The purpose of this Bailey study was to identify perceived barriers of faculty participation in distance education courses in a four-year university and identify the differences in perceived barriers between the Hebert 2003 study and this Bailey study. The literature review covers numerous studies and articles written within the last 10 years that are related to a variety of barriers perceived by faculty and administrators. There were no statistically significant relationships found between faculty demographics including gender, age, position at the university, tenure status, and number of years faculty have taught in post-secondary education. There were no statistically significant relationships found between the top administrator-ranked motivators and corresponding faculty-ranked motivators, nor between the top administrator-ranked inhibitors and the corresponding faculty-ranked inhibitors. Out of the top four non-participating, faculty-ranked barriers, three were found to have statistically significant relationships with the corresponding administrator-ranked barriers. Statistically significant relationships were found between the faculty-ranked motivators and corresponding administrator identified motivators and between the top ranked barriers identified by non-participating faculty and administrators in Hebert’s study compared to non-participating faculty-ranked and administrator-ranked barriers identified in this study.

Online learning is taking our nation by storm and changing the face of education forever. By 2014 we are projected to have 10 million students taking at least one online class (Nagel, 2009). The online revolution is one of the greatest changes the field of education has seen in the last 25 years (Greenway & Vanourek, 2006). This major shift in education also represents a major shift in how our teachers are prepared and what great teaching looks like in online settings. The online classroom is distinctly different than the brick-and-mortar classroom, and success in the classroom does not necessarily translate into the online environment (Watson, Murin, Vashaw, Gemin, & Rapp, 2011). Our students deserve the best online teachers to ensure the potential of online learning is fulfilled (Cavanaugh, Gillan, Kromrey, Hess, & Blomeyer, 2004). Top quality online teachers are those who have mastered or can demonstrate the ability to quickly learn the specific skills of technology, online instructional design and delivery, communication, and online learning professional development. This study will explore and analyze the impact of the website K-12 Online Staffing Solutions on the recruitment, hiring, and induction practices for K-12 online administrators. Using the research and development research model, developed by Borg and Gall (1989), the website will undergo a series of qualitative feedback and product revision cycles with participants. The results of the study showed that the website tool was easy to use and impacted the practice of virtual school administrators in Oregon. The results have implications beyond virtual charter schools in Oregon. Online learning is growing and administrators need practical, accessible, and research based tools to successfully meet the need for online K-12 options.

This study investigated the perceptions of quality held by undergraduate students enrolled in an online degree program, and examined the connections between these perceptions and retention in an online learning environment. Three main research questions guided this study: (1) What are the characteristics of quality that are desirable for academic success in online distance education? (2) How well does the university manage selection and retention of students and control dropout rates in online learning environment? and; (3) How well does the university foster learning based on information about (a) student engagement, (b) the time and effort students devote to educationally sound activities (within and outside the classroom), (c) policies and practices the institution uses to induce students to take part in those activities, and (d) policies and practices at their institution, even if unintended, that hinder students' full participation? What are the connections between student perception of quality and retention in an online learning environment? A group of students at a medium-sized state university in central California composed of sophomores, juniors and seniors enrolled in a psychology course participated in interviews. The study employed a qualitative method to collect opinions and data from students who chose to learn in an online environment, examined students' experiences, determined those efforts that promote or hinder learning and higher student retention as perceived by the students, and presented from three main domains; (a) administration, (b) faculty, and (c) students. The findings of the study indicate that some of the characteristics of quality perceived by students as desirable include individual discipline and instructors that are more understanding and encourage students to learn. Administrative and technical support was also rated high on the list. Overall, students desired programs that were convenient and provided sufficient flexibility to accommodate other of life's challenges. The study confirmed expert opinions that when a student has positive personal experiences, possesses positive individual motivation, in an environment with positive attrition factors, it is predictable that the student could attain completion of course or program. The connections between the student's perception of quality and retention then are those personal experiences, individual motivation and positive attrition factors within the distance education learning culture. The quality of these connection variables determines a student's commitment to complete online education and commitment to the university.

