Dissertations / Theses: 'Distance education Educational technology'

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Storrings, Deborah A. "Attrition in distance education a meta-analysis /." Related electronic resource: Current Research at SU : database of SU dissertations, recent titles available full text, 2005. http://wwwlib.umi.com/cr/syr/main.

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Armellini, Cesar Alejandro. "Educational technology in in-service language teacher education in open and distance learning settings." Thesis, University of Kent, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.322837.

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Ganesan, Radha. "Perspectives and practices of expert teachers in technology-based distance and distributed learning environments." Related electronic resource:, 2005. http://proquest.umi.com/login?COPT=REJTPTU0NWQmSU5UPTAmVkVSPTI=&clientId=3739.

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Keramidas, Cathy Galyon, Cindy Chambers, Tina Hudson, and Lori J. Marks. "Gambling on Technology: Setting up Technology for Supervision at a Distance." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/526.

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This presentation will review technology used in programs that have successfully supervised students at a distance. Additionally, one university will outline their path to provide distant supervision. Participants will learn of technologies available along with struggles and successes of supervising students in rural placements.

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Scheckler, Rebecca K. "Weaving feminism, pragmatism, and distance education." Diss., Virginia Tech, 2000. http://hdl.handle.net/10919/26638.

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From images of distance education (DE) in advertisements to examples of extant DE theory and practice, and finally to a possible dystopia and utopia for DE, this dissertation investigates the rich representations at the intersection of feminism, pragmatism, and web based distance education. It is composed of three parts. The first part is the construction of a feminist-pragmatic theoretical and analytical tool, motivated by images of DE in commercial advertisements. These images include control of nature (and the natural body), gendered experience, transactions of bodies and tools, loss of bodies, and atomic individualism. In response to these images, the main unifying theme of the tool is organic holism where the world as a dynamic system connects with culture, biology, history, and context. It draws heavily on the work of John Dewey, Charlene Haddock Seigfried, Timothy Kaufman-Osborn, Shannon Sullivan, Nancy Fraser, Donna Haraway, Sandra Harding, and Carolyn Merchant in order to form a rich weaving useful to instructional technologists and philosophers of education. The second part explores three examples of extant web based distance education using this tool. Lastly, I explore alternatives to current instantiations of distance education including a dystopia and a melioristic option that I call sustainable technology.
Ph. D.

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Mohr, John Darrell. "Technology-mediated distance education used to prepare special education personnel." Thesis, University of North Texas, 2004. https://digital.library.unt.edu/ark:/67531/metadc4544/.

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This study examined how technology-mediated distance education is used in special education courses in teacher preparation programs. The data are based on a 30-item survey administered to members of the Teacher Education Division of the Council for Exceptional Children, who identified themselves as serving in an instructional capacity within institutions of higher education. Technology-mediated instruction was characterized in terms course delivery methods and program attributes. An analysis of instructional design processes revealed that most instructors are largely autonomous and do not rely on a team-based approach. Most make use of course-design and management software. Training is linked to course strategy and evaluation, while experience is associated with implementation. Respondents emphasized communication and student feedback. While both users and non-users of distance education technology foresaw the increased use for course delivery in the future, a notable percentage (13%) of current users indicated a desire to discontinue use.

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Wood, Latania. "Faculty understanding of key differences in educating the distance (online) versus traditional student| A descriptive study." Thesis, Pepperdine University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10182303.

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This descriptive research study examined if the training for online class delivery that post-secondary faculty currently experience includes best practices for online design and delivery.

As of 2015 most colleges and universities had indicated that offering online course programming was necessary to achieve key strategic goals for their institution. Demand for online classes is strong, but enrollment and re-enrollment in these classes have not consistently increased since 2009. Dropout rates have increased and are reported at twice that of traditional classes with students blaming the school or faculty, and faculty and academic leadership blaming the student for lack of self-motivation, which is key to successful online learning.

As online programming has become ubiquitous, academic leadership is no longer wondering whether they should offer online courses, but rather have shifted focus to how to address and maintain the satisfaction of the online student. Faculty training in online delivery can impact student motivation and satisfaction. This study examined what type of training faculty experience and as a result, whether they were able to indicate knowledge of best practices in demonstrating Presence in an online class, understanding importance, and methods, of Interaction, whether they understood the best practices associated with the Design of an online class, how design can impact student motivation, as well as whether faculty felt confident in their ability to deliver an online class, or prepared to communicate virtually with their online students.

A self-report survey was administered to more than 2800 faculty and 254 responded. The majority of participants acknowledged having received some type of training and were more likely to indicate knowledge of best practices than those that had received no training at all. Those that indicated training that included both design and delivery of an online class were more knowledgeable in the best practices than those that had received training in the software alone. Finally, faculty that received training that included design and delivery elements were more likely to say they felt confident in their ability to deliver an online class and that they felt prepared to communicate virtually with their online students.

