The higher education market is becoming much more competitive as more students are attracted to online courses and online degree programs. In order to remain competitive, higher education institutions must provide students access to online support services. However, an online student support services plan is an often overlooked component of an online initiative even though it is a critical factor in the overall success of an online program. This research specifically focuses on online student support services for students enrolled in fully online degree programs in an effort to identify the most important online student support services from students’ perspectives, students’ perceptions of quality of services offered and, correlations between perceptions of importance and satisfaction. This study employed a mixed method design. Data was collected through semi-structured phone interviews as well as through an online survey with Likert-type questions. Students’ perceived satisfaction and importance levels were explored by analyzing online survey items according to five areas. The five areas were: 1) Institutional Perceptions; 2) Academic Services; 3) Enrollment Services; 4) Student Services; and 5) Online Community. In total, 22 fully online degree students were interviewed and 206 fully online degree students completed and returned the online survey. Grounded Theory was used to analyze the interview data and the Rasch model was used to analyze the survey data. Pearson correlation results indicated that there were positive relationships between importance and satisfaction for each of the five scales analyzed in this study. However, despite the fact that there were small percentages of online survey participants that reported low satisfaction levels with services that were important to them, interview participants reported that they would like access to more online services that were not currently available to them, such as: internship programs, a writing center, professional tutors with content expertise, career services (expanded to include territories/regions of online students), and health services. Findings also indicated that online services could be improved by integrating more options for live interaction with online support services staff. Additionally, the results revealed that online degree student satisfaction is highly dependent on receiving timely responses from online services staff. This dissertation introduces the Importance, Quality and Satisfaction (IQS) Framework. This framework is formed by four domains: services, individuals, systems and environment. By implementing an IQS Framework, institutions have the opportunity to increase student satisfaction levels by providing higher quality and better delivery of their services, systems and environment.

To satisfy demand for online learning opportunities at the high school level, 3 school districts in the northeast United States established a consortium to share resources to develop and deliver online courses. High school teachers who volunteered to develop courses for the consortium attempted the task without previous training in online course design and facilitation. High school students enrolled in the courses often did not successfully complete them, which obstructed the mission of the consortium. The purpose of this qualitative single critical case study was to explore teachers' experiences with and perceptions of designing and developing online courses without accompanying professional development. The iNACOL National Standards for Quality Online Courses (v2) and technological, pedagogical, content knowledge (TPACK) served as the conceptual frameworks for the study. Five teachers who developed and facilitated an online course for the consortium, without companion professional development, volunteered to be interviewed. Data were reduced using NVivo software and analyzed using a priori codes based on NACOL standards then open-coded for emerging themes. Results indicated that other than content expertise, teachers did not believe they had sufficient competencies in any of the areas identified in the iNACOL standards. Based on these results, an online professional development course for teachers was designed to provide introductory training and to model elements of quality online course design using the Moodle learning management system. Positive social change may be achieved if teachers have the knowledge and skills required to develop high-caliber, innovative, and convenient education opportunities that encourage students' course completion which leads to learning and academic success.

With the increase in pressures related to teaching online, counselor educators are experiencing greater amounts of burnout. The purpose of this quantitative causal-comparative survey study was to assess for significant differences and correlations between synchronous and asynchronous communication modes on online counselor educators' job satisfaction levels as measured by the Online Instructor Satisfaction Measure, and levels of burnout, as measured by the Maslach Burnout Inventory Educators Survey. The researcher used Moore's theory of transactional distance as the theoretical framework to answer 2 research questions: (a) Is there a significant difference in faculty satisfaction and burnout levels based on communication modes?; and (b) Is there a relationship between satisfaction and burnout for faculty members depending on their use of synchronous and asynchronous communication modes? The researcher solicited participants for the study through the CESNET listserv and the CACREP graduate program database. A total of 125 participants completed surveys and 2 data analysis techniques were used. Results of the t test indicated that counselor educators had significantly higher levels of satisfaction, higher levels of personal accomplishment and significantly lower levels of emotional exhaustion when using synchronous communications. The Pearson correlation analysis results indicated significant correlations between satisfaction, emotional exhaustion, depersonalization, and personal accomplishment depending on the type of communications. The study will potentially contribute to social change by providing information useful for the implementation of teaching methods that improve overall faculty satisfaction and decrease burnout.

