This study was conducted to develop a holistic understanding of distance
education by identifying factors and patterns of factors that foster or impede
distance education. The Washington State Community and Technical College
System provided the context for the investigation of four primary questions:
1. What is the community and technical college perception of
distance education?
2. What factors affect the development of distance education?
3. Which factors and factor patterns foster distance education?
4. Which factors and factor patterns impede distance education?
A literature review revealed three major themes related to this study: (a)
change and transformation in higher education, (b) technology and learning, and
(c) distance education. Further understanding of the context for this study was
derived from a review of the history of distance education in Washington State.
Data were collected from interviews, documents, and participant field
observations. Interviews were conducted with one administrator and one
practitioner from four community colleges and one technical college. The four
community colleges were stratified by location and distance education history.
Constant comparative data analysis generated four hypotheses from this study:
1. The five major factors that affect the development of distance
education in community and technical colleges are: (a) institutional
leadership, (b) technology, (c) support, (d) faculty and department
acceptance, and (e) funding.
2. These five major factors are dynamically and interdependently
linked to create a "whole" that is greater than the sum of its parts.
3. Distance education in community and technical colleges is
advanced by coordinating and balancing these factors, rather than
by focusing exclusively on any single factor.
4. Factors that have the potential to foster or impede distance
education in the future, but little effect in 1997 include: (a)
intellectual property, (b) governance, (c) contracts, (d) policies, and
(e) accreditation.
This study generated findings with implications for community and
technical college distance education leadership, management, and practice.
Additional research is warranted. It is recommended that statistical analysis of
factors, validated by a modified Delphi panel, be conducted. / Graduation date: 1998
| Identifer | oai:union.ndltd.org:ORGSU/oai:ir.library.oregonstate.edu:1957/33772 |
| Date | 02 March 1998 |
| Creators | Baker, Ronald L. |
| Contributors | Stiehl, Ruth E. |
| Source Sets | Oregon State University |
| Language | en_US |
| Detected Language | English |
| Type | Thesis/Dissertation |
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