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Billman, Cynthia Susan. "The impact of instructional delivery methods on retention of BSN-C students." Diss., St. Louis, Mo. : University of Missouri--St. Louis, 2008. http://etd.umsl.edu/r3501.

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El-adawy, Rasha Mahmoud. "Teaching EAP Through Distance Education: An Analysis of an Online Writing Course." Thesis, Connect to resource online, 2010. http://hdl.handle.net/1805/2187.

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Thesis (M.A.)--Indiana University, 2010.
Title from screen (viewed on July 19, 2010). Department of English, Indiana University-Purdue University Indianapolis (IUPUI). Advisor(s): Thomas A. Upton, Julie A. Belz, M. Catherine Beck. Includes vitae. Includes bibliographical references (leaves 97-106).

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Rice, Kerry Lynn. "Priorities in K-12 distance education : a Delphi study examining multiple perspectives on policy, practice, and research /." ProQuest subscription required:, 2006. http://proquest.umi.com/pqdweb?did=1179962871&sid=1&Fmt=2&clientId=8813&RQT=309&VName=PQD.

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Stubblebine, Stuart Gerald 1961. "Analysis, design and performance evaluation of a video and computer teleconference system for distance learning." Thesis, The University of Arizona, 1988. http://hdl.handle.net/10150/276930.

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Video teleconferencing is a successful tool in the education and business industry because of its ability to reach a large audience at numerous remote locations. New computer and communications technology allows for advances in teleconferencing capabilities. In this thesis, an analysis of educational teleconferencing requirements is performed to develop viable educational teleconferencing design approaches. These design approaches must consider various transmission means and typical methods of instruction. One design approach is selected and a functional design is performed. The design is evaluated using performance models and the Simscript II.5 simulation language. Curve fitting techniques are applied to observed data to create probability distribution functions used in creating an accurate model. The performance evaluation is used to optimize the transmission protocol and validate the design. The simulation results show that with a 9600 baud transmission rate, the effects of degraded transmission lines, short display times or abnormally large file sizes, have no significant effects on the proper performance of the system.

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Nwulu, Equi Emmanuel. "Utility of the HPT Framework for Improving Distance Education in Nigeria." Thesis, Walden University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10687499.

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The fusion of the Internet with instructional design, and curricula delivery methods eliminated transactional distance in online learning. However, distance education (DE) in Nigeria has not aligned its pedagogy to the new reality in technology. The purposes of this non-experimental, predictive, validity study were to determine faculty and administrators’ perceived barriers and concerns to online adoption and to validate the behavior engineering model (BEM) instrument. Ninety-six respondents from four public universities in Nigeria completed the questionnaires. Descriptive statistics and structural equation modeling (SEM) were used respectively, to assess barriers and concerns militating against faculty and administrators’ online adoption, as well as validate the survey instruments. For faculty and administrators, incentive, motive, knowledge and skills influenced DE adoption. Except for age, all demographic factors influenced faculty’s concerns. Gender was observed to influence administrators’ concern. “Level of online use” influenced neither faculty nor administrators’ concerns. Technographic characteristics influenced faculty, but not administrators.’ Though the BEM instrument was reliable in measuring faculty and administrator’s stages of concern, however, the 6-factor BEM, tested at the 95% significant level, did not give a good fit. The study contributes to positive social change by identifying gaps to effective DE implementation, and recommended the appropriate interventions to transform the DE experience for students and their universities. The study also proposed the framework to fast track Nigeria’s vision and mission for DE.

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Charbonneau, Irène. "Social Presence and Educational Technologies in an Online Distance Course in Finnish Higher Education : A Social Constructivist Approach." Thesis, Stockholms universitet, Institutionen för pedagogik och didaktik, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-187068.

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Educational technologies are increasingly integrated into higher education, in the form of distance online education for instance. This is an example of how globalization reconfigures education (Carnoy & Rothen, 2000, as cited in Peters, Besley, & Besley, 2006, pp.50). However, the development of online distance education is not without challenges, including the lack of sense of belonging and the feeling of isolation among students, leading to dropouts. Even if there is no deterministic effect of online environments on social interactions, being online undoubtedly reshapes social behaviors. These issues are addressed in this study by examining social presence, defined as the sense of being there with others in a mediated environment (Heeter, 1992), taking an online distance course on Global Education Development in Finland as a study-case. The research aims to analyze how social presence is performed and negotiated through educational technologies. It is grounded in social constructivism to circumvent determinism that prevails in many research works on social presence and educational technologies. Social constructivism brings out human agency while recognizing the effect of the “socio-historical norms, values, beliefs, and perspectives that individuals bring into online learning environments” on the way educational technologies are used and social presence performed (Öztok, 2016, as cited in Öztok, 2013, pp.1). This research pursues a qualitative comparative methodology complemented with basic descriptive statistics. It draws from multiple data sources as it analyzes observations of interactions, survey questionnaires, course material, learning diaries, and six semi-structured interviews with students. The findings explore three dimensions of social presence: subjective, physical, and collective presence. They reveal that broader academic norms, more than educational technologies themselves, shape the representations of subjective presence. The results also verify that text-based online discussions provide more space for students to participate in discussions than webinars using online video-based technologies, but are also paradoxically negatively perceived by students. The analysis of collective presence demonstrates that it emerges from a shared group identity among students and instructors, rather than from sharing sensory inputs, developing interpersonal relations, or sharing personal background information at a group level.

