The purpose of the study was to describe and understand how twelve participants in distance education reflected upon their learning of computer technology that was intended to enrich classroom teaching. The way in which the participants implemented the technology in their classrooms was also examined. The computer technology (QuizEditor JS, WebQuest Generator) was delivered to the participants via two different media: online and two-way audio video conferencing.Evidence was gathered from the participants' naturalistic settings such as the schools where they taught. Interviews, observations, and questionnaires were used to gather evidence. Interview transcripts and written classroom observations became the primary sources of evidence for analysis.Four categories of distance learners emerged from the study: the illiterates, the mentees, the context-bound, and the mentors. The illiterates were participants who viewed themselves as illiterates. They put little effort in understanding the many possibilities that computer technology could offer to them. The mentees were participants who frequently requested help from their mentors before mastering the software and integrating it into their instruction. The context-bound were participants who were salient in their internal or external context. The uniqueness of and the emphasis on the context in which participants operated characterized the context-bound. The mentors were participants who effectively applied the software into their professional activities, and were willing to assist others.The researcher used three perspectives to explore differences among categories of participants in their learning of computer technology: as continuum, as a web, and holistically. Using a distance education design model that emerged, the researcher recommended five steps for a successful distance education course offering. An implication for practice was an implementation of the five steps design of distance education.A suggestion for further research included a systematic development of categories of distance learners and their test of validity. Further examination of the culture surrounding the implementation of distance education could challenge educators to reexamine the assumptions surrounding technology and adult education not only with respect to the individual and his or her circumstances, but also with respect to race, gender, national origin, and ethnicity to broaden the scope of adult education. / Department of Educational Leadership
| Identifer | oai:union.ndltd.org:BSU/oai:cardinalscholar.bsu.edu:handle/174859 |
| Date | January 2002 |
| Creators | Atchade, Pierre Jacques |
| Contributors | McElhinney, James H. |
| Source Sets | Ball State University |
| Detected Language | English |
| Format | xiv, 241 leaves : ill. ; 28 cm. |
| Source | Virtual Press |
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