Em meio às diversidades existentes nas salas de aula, destacam-se os alunos com Transtornos de Aprendizagem e Dislexia, uma população com necessidades específicas de aprendizagem. O desenvolvimento integral destes estudantes possibilita o aprendizado e o estabelecimento de relações de convivência em sociedade. Para isso, os professores devem ser capazes de reconhecer, identificar precocemente a presença destas alterações e, juntamente com uma equipe multidisciplinar, trabalhar em estratégias que contemplem um ensino adaptado e ajustado às crianças disléxicas. Entretanto, a literatura revela que muitos professores possuem conhecimento superficial sobre a dislexia e os aspectos que envolvem a aprendizagem, devido ao pouco conhecimento ofertado nos cursos de formação básica e dificuldade de acesso aos cursos de formação continuada. Diante disso, o presente estudo tem como objetivo elaborar e avaliar um curso online de capacitação e educação continuada na modalidade de Educação a Distância (EAD) sobre Dislexia para professores do Ensino Fundamental. O curso online de capacitação e educação continuada de professores: Dislexia: definição, contexto e diálogo foi organizado com o intuito de auxiliar, fornecer informações e possibilitar a formação continuada e progressão profissional a professores quanto ao tema Transtornos de aprendizagem: Dislexia. A tecnologia selecionada para a disponibilização do curso foi uma plataforma de modalidade de Educação a Distância. De acordo com as avaliações dos juízes, conclui-se que, a elaboração do curso voltado a dislexia cumpriu os objetivos propostos no estudo, contribuindo de forma relevante e adequada para a formação continuada de professores atuantes no ensino regular como uma estratégia tecnológica, efetiva e consistente para a complementação do aprendizado dos educadores. / Amidst the diversity of classrooms, students with Learning Disorders and Dyslexia, a population with specific learning needs, stand out. The integral development of these students makes possible the learning and the establishment of relations of coexistence in society. For this, teachers should be able to recognize, identify early on the presence of these changes and, together with a multidisciplinary team, work on strategies that contemplate adapted and adjusted education for dyslexic children. However, the literature reveals that many teachers have superficial knowledge about dyslexia and aspects that involve learning due to the lack of knowledge offered in basic training courses and difficulty in accessing continuing education courses. Therefore, the present study aims to elaborate and evaluate an online course of training and continuing education in the modality of Distance Education (EAD) on Dyslexia for elementary school teachers. The online course for the training and continuing education of teachers: \"Dyslexia: definition, context and dialogue\" was organized with the purpose of assisting, providing information and enabling continuing education and professional progression to teachers on the topic of Learning Disorders: Dyslexia. The technology selected for the provision of the course was a platform of distance education modality. According to the judges\' evaluations, it was concluded that the preparation of the course for dyslexia fulfilled the objectives proposed in the study, contributing in a relevant and adequate way for the continuing education of teachers working in regular education as a technological strategy, effective and to complement the learning of educators.

Online or web-based courses have become prolific in our educational environment over the past several years. The development of these courses can be guided by systematic design models to ensure quality instructional design. Transactional distance, the theory that claims the distance an online student feels is more of a pedagogical distance than a geographic one, consists of three factors: structure, dialogue, and learner autonomy. Accurate measurement of these three factors is needed in order to substantiate its claims and to best determine the delivery implications. This study produced an instrument that measures the structure component of the transactional distance theory as it pertains to the online environment. A total of 20 online courses were evaluated using the Structure Component Evaluation Tool (SCET). Experts in the field validated the instrument and reliability was determined by calculating Cronbachs alpha as well as examining inter-rater reliability. The SCET also excelled in a comparison to other instruments in the field in terms of its ability to produce rich, valid information about the structure of online courses.

Twenty-first century high school students' learning experience in an online setting is no longer limited by a time-constrained schedule, lack of resources, teachers' formalities, and restrictions affecting learning progressions. The list of benefits to the virtual learning experience is vast, however, there are substantial pitfalls and ambiguities that must be resolved. One of the pitfalls for social studies educators is their ability to properly measure whether or not students are gaining prudent civic competences, skills, and dispositions. The mission of social studies education is the acquisition of civic knowledge, but more importantly, the overall development of a lifelong caring, active, and educated citizenry. Yet, online high school social studies instructors are faced with a quandary when attempting to find optimal and indirect techniques toward achieving this end. Through a review of literature, fostering effective discussions in online courses allows students to indirectly learn and practice democratic processes authentically. This current qualitative research study is a discourse analysis that attempts to understand how students' civic identities are constructed and presented through structured, weekly asynchronous discussion forums in five online high school social studies courses in Florida. The examination of students' language-in-use in relation to civic identity construction and/or exhibition is a crucial element for virtual social studies instructors to consider when attempting to understand how young people are civically (and politically) connected to their communities in a digital age; in present times and in the future. This study's four major findings were: (1) students revealed utilitarian and social justice elements within their civic identities; (2) students' showed an eagerness to question and analyze society and the government; (3) the data revealed concrete instances of civic identity exhibition along with civic engagement testimonies; and (4) the interactions that transpired within the discussion forums were a vehicle for civic identity development. The majority of these students did not display an achieved civic identity status due to their lack of an advanced historical and political knowledge base; however, knowledge and skills only comprise a portion of one's civic identity. In addition, results showed that students need to engage in more self-reflection or self-discovery activities, more opportunities to experience an authentic connection with their community through activities like service-learning projects, and more time spent on developing sound 21st century democratic skills. Attention to civic identity construction and enactment as a goal of virtual high school social studies instruction could be a promising target so educators can understand how students see themselves as important members of their communities. Thus, a high school virtual social studies curriculum and course must be empowering; focused on students' self-development while maintaining a rigorous, meaningful, open, and flexible design. Virtual social studies teachers should use numerous pedagogical strategies to empower students to discover and achieve their talents and purposes in life as a tool for accomplishing democratic goals and commitments necessary for our nation's advancement.