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Shinasharkey, Taminee. "A survey of the attitudes of students in Thailand towards technology-based distance education." Virtual Press, 2004. http://liblink.bsu.edu/uhtbin/catkey/1302162.

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The purpose of this quantitative study was to investigate the factors that students considered important in taking distance learning and attitudes of students toward the technology-based distance learning in Thailand. The three main attitude components that were examined in this study were affective, behavioral, and cognitive. The additional components: usefulness, quality, and interaction of technology used in distance learning in Thailand were also examined in this study.Participants of this study were students at Ramkhamhaeng University in Thailand. The questionnaires were used as survey instruments. The questionnaires were distributed by email and paper. Students could complete the questionnaire either by web or by paper. The questionnaires were distributed to undergraduate students around Thailand by staffs of Ramkhamhaeng University. Valid survey responses were received from 307 students; 148 males and 159 females. Based on the analysis of the qualified data, the sample mean scores were significantly higher than the hypothesized mean scores. Students were considered to have positive attitudes toward affective component, behavioral component, and cognitive component. Students also had positive attitudes towards the usefulness, interaction, and quality of technology used in technology-based distance learning in Thailand.The most important factor that students considered in taking distance learning was their work requirements. By gender, male students considered earning more money or getting promoted as their important factor. Female students considered work requirements as their important factor.Students considered most technologies in this study to be useful. However, some students have not had experience with some technologies that they believed were useful. Therefore, institutes and instructors should encourage students to use technologies that universities have currently employed. Institutes should offer training sessions to both instructors and students, so that they can effectively use these technologies in their teaching and learning.
Department of Computer Science

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Marshall, Henry J. Jr. "Faculty Members' Best Practice Standards in the Design of Higher Education Online Courses." University of Toledo / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1438618742.

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Wheatley, Diana M. "Virtual high schools and instructional design strategies to reduce transactional distance and increase student engagement| A Delphi study." Thesis, Capella University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10168359.

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In the last 20 years online virtual high school has become a viable alternative to traditional high school. The dropout rate for online programs rivals that of brick and mortar high schools. Among the reasons students drop out of online virtual high school programs is the experience of isolation from teachers and peers. Moore (1972, 2013) described this sense of isolation as transactional distance and created a theory of how this phenomenon can be countered to promote academic success. Transactional Distance Theory stated that the sense of isolation could be reduced by carefully balancing interaction between student and teacher, student and student, student and course content, course structure and student autonomy. The research question was whether or not a group of experts would reach consensus on which instructional design strategies could reduce transactional distance and increase student engagement for virtual high school students. An exhaustive literature review found that very little is written about this topic. However, the literature does provide information about transactional distance theory, instructional design strategies, the characteristics of high school students, and the role administrators and policy makers can play in supporting these instructional design strategies. A three round Delphi study was conducted with a nationwide panel of instructional design experts with online virtual high school experience via an Internet based research software. The results of the research study indicated that there are a number of instructional design strategies that could be used to for this purpose. This research study led to the creation guidelines that could be used with a variety of instructional design models. Ultimately these guidelines could become an instructional design model.

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Spiller, Simone. "Distance education on the world-wide web." Thesis, McGill University, 1997. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=20871.

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The Internet's growing acceptance as a key medium to educate people is the main focus of this thesis. Although distance education has been a popular learning method since the end of the 19th Century, never before has technology made it so easy to disseminate knowledge by linking different media formats---e.g. text, sound, video. In fact, this huge library accessed by a universal interface, is one of the key contributions that the Internet and the World-Wide Web have brought to the learning process.
The main goal of this thesis is to encourage instructors to create and deliver courses using the Internet and, most of all, to show that the process can be simple and effective. In order to support this study, four major Course Management tools are presented and analyzed: Pathway by Solis-Macromedia, LearningSpace by Lotus, WebCT by The University of British Columbia, and Virtual-U by Simon Fraser University.
As a result of this thesis, a Grades Application was developed using the Internet protocol. This application is an uncomplicated, yet effective solution for using the Web to manage, calculate, and view students' marks. With the open architecture of the Web and standard programming languages such as JavaScript and Perl, the system will execute in most computers available in universities around the world.

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Porter, Mary. "The benefit of distance learning." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2776.

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This project will address the issues concerning the benefits of distance learning, a growing area in our education system today. Distance learning takes place when the teacher and students are separated, and technology is used to bridge the instructional gap.

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Collins-Brown, Elaine Toledo Cheri. "Aspects of online courses that are more effective and successful than traditional, face-to-face courses." Normal, Ill. : Illinois State University, 2006. http://proquest.umi.com/pqdweb?index=0&did=1225152501&SrchMode=1&sid=5&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1177271488&clientId=43838.