Research has shown that widespread misperceptions prevail regarding the use and sustainability of America's forest resources. Elementary school students receive only a general foundation in the area of wood science and many elementary school resources have shown to be inadequate. Virginia Tech and a few other universities have adopted Wood Magic (originated at Mississippi State University) which presents active, hands-on, and engaging science-based education to third, fourth, and fifth graders, allowing them the opportunity to obtain both a theoretical and practical knowledge in these areas of study. A distance education version of the Wood Magic Program, utilizing interactive videoconferencing, is the focus of this thesis. An instructional design model has been developed to meet the needs of designers or instructors looking to expand into the distance education environment. This model describes all steps necessary to develop and implement a distance course or program. A survey was conducted of all randomly selected third, fourth, and fifth grade elementary school science teachers in Virginia. The intentions of the survey were to discover the barriers to implementing the Wood Magic Distance Education Program into their current curriculum. The three largest barriers to implementation were cost of materials, time, and travel resources. / Master of Science

Several technologies and languages exist for the development and implementation of distributed systems. Furthermore, several models for teaching computer programming and teaching programming in a distance-based educational environment exist. Limited literature, however, is available on models for teaching distributed computing in a distance-based educational environment. The focus of this study is to examine how distributed computing should be taught in a distance-based educational environment so as to ensure effective and quality learning for students. The required effectiveness and quality should be comparable to those for students exposed to laboratories, as commonly found in residential universities. This leads to an investigation of the factors that contribute to the success of teaching distributed computing and how these factors can be integrated into a distance-based teaching model. The study consisted of a literature study, followed by a comparative study of available tools to aid in the learning and teaching of distributed computing in a distance-based educational environment. A model to accomplish this teaching and learning is then proposed and implemented. The findings of the study highlight the requirements and challenges that a student of distributed computing in a distance-based educational environment faces and emphasises how the proposed model can address these challenges. This study employed qualitative research, as opposed to quantitative research, as qualitative research methods are designed to help researchers to understand people and the social and cultural contexts within which they live. The research methods employed are design research, since an artefact is created, and a case study, since “how” and “why” questions need to be answered. Data collection was done through a survey. Each method was evaluated via its own well-established evaluation methods, since evaluation is a crucial component of the research process. / Computing / M. Sc. (Computer Science)

Modern technological innovations are constantly seen throughout every aspect of life, and higher education is no exception. To this end, this article sheds some light on the types of and pedagogical value of new media adopted by academics to promote self-directed learning at the University of South Africa. The study answers the following questions: Which new media approaches have been adopted by academics to enhance self-directed learning? What is the pedagogical value of new media in an ODL environment? A qualitative approach was employed and data was collected through face-to-face interviews with 30 purposively selected Unisa academics. The Unified Theory of Acceptance and Use of Technology model was found relevant to this study. Thematic categorisation was employed for data analysis. The findings depict that a variety of new media have been adopted to promote self-directed learning at Unisa. The study also found that new media are playing a pivotal role in promoting self-directed learning in an ODL landscape. It is therefore important to note that new media have emerged as strong catalysts in fostering pedagogical transformation. / College of Education / M. Ed (Open and Distance Learning)

Several technologies and languages exist for the development and implementation of distributed systems. Furthermore, several models for teaching computer programming and teaching programming in a distance-based educational environment exist. Limited literature, however, is available on models for teaching distributed computing in a distance-based educational environment. The focus of this study is to examine how distributed computing should be taught in a distance-based educational environment so as to ensure effective and quality learning for students. The required effectiveness and quality should be comparable to those for students exposed to laboratories, as commonly found in residential universities. This leads to an investigation of the factors that contribute to the success of teaching distributed computing and how these factors can be integrated into a distance-based teaching model. The study consisted of a literature study, followed by a comparative study of available tools to aid in the learning and teaching of distributed computing in a distance-based educational environment. A model to accomplish this teaching and learning is then proposed and implemented. The findings of the study highlight the requirements and challenges that a student of distributed computing in a distance-based educational environment faces and emphasises how the proposed model can address these challenges. This study employed qualitative research, as opposed to quantitative research, as qualitative research methods are designed to help researchers to understand people and the social and cultural contexts within which they live. The research methods employed are design research, since an artefact is created, and a case study, since “how” and “why” questions need to be answered. Data collection was done through a survey. Each method was evaluated via its own well-established evaluation methods, since evaluation is a crucial component of the research process. / Computing / M. Sc. (Computer Science)