Abstract not available

This study focuses on student listening needs in the context of the English for Academic Purposes program taught by distance education at the University of the South Pacific. It explores the relationship between learners� awareness of the learning strategy they use for developing their listening skills and their teachers� knowledge of the strategy use and listening needs of learners. Using an ethnographic case study approach, the study was conducted at various campuses and centres of the University of the South Pacific. Interviews were conducted with five EAP/study skills teachers, five subject/course teachers, 19 past learners and 10 present learners of the EAP/study skills course. Questionnaire data was also obtained from 19 past learners and 153 present learners. In addition, a course material analysis was carried out. The study confirms and adds weight to the conclusions of earlier researchers such as Berne (1998), and Mendelsohn (2001) who explain that discrepancies exist between L2 listening research and practice. The findings of this research indicate that teachers differ from their learners in terms of learners� knowledge and understanding of listening skills and learning strategies in use. The findings also indicate that even though learning had taken place in this distance education context some face-to-face teaching would have been desirable. A combination of distance teaching with longer teacher-learner contact for distance teaching of listening skills is recommended, since regular contact between teachers and learners is seen by learners as very beneficial and more likely to lead to a better development of listening skills. It also helps create an awareness of learners� present and future listening needs. The nature of distance teaching at the University of the South Pacific, and the challenges faced by both teachers and learners are discussed in this study, and the requirement for further needs analysis in regard to distance EAP courses are noted. The study concludes with recommendations for strategy training for distance learners as well as for raising teacher awareness about the importance of strategy teaching. It is also recommended that similar studies be undertaken in other language skills courses offered by distance at universities like USP such as reading, writing and speaking courses.

The author's ethnographic study of a professional development program for managers and aspiring managers taught at a distance intends to make a substantial contribution to both the theory and practice of continuing education for professionals. The study focused on a group of Deakin University Master of Business Administration (MBA) participants and their experiences of the final two years of the program. Theorising on the professional development experience was based on data gathered from the direct observation of participants working in their study groups and at residential schools. Moreover, data drawn from end-of-year interviews with participants and discussions with MBA teachers also contributed to the theorising process. Theorising spanned a broad set of interactions encompassing participants' formal educational, professional and personal worlds. The thesis is devoted to two aspects of the professional development experience, namely: participants' interactions in their study groups and at residential schools; and participants' attempts to grow and develop as competent professional practitioners during their MBA studies. Interactions with key learning contexts orchestrated by the teaching institution (i.e. study groups and residential schools) are grounded in an analysis of the changing group cultures observed to accommodate the different educational demands of the program. Group interaction on a broader scale is also analysed in the context of the residential schools. The residential school provided a powerful forum for the development of participant activism over the future development of the MBA program. The analysis of the study groups in action led the author to identify the key characteristics of effective educational work groups. The implications of the success of these essentially egalitarian and leaderless groups for the formation of self-managed groups in the workplace is examined. On the matter of professional development, the author reveals the relationships between the nature of participants' jobs, their search for professional integration, their stage of professional empowerment, the strategies they pursued either to empower themselves or others in their organisations and the barriers which were encountered in the pursuit of empowerment. Dramatic examples of professional disempowerment are analysed indicating that interaction between formal off-the-job learning and professional practice in the workplace is not necessarily a smooth and positive experience. The group of participants studied are seen to be heterogeneous in relation to the above factors characterising professional development The implications of the theorising are considered in relation to professional pedagogies, assessment strategies and distance education. Distance education is seen to socially construct the roles of both teachers and students in the educational process. Specifically, teachers are seen to be somewhat marginalised during the program in use whereas the participants are located at the centre of the educational experience. The primacy of participants in the educational process is highlighted through the growing reliance on self-and peer-group assessment skills as participants progressed through the program. It is argued that the teaching institution should encourage and maintain the development of these skills as they represent a major learning outcome of the professional development experience, i.e. the ability to engage in the process of critical self-reflection and informed action.