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Thesis (Ed. D.)--Illinois State University, 2006.
Title from title page screen, viewed on April 22, 2007. Dissertation Committee: Cheri A. Toledo (chair), Adel T. Al-Bataineh, Charles D. Dziuban, Vicky L. Morgan, Wendy G. Troxel. Includes bibliographical references (leaves 233-244) and abstract. Also available in print.

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Rocci, Randy L. "A cognitive and pedagogical evaluation framework for computer-based training." Thesis, Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 2003. http://library.nps.navy.mil/uhtbin/hyperion-image/03sep%5FRocci.pdf.

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Thesis (M.S. in Information Technology Management)--Naval Postgraduate School, September 2003.
Thesis advisor(s): Thomas Housel, Tony Ciavarelli, Steven Pilnick. Includes bibliographical references (p. 123-126). Also available online.

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Lucey, Kevin. "The Effect of Motivation on Student Persistence in Online Higher Education| A Phenomenological Study of How Adult Learners Experience Motivation in a Web-Based Distance Learning Environment." Thesis, Duquesne University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10750789.

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The purpose of this study was to investigate the role of motivation in the persistence of adults enrolled in online higher education. Since the 1990’s, online courses and programs have proliferated across higher education, with adults (ages 25 and over) currently making up the largest portion of online enrollments. Online courses, however, suffer from a higher rate of student attrition than their hybrid and face-to-face counterparts. Although it is difficult to attribute the high rate of attrition in online education to any one factor, research has identified a lack of motivation as a primary cause of student dropout. Likewise, studies have shown that when motivation is present, learners are more likely to persist in their coursework. In order to develop a deeper understanding of this issue, a phenomenological approach was chosen as the most appropriate method for this study.

Participants for this study were at least 25 years of age and were enrolled in an online class at a large public university in the Mid-Atlantic region of the United States. In adhering to the phenomenological method, open-ended, in-depth interviews were used to investigate how adult learners experience motivation in online higher education. Transcendental phenomenological analysis was then used to determine the essence of this experience. During the first stage of this process, twelve distinct themes emerged from the data, including Relevance and Applicability, Communication, Flexibility, and Instructor Presence. During the next stage, three additional structural themes were identified: Relation to Self, Relationship with Others, and Time. During the final stage of analysis, the essence of this experience was revealed as the participants’ Goal Commitment and their Need for Guidance.

Key findings from this study include the confirmation of motivation as a critical component in the persistence of adult online learners. In addition, a number of factors were identified as key facilitators and barriers to persistence in adults learning online. In developing an in-depth understanding of the link between motivation and persistence in this particular sample of learners, the results of this study may potentially contribute to addressing the overall larger problem of high rates of attrition in online higher education.

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Pettersson, Fanny. "Learning to be at a distance : structural and educational change in the digitalization of medical education." Doctoral thesis, Umeå universitet, Pedagogiska institutionen, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-110740.

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As an expression of current challenges faced by contemporary societies, past decades have witnessed heavy demands for higher education to change and transform. One key question here has been the increased digitalization of higher education. Within this wider setting, this thesis deals with an attempt to handle the increasing shortage of physicians in Sweden by way of digitalizing medical education. The aim of this explorative and longitudinal thesis is to describe and analyze structural and educational transformation work in medical education during the digitalization of the program and the transition from face-to-face to distance education. This thesis focuses on teachers, students and management, who are all heavily involved in this transition of the medical program. Two questions guide the research: (1) what are teachers’ and students’ expectations pending the transition, and what are the influences of already established tools and activities on the program and (2) in what ways do conflicts and changes occur over time, and how do teachers, students, and management deal with these as part of the transition? Cultural-historical activity theory (CHAT) serves as the theoretical framework of the thesis. In particular, the concepts of dominant and non-dominant activities, conflicts, transitional actions, and levels of learning inform the analysis. The data are generated by surveys (N = 108), logging of actors’ activity patterns (N = 100 teachers and 100 students), field studies (65 hours), and interviews (N = 62). The data cover teachers’, students’ and management’s roles in the transition. The analysis shows that the way of theoretically understanding the transition – from a dominant face-to-face activity to a new and unproven non-dominant distance activity – have proved to contribute to deeper understanding of the process of digitalizing medical education. The analysis further displays how the transition from face-to-face to distance education creates considerable conflicts that over time force teachers, students and management into structural and educational transformation work. This type of work successively renders new educational design solutions and new flexible ways of organizing distance medical education. This thesis discusses how the structural and educational transformation work forces actors to collectively engage in the transition by experimenting with new suitable methods and designs, as digital technologies and technology-enhanced learning (TEL) could make sense to teachers and students when they are at a distance.

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Birch, Dawn P. "Factors influencing academics' development of interactive multimodal technology-mediated distance higher education courses." Queensland University of Technology, 2008. http://eprints.qut.edu.au/16698/.

