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The research described in this thesis reports the results of a study into the adoption of e-learning strategies based on the use of the World Wide Web (WWW) and Internet. Through an extensive and critical literature review, it exemplifies how higher education uses intranets to deliver learning and support services to their student population. The overall aim of this research was to investigate how e-learning at the University of Chester might more effectively support students' learning needs, thereby improving their experience of e-learning. Students were given a mode of study, either face-to-face (64 subjects) or experimental using online intranet delivery (66 subjects). The course used for this study was a 13 week, Level Two undergraduate computer course taken by non-computing students. Quantitative and qualitative data were collected and analysed. The results reveal significant differences between the performance of the e-learning and face-to-face groups with e-learning students performing poorly when compared to their face-to-face peers. A lack of responsiveness in tutor support and student motivation were established as being major contributing factors as well as differences in the students' individual learning profiles. The research concludes that e-learning, although promoted as being anytime and anywhere is limited in its flexibility and responsiveness in the context in which it was assessed. Most e-learning activities at the University of Chester can be described as 'one size fits all'. They require students to read printed text, carry out further work, research or exercises, and post written comments to a discussion board. There is little evidence that individual student needs and preferences are being considered or supported. With the move towards blended learning in educational institutions, e-learning strategies are being used as a regular part of the curriculum to enhance the student experience. This research provides alternatives for the development and delivery of more individually tailored e-learning courses and provides strategies for supporting students in virtual environments more effectively. The thesis concludes by proposing a new model for e-learning based on these results coupled with a self-critical review and proposals for further research.

This thesis addresses the live music scene in Chester in the mid-20th Century, and in particular jazz-based styles of dance music, played for the most part by local musicians. The basis of the study is a set of interviews with musicians, promoters and fans who were all active in the Chester area during the period between 1925 and 2008, in settings ranging from military bands and youth clubs to resident dance hall bands, touring concert parties, summer season shows and radio broadcasts. Thirty interviews were undertaken, and along with many hours of taped conversation, these yielded over 200 photographs and other pieces of evidence In this thesis I have synthesised existing theoretical approaches from a number of fields to account for the large number of part-time dance-band musicians who were active in the Chester area, especially during World War II and in the decade that followed. Ideas from popular music studies and jazz studies were part of this framework, but were not sufficient, as both fields have historically had a tendency to concentrate on musicians and places considered to be highly significant or exceptionally influential, rather than routine and local. I have therefore turned to other disciplines in search of appropriate analytical approaches, and used ideas from geography, economics and sociology as alternative lenses through which to view the problem. In the process, I have shown that this dance band scene grew from the people and entertainment infrastructure of the previous, inter-war, period. In turn, the musicians, promoters and venues of the dance band scene, combined with changes in technology and society which fundamentally changed the economics of live entertainment, formed essential parts of the environment in which much better-known rock and pop musicians of the 1960s and 70s emerged and developed.

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Thesis (M.A.)--Ohio State University, 1967. / Available online via OhioLINK's ETD Center

Afhandling for den teologiske doktorgrad--Teologiske fakultet--Aarhus--Universitet, 1996. / Résumé en danois. Bibliogr. p. 423-458. Index.

Thesis (Ph.D.)--Bowling Green State University, 2005. / Document formatted into pages; contains vii, 183 p. Includes bibliographical references.

Thesis (D. Min.)--New Orleans Baptist Theological Seminary, 2003. / Includes abstract and vita. Includes bibliographical references (leaves 153-158).

Thesis (D. Min.)--New Orleans Baptist Theological Seminary, 2003. / Includes abstract and vita. Includes bibliographical references (leaves 153-158).

Thesis (D. Min.)--New Orleans Baptist Theological Seminary, 2003. / Includes abstract and vita. Includes bibliographical references (leaves 153-158).