-site teachers, but that perceptions significantly exceeded expectations. Research findings indicated that students' expectancies about teachers' nonverbal immediacy may influence the measurement of affective learning.
|
359 |
E-Ethics: Business and Education Student Perspectives Regarding Online LearningPrice-Rhea, Kelly, Price, J., Hayes, D. 01 April 2016 (has links)
No description available.
|
360 |
Vart är vi på väg? Kemikurser för vuxna på distans, ett lärarperspektivBoström Svensson, Sven January 2019 (has links)
The aim of this study has been to examine how distance education is different from regular education, what problems arise from these differences and what strategies maya id in solving those. This should be seen in the light of a reported increase in the demand for flexible courses for educating adults and an ongoing development project. Qualitative interviews were conducted with teachers currently teaching both regular and distance courses in subjects containing chemistry. It was found that the teachers view of the differences and problems associated with distance education was; large number of drop-outs, the teacher as a guide, limitations on online communication, lack of interaction between students and uncertainties regarding the motivation of the students. As drop-out rates have been determined to chiefly depend on factors outside the control och either the school or the teacher the attention was turned toward three main areas; motivation, interactions and discussions and the role of the teacher. Previous studies have found that motivation differs for adult and youth learners, but a possible pathway is to work with building the student’s self-efficacy. Student interaction was perhaps the biggest issue seen by the teachers and there are no sure-fire ways to improve it. The suggestion offered is to have a introductory period with intense activity from the teacher, and potentially a face-to-face meeting. Although the teacher should generally stay away from any active student-discussion, a certain amount of moderation might be prudent. The interviewees felt that the role of the teacher was more that of a guide, but it should also be added that it contains elements of motivator, moderator and instigator of discussions.
|
Page generated in 0.1363 seconds