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Advances in technology and the continued emergence of the Web as a major source of global information have encouraged tertiary educators to take advantage of this growing array of resources and move beyond traditional face-to-face and distance education correspondence modes toward a rich technology-mediated learning environment. Moreover, ready access to multimedia at the desk-top has provided an opportunity for educators to develop flexible, engaging and interactive learning resources incorporating multimedia and hypermedia. This study investigates pedagogical, individual and institutional factors influencing the adoption and integration of educational technology by academics at a regional Australian university for the purpose of developing interactive multimodal technology-mediated distance education courses. These courses include a range of multimodal learning objects and multiple representations of content in order to cater for different learning styles and modal preferences. The findings of this study revealed that a range of pedagogical, individual and institutional factors influence academics' development of interactive multimodal technology-mediated distance education courses. Implications for distance education providers and individual academics arising from these factors and subsequent recommendations are presented.

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Chen, Jingjing. "Enhancing student engagement and interaction in e-learning environments through learning analytics and wearable sensing." HKBU Institutional Repository, 2016. https://repository.hkbu.edu.hk/etd_oa/287.

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E-learning refers to computer-based learning experiences, self-paced or instructor-led, supported and enabled by information technology. Virtual Learning Environments (VLEs), as a major form of e-learning systems, are increasingly adopted in universities and educational institutions for supporting various types of learning. Student engagement is critical for successful teaching and learning in VLEs. In existing VLEs, feeling isolated without adequate supervision from teachers may cause negative emotions such as anxiety. Such emotions may in turn significantly weaken students'motivation to engage in learning activities. In addition, the lack of effective interaction in learning activities also results in poor performance and engagement, even dropouts from online courses. In this thesis, we explore a set of approaches and tools to enhance student engagement and interaction in e-learning environments: (1) extract valuable information from the user posts in online course forums to advise the content organization of web pages; (2) instantly monitor and visualize students' interaction statuses in instructor-led learning; (3) identify and highlight the hotspot time slots and contents of the lecture recordings; (4) dynamically provide biofeedback-based visualization via wearable devices to reduce students' anxiety in self-paced learning.;We present a page-segmentation-based wrapper (eCF-wrapper) designed for extracting learner-posted data in online course forums. It consists of a novel page segmentation algorithm and a decision tree classifier. We also develop a web-based interaction-aware VLE (WebIntera-classroom), which employs a ubiquitous interactive interface to enhance the learner-to-content interactions, and a learning analytics tool to instantly visualize learners'interactions in learning activities. Additionally, we propose a high--granularity Learning Analytics Engine (hgLAE) to play a lecture recording, identify hotspots in a lecture recording and raise students'awareness of these hotspots. A questionnaire survey, interview and case study were conducted to investigate the instruction effect of WebIntera-classroom. Besides, we develop a physiologically-state-aware self-paced learning environment (FishBuddy) to alleviate anxiety and promote student engagement in self-paced learning by using wearable technology. The between-groups evaluation result shows that FishBuddy is useful in promoting student engagement (i.e., the consistency of engagement), and the students' self-reports indicate that FishBuddy is helpful for reducing anxiety and experience of isolation during the self-paced learning exercises.;Finally, the thesis is concluded with a discussion on the future work. Keywords: Virtual Learning Environment; Learning Analytics; Interaction; Engagement; Wearable Technology.

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Nasseh, Bizhan. "A study of the computer-based distance education in higher education institutions in Indiana." Virtual Press, 1996. http://liblink.bsu.edu/uhtbin/catkey/1036821.

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Computer-based distance education, as a vehicle for overcoming barriers such as time and place, is a vital new opportunity for enhancing lifelong learning.The purpose of this study was to investigate the computer and communication skills of teachers who have taught computer-based distance education classes and of the students who registered in computer-based distance education in the Fall 1996 in any of the higher education institutions in Indiana. Teacher and student questionnaires were developed for data collection. Both questionnaires were available in printed and World Wide Web versions. Teachers and students from six higher education institutions in Indiana responded to various questions about technical skills in computer and communication tools and applications, training and support programs, motivation and objectives of participants, concerns about computer-based distance education, and advantages of this method of education.Analysis of faculty data revealed that nearly all the faculty were competent in the use of computer for communication and in access to resources. About 57% of the faculty responded that they had competence in designing computer educational applications. The majority of faculty had training in computer connections (52.9%) and the use of computer resources (76.5%), but only 11.8% had training in instructional design for computer-based distance education. The faculty had many concerns such as student/teacher communication (94.2%) and lack of personal interaction among students (94.1%) in computer-based distance education. The faculty saw many advantages such as new opportunities for adult education (100%), and the teacher's role as facilitator (64.7%) in computer-based distance education.Analysis of student data revealed that the majority of students had adequate skills in e-mail (98.2%), File Transfer Protocol (61.4%), and WWW (80%). The students had concerns for training and support programs in higher education institutions in Indiana. Over 57% of the students were married and 95% were studying toward a degree. The main motivations for participation were educational value (61%), career promotion (47.5%) and improving job performance (23.7%). The students had many concerns such as teacher/student communication (98.3%), training program by university (86%), and connection costs (91.2%). Students also saw many advantages such as flexibility of time and place (90.7%) and variety of learning resources (76.6%) in computer-based distance education.The results of this study indicate that higher education institutions should design faculty development programs beyond technical skills to include instructional design. Furthermore, a practical training program based on needs assessment and an off hours support program are essential for the success of a computer-based distance education program and for positive educational experience for teachers and students.There are tremendous needs for research in computer-based distance education in areas such as computer and communication skills of teacher and student, student objectives for participation, effectiveness of training and support programs, effectiveness of instructional design, educational experience of teachers and students, the teacher's role, and subjects and contents which are feasible online.
Department of Educational Leadership