Tutors are key supporters within semi-distance education and as such comprehensive support of tutoring is necessary to provide the best possible support to learners. This case study investigates how tutoring can be better supported within a semi-distance part-time professional development course in environmental education. The course, aimed at adults working in environmental education fields, is seen as an important strategy for helping participants become critical, reflexive and active environmental education practitioners who can start working on solutions to environmental issues. This study found that most challenges to successful tutoring lay in the availability and competence of human resources within Namibia. Additionally improvement in the management of tutor and learner support systems, information, guidance and enrolment and finally of learning resources is seen as essential to better support a successful tutoring process. An alternative model of tutoring is offered as a way of overcoming the major tutoring challenges outlined in this study. / Educational Studies / M.Ed.

This study argues in favour of the distance education student as being a decision-maker and scrutinised his choice criteria against the `open' education background. In particular, the study investigated the relative contribution of influential decision factors, as identified by previous research, in the choice students made when they chose between print-based and on-line modalities. A quantitative study, drawing data from 233 participants in two modules at the University of South Africa, was employed. The study showed that influential decision factors were transferable to a choice between printed or on-line instructional content, but their effects were less significant. Differences pertaining to previous experience with their delivery mode were apparent between students who selected the print-based option and students who selected the on-line option. The results also confirmed that of other research that a significant relationship exists between self-concept and optimal decision-making and self-concept and social environment. / Education Studies / M. Ed. (Psychology of Education)

This study is a collective case study. It assesses the various aspects of distance teacher education in the five institutions. These are the University of Zambia, the Zambian Open University, the National In-Service Teachers’ College, the Nkrumah College of Education and the Copperbelt Secondary Teachers’ College. Distance education practitioners‟ and distance students‟ views on the management of distance teacher education in Zambia were elicited. The researcher collected data using semi-structured individual and focused group interviews, and observations. In addition, relevant documents such as reports, policy documents and statistics were used. Also, the researcher analysed instructional study materials (modules) to establish whether they were suitable for distance students. The researcher employed qualitative methods in the collection and analysis of data. Triangulation was used in order to verify the information given during this study. In terms of theory, a comprehensive literature review was carried out to determine the works other researchers had done in the area of open and distance education, especially in the field of the management of distance teacher education. The Literature review revealed that good management of distance teacher education depends on how the various aspects of distance education are managed. Furthermore, the evidence from the literature review indicates that good management of distance teacher education improves the quality of distance teacher education. Apart from ZAOU, the other four institutions are dual-mode institutions. They offer distance education programmes and full-time programmes. The same lecturers teach both distance and full-time students. The findings concerning the strengths of the management of distance teacher education in Zambia were: a recognition by providers and clients of the importance of distance teacher vi education, an awareness of the challenges of distance teacher education as displayed in their guidelines and a positive attitude towards distance teacher education. The findings concerning the weaknesses were: inadequate student support services, inadequate channels of communication, inadequate training and professional development, problems relating to integrating Information and Communication Technology (ICT) in distance education delivery, problems concerning assignments and examinations, inadequate records management, inadequacy regarding interactive instructional materials, problems relating to staffing, and a lack of national policy on distance education in Zambia. The overall conclusion is that the management of distance teacher education in Zambia is reasonably effective. However, the areas of concern highlighted above should be given attention if institutions that offer distance teacher education programmes are to provide quality distance teacher education. / Educational Studies / D.Ed. (Education Management)