Abstract available in print version only. / Thesis (M.Sc.Agric.)-University of KwaZulu-Natal, Pietermaritzburg, 2014.

The purpose of this ethnographic case study was to explore how different distance learning modes and environments affect the design and implementation of a crosscultural, university-level, distance education course. The case chosen was a U.S. -Taiwan collaboration that used H.323 videoconferencing and Web 2.0 technologies. Through participant observation, document analysis and interview, this study investigated the factors that influence the instructor's pedagogical practice with new technologies in relation to the cross-cultural aspects. It also examined the various types of interactions that occurred as consequences of the distance learning modes and the contexts of the course. The findings provided a portrait of factors and relationships that affected the implementation of the curriculum and the enablement of technology affordances. They suggested that the instructor’s personal value and intrinsic motivation, well-supported technology framework, and a long stable international partnership helped sustain her engagement in cross-cultural distance education (CCDE). While the instructor’s high self-efficacy prompted her to idealize technology affordances in the CCDE course, her limited technology literacy hindered the enablement of these affordances and resulted in different outcomes. In addition, difference in the teaching styles between the instructor and her international partner, unbalanced learner preparedness, and the Western valueladen learning environment were also factors that contributed to the gap between the idealization and the realization of the CCDE course. Implications and suggestions for future practice and research were provided in relation to the literature, as well as the contexts of cross-cultural/international distance education. / Access to thesis and accompanying PDF permanently restricted to Ball State community only / Department of Educational Studies

This thesis looks at the popularity of e-learning globally, especially taking shape in Malaysia. / Thesis (DBusinessAdministration)--University of South Australia, 2008.

Thesis (Ph. D.)--University of North Texas, Aug., 2007. / Title from title page display. Includes bibliographical references.

Thesis (Ph. D.)--University of North Texas, Aug., 2007. / Title from title page display. Includes bibliographical references.

Thesis (M.A.). / Title from title page of PDF (viewed 2008/01/30). Written for the Dept. of Educational and Counselling Psychology. Includes bibliographical references.

Thesis (Ph.D.). / Written for the Dept. of Educational and Counselling Psychology. Title from title page of PDF (viewed 2008/02/12). Includes bibliographical references.

Thesis (PhD(Curriculum Studies))-University of Pretoria, 2007. / Includes bibliographical references.

Thesis (Ph. D.)--University of Texas at Austin, 2008. / Vita. Includes bibliographical references.

Thesis (M.Ed.)--Regis University, Denver, Colo., 2008. / Title from PDF title page (viewed on Feb. 02, 2009). Includes bibliographical references.