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DuPont, Carrie Sue. "The Relationship Between Counselor Educator Technology Self-Efficacy and Distance Counseling Skills Education." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7632.

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Grounded in Bandura's theory of self-efficacy, the purpose of this study was to examine if one aspect of counselor training, counselor educator self-efficacy with technology (SE), was associated with counselor educator teaching distance counseling skills in their classroom (INC). For this correlation study, 176 counselor educators in the United States with experience teaching a skills-based class completed an anonymous online survey. Survey data were used to assess if self-efficacy with technology and demographic data were related to the inclusion of distance counseling skills in the classroom. Point-biserial correlation and logistic regression analysis were used to examine relationships between SE, demographic data, and INC. There was a positive correlation between the Intrapersonal technology integrations scale (ITIS) score, used to measure SE, and INC scoresn=176, rpb=.343, p< .001. A logistic regression was performed to determine the effects of prior experience (EXP), availability of technology (AV), and SE on teaching distance counseling skills. The model was statistically significant, χ2 (3) = 64.342, p <.000., explained 41.5 % (Nagelkerke R2) of the variance in teaching distance counseling, and correctly classified 79.3% of cases. The results of the logistic regression analysis indicated that SE, EXP, and AV were significant predictors of INC. The findings confirm prior research on technology integration in education. Specifically, availability of technology, although an important factor, is not the only variable impacting technology integration. The findings from this study can help guide counselor training programs to prepare students for the expanding use of technology in counseling increasing access to care.

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Gonzalez, Estepa Francisco Javier. "Conceptualisations of educational technology in distance education : with special reference to the British Open University, the Spanish Universidad Nacional de Educacion a Distancia, and the Portuguese Universidade Aberta." Thesis, Open University, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.390812.

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Nwulu, Equi. "Utility of the HPT Framework for Improving Distance Education in Nigeria." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/4663.

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The fusion of the Internet with instructional design, and curricula delivery methods eliminated transactional distance in online learning. However, distance education (DE) in Nigeria has not aligned its pedagogy to the new reality in technology. The purposes of this non-experimental, predictive, validity study were to determine faculty and administrators' perceived barriers and concerns to online adoption and to validate the behavior engineering model (BEM) instrument. Ninety-six respondents from four public universities in Nigeria completed the questionnaires. Descriptive statistics and structural equation modeling (SEM) were used respectively, to assess barriers and concerns militating against faculty and administrators' online adoption, as well as validate the survey instruments. For faculty and administrators, incentive, motive, knowledge and skills influenced DE adoption. Except for age, all demographic factors influenced faculty's concerns. Gender was observed to influence administrators' concern. "Level of online use" influenced neither faculty nor administrators' concerns. Technographic characteristics influenced faculty, but not administrators.' Though the BEM instrument was reliable in measuring faculty and administrator's stages of concern, however, the 6-factor BEM, tested at the 95% significant level, did not give a good fit. The study contributes to positive social change by identifying gaps to effective DE implementation, and recommended the appropriate interventions to transform the DE experience for students and their universities. The study also proposed the framework to fast track Nigeria's vision and mission for DE.

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Huddleston, Michael B. "Case study: copyright issues in distance education." Texas A&M University, 2005. http://hdl.handle.net/1969.1/4317.

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Over the years, much attention has been given to copyright law in literature and as it pertains to textbooks and other original academic works. However, as the focus is narrowed to the copyright law as it relates to distance education within higher education, very little information or precedents can be looked to for guidance. For an institution of higher education involved in distance education, the problem demands that a model be developed specifically for universities to follow as they embrace distance education programs and course development. As the likelihood of lawsuits and grievances clearly exists, the motivation of faculty to create original works is potentially compromised when there is conflict between themselves and the universities who employ them. In addition, a set of guidelines in the form of a model lends a structural basis to university educators and administrators alike on which to formulate the process of developing distance education programs with a greatly reduced chance of legal incident. A case study design was chosen because it adds strength to what is known and deepens understanding of complex issues. According to Lincoln and Guba in their 1985 book, qualitative research involves the studied use and collection of a variety of empirical materials: case study, personal experience, introspective, life story, interview, observational, historical, interactive, and visual texts that describe routine and problematic moments and meanings in individuals

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Arko-Achemfuor, Akwasi. "Accessing learner support services in a distance education context at UNISA Adult Basic Education Department." Thesis, University of Fort Hare, 2013. http://hdl.handle.net/10353/d1013382.