This thesis examines the learning preferences and learning strategies of apprentices, and the contexts within which they learn in their workplaces. Since the end of the 1980s Australian vocational education and training (VET) structures and processes have undergone radical change in attempts to develop skills in the workforce that will ensure enterprise, national, and international competitiveness. A major strategy in the national reforms has been the encouragement of flexible delivery as a means through which workplace-based learning can be accessed by a larger number of workers in ways that are cost-efficient, and that reduce the amount of time that workers spend away from their jobs. Although flexible delivery has been championed by governments and industry alike, there has been little attempt to identify the preparedness of either learners or their workplaces for the demands of flexible learning. The thesis examines the economic context for these changes to VET, and also examines the literature available on workplace learning. Additionally, the thesis examines the conceptualisations of flexible delivery that are available in the literature, pointing to the possibility that the wide range of meanings associated with the term ‘flexible delivery’ may result in quite different practices and expectations. The thesis also examines the literature on independent learning and self-directed learning, and explores the concept of ‘client-focused’ flexible delivery. The study of learner preferences uses data collected from apprentices over a period of some years, in the four occupational areas commanding the highest number of apprentices in Australia. These occupational areas are Metals and Machining, Building, Electrical, and Hairdressing. These data on learning preferences are collected using the commercially available Canfield Learning Styles Inventory (CLSI). The data from the sample of 389 apprentices are analysed statistically through analyses of variance, and indicate that variables such as age, gender, and occupational area are related to learning preferences. Apprentices are shown by this analysis to prefer structured programs of instruction that are instructor-led, and to not have a high preference for independent learning or the development of their own learning goals. Additionally, they are shown to have very low preferences for learning through reading, preferring instead to learn through direct hands-on experience. While these characteristics are largely common among the four occupational groups, the Hairdressing apprentices are shown to have a slightly higher preference for independent learning and goal setting. Females are shown to have a higher preference than males for learning qualitative material through reading. Interestingly, the younger apprentices are shown to have a higher preference than the older ones for self-directed learning. Some possibilities for that finding are discussed. The research also shows that the learning preferences displayed by different groups of apprentices in any one program are much the same over time, providing some confidence that data generated from one group of apprentices can be used to make instructional decisions for future groups in the same program. The data are also factor analysed to indicate three major factors underlying apprentice learning preferences. The first factor indicates a Verbal–Non-verbal preference factor, with apprentices clearly preferring to learn through non-verbal means. A second factor is described as Structure–Content, with apprentices showing a preference for learning from structured programs in a structured environment. A third factor, Self-directed–Social preference, indicates apprentices preferring to learn through socially mediated presentations and contexts rather than through more independent forms of learning. Qualitative data are also generated through interviewing eight apprentices, and focusing on the learning strategies they employ while constructing knowledge in the workplace. That component of the research uses a modification of the Marland, Patching and Putt (1992a, 1992b) stimulated recall technique, and a set of learning strategies derived from the work of O’Malley and Chamot (1990) and Billett (1996a). The eight apprentices are drawn from the Metals and Machining, Electrical, and Hairdressing trades. The findings indicate that the learning strategies most often used by apprentices in the workplace are those associated with the construction of knowledge that is structured and provided by the instructor or learning program, and those that include social mediation of learning. Additionally, the strategies associated with demonstration and hands-on practice are most favoured. The qualitative data are confirmatory of the quantitative data. The research also indicates, through the apprentice interviews, that support for apprentice’s learning in their workplace is typically unplanned and haphazard. Their experience was sometimes characterised by a reluctance on the part of the workplace to acknowledge learning needs such as trialling and practice of new knowledge, or pro-actively seeking understanding from other more skilled workers. The learning preferences and learning strategies findings for apprentices, coupled with the findings of typically poor or unplanned support in the workplace, indicate that effective flexible delivery of training to apprentices in the workplace provides a number of challenges. These challenges, it is argued, demand strategies to be developed and implemented to prepare both learners and workplaces for effective engagement with flexible delivery. Using as a theoretical framework Kember’s (1995) two-dimensional model of open learning for adults, the thesis integrates the findings into a proposed two-dimensional model of learner and workplace preparedness for flexible delivery. The model provides for a Learner Development Space, a Workplace Development Space, and a Strategy Space. Within the Learner Development Space, focuses for the development of learner preparedness are identified in terms of self-directed learning, skills developments, and effective participation in a community of practice. Focuses for workplace development identified in the Workplace Development Space are those associated with development of training policies, training structures, and trainer skills and abilities. The Strategy Space then provides detail of seventy-nine specific strategies developed to enhance learner and workplace preparedness within each of the focuses identified.