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This study investigated the access to learner support services by Unisa‟s ABET students in the Department of Adult Education in one of the rural provinces in South Africa. Specifically, a survey using questionnaire and focus group interview was carried out to determine the access gaps in to the learner support services by Unisa‟s adult students. A literature study preceded the empirical study to fully comprehend the theoretical and conceptual underpinnings of the role of learner support in bridging the transactional distance between students on the one hand and the institution on the other hand. In the empirical study phase, a questionnaire was administered to 150 ABET Students in one province in South Africa through the stratified sampling technique and one focus group interview comprising 10 students who access support services at one of the regional offices to assess the importance they attach to the support services that are offered at the regional centres and the extent to which they are able to access them. The focus group interview comprised questions on the students‟ understanding of learner support services and their experiences in accessing them. Moore‟s theory of transactional distance was used as the theoretical base for the study. Out of a total of the 150 questionnaires that were distributed, 117 were the usable representing 78.0% response rate. One of the conclusions drawn from this study is that, although Unisa has most of the learner support services in place but for various reasons, a lot of the students are not able to access the support services as expected as the needs gap for almost all the support services were high. The chi-square tests found significant differences (p is less than 0.05) between the students on the extent to which they are able to access the support services. An integrated learner support framework was suggested for Unisa and other distance providing institutions to address the access gaps adult students‟ encounter in their studies.

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Abou-Dagga, Sanaa Ibrahim. "Factors related to the adoption of a two-way interactive distance education technology instrument development, instrument validation, and causal model testing /." Full text available, 1995. http://images.lib.monash.edu.au/ts/theses/aboudagga.pdf.

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Al-Youssef, Ibrahim Y. "Student Acceptance and Use of Internet-Based Distance Education in Saudi Electronic University (SEU): A Mixed Method Study." Ohio University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1424175265.

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Ozturk, Elif. "Online Distance Education: A New Approach To Industrial Design Education." Master's thesis, METU, 2010. http://etd.lib.metu.edu.tr/upload/12612241/index.pdf.

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Today, the impact of information technologies on education field is ever more clarified with the integration of new tools and methods to the education. Education has been becoming away from the traditional classroom environment through virtual environment. Besides education of theoretical disciplines, education of practice based disciplines, like design related disciplines are moving toward virtual environments. One of these is Industrial Design (ID) education which also has made the transition to the virtual world. This thesis aims to explore and scrutinize the latest forms of ID education, especially the online distance ID education. In order to comprehend the technological progress of ID education and its possible future, an overview of the origins and an evaluation of the current state of distance online ID education are made. By this study, it is expected to shed light to the design educators and the educational systems&rsquo
developers, for designing these environments. At the end of this research, it is concluded that it is not possible to imagine a future of ID education without technology integration. However, it would be better to apply both technological and traditional methods. In fact, the key people in the development of these educational systems and tools would be the designers themselves.

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Uwagie-Ero, Francis V. "Connections between student perceptions of quality in online distance education and retention." Scholarly Commons, 2007. https://scholarlycommons.pacific.edu/uop_etds/2501.

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This study investigated the perceptions of quality held by undergraduate students enrolled in an online degree program, and examined the connections between these perceptions and retention in an online learning environment. Three main research questions guided this study: (1) What are the characteristics of quality that are desirable for academic success in online distance education? (2) How well does the university manage selection and retention of students and control dropout rates in online learning environment? and; (3) How well does the university foster learning based on information about (a) student engagement, (b) the time and effort students devote to educationally sound activities (within and outside the classroom), (c) policies and practices the institution uses to induce students to take part in those activities, and (d) policies and practices at their institution, even if unintended, that hinder students' full participation? What are the connections between student perception of quality and retention in an online learning environment? A group of students at a medium-sized state university in central California composed of sophomores, juniors and seniors enrolled in a psychology course participated in interviews. The study employed a qualitative method to collect opinions and data from students who chose to learn in an online environment, examined students' experiences, determined those efforts that promote or hinder learning and higher student retention as perceived by the students, and presented from three main domains; (a) administration, (b) faculty, and (c) students. The findings of the study indicate that some of the characteristics of quality perceived by students as desirable include individual discipline and instructors that are more understanding and encourage students to learn. Administrative and technical support was also rated high on the list. Overall, students desired programs that were convenient and provided sufficient flexibility to accommodate other of life's challenges. The study confirmed expert opinions that when a student has positive personal experiences, possesses positive individual motivation, in an environment with positive attrition factors, it is predictable that the student could attain completion of course or program. The connections between the student's perception of quality and retention then are those personal experiences, individual motivation and positive attrition factors within the distance education learning culture. The quality of these connection variables determines a student's commitment to complete online education and commitment to the university.

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Hollins, Tachaka I. "Student Participation and Grade Performance in the Tennessee College of Applied Technology Online Collaborative." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etd/3004.

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The purpose of this quantitative correlation study was to determine whether a significantly statistical relationship exists between student participation and final grade performance within an online environment at Tennessee Colleges of Applied Technology (TCAT) Regents Online Degree Program (RODP). The study used data retrieved from the Desire2Learn (D2L) course management system and the Student Information System (SIS) for the 2013-2014 academic year. The stratified sample consisted of 360 individual students enrolled in either one or more of the 43 TCAT RODP course sections randomly selected from a total of 217 course sections offered during 3 semesters. The courses were offered in an online setting and are representative of the following academic programs: academic areas of Business Systems Technology (BST), Computer Aided Drafting (CAD), and Computer Information Systems (CIS). The sample included 261 students from the BST program, 42 students from the CAD program, and 57 students from the CIS program. The gender demographics sample includes 273 females and 87 male students. The hypotheses in this study were tested through data analysis using the Spearman’s rho correlations test. The findings of the study revealed that no statistically significant relationships exist between discussion activity, course login activity, and course content interaction and final grade. The findings of the study indicated statistically significant relationships among course content interaction and final grade for students enrolled in the BST program, course login activity and final grade for students enrolled in the CAD program, and course login activity and final grade for female students.

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Thomas, Matthew J. W. "Virtual learning environments : the impact of information and communication technologies on a sustainable higher education /." Title page, contents and abstract only, 2000. http://web4.library.adelaide.edu.au/theses/09PH/09pht459.pdf.

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González, Estepa Francisco Javier. "Conceptualisations of educational technology in distance education : with special reference to the British Open University, the Spanish Universidad Nacional de Educación a Distancia, and the Portuguese Universidade Aberta." n.p, 2001. http://ethos.bl.uk/.

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Cockerham, Diann Sawyers. "Exploring students' emotional experience within the distance learning environment." Thesis, Argosy University/Phoenix, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10591251.

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This study examined the experiences of collegiate, online, distance learners. This research developed an understanding of the dynamic interplay between students’ emotions and their experience of social presence within this unique learning environment. Through surveys and interviews, the research secured perspectives of the emotional and social climates in the learners’ experience of this evolving educational environment. The data were sorted based on themes from prior research exploring successful distance learning experiences. Analysis and synthesis of emergent themes, Likert scores, and percent agreement led to the development of a professional discussion, conclusions regarding the guiding research questions, and recommendations for future practice and study.

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Lin, Yi-Mei. "Understanding students' technology appropriation and learning perceptions in online learning environments." Diss., Columbia, Mo. : University of Missouri-Columbia, 2005. http://hdl.handle.net/10355/4130.

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Thesis (Ph. D.)--University of Missouri-Columbia, 2005.
The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file viewed on (May 25, 2006) Vita. Includes bibliographical references.

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Peterson, Christine A. "The impacts of technology on interactivity in a distance learning course." Morgantown, W. Va. : [West Virginia University Libraries], 2001. http://etd.wvu.edu/templates/showETD.cfm?recnum=2133.

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Thesis (Ed. D.)--West Virginia University, 2001.
Title from document title page. Document formatted into pages; contains xii, 147 p. : ill. (some col.) Vita. Includes abstract. Includes bibliographical references (p. 134-140).

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Stevens, M. Carla Schenone Palmer James C. "Perception of learners regarding the influence of technology on interaction in a two-way, video/audio distance education television class." Normal, Ill. : Illinois State University, 2002. http://wwwlib.umi.com/cr/ilstu/fullcit?p3088033.

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Thesis (Ph. D.)--Illinois State University, 2002.
Title from title page screen, viewed Aug. 24, 2004. Dissertation Committee: James C. Palmer (chair), George Padavil, Albert T. Azinger, Mohamed Nur-Awaleh. Includes bibliographical references (leaves 155-162) and abstract. Also available in print.

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Ham, Marsha K. "Students' perceptions of Web-based distance learning courses." Diss., The University of Arizona, 2002. http://hdl.handle.net/10150/279944.

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The purpose of this study was to investigate student satisfaction levels with their web-based learning experience. Study sites were three public Doctoral/Research Universities---Extensive. A cross-sectional, web-based survey collected data from students about their perceptions of satisfaction and success in the two months following completion of their spring 2001 courses. Two hundred sixty-nine (269) students enrolled in 40 graduate-level, web-based courses at the three sites were surveyed. Students were divided into two study groups: completers and non-completers. The survey for course completers covered five major topic areas: experience with computers and the Web, course participation, images of self, perceptions of satisfaction and success, and general information. The survey for non-completers covered two topic areas: general information and factors affecting decision to drop from the course. Hierarchical regressions revealed significant relationships between satisfaction and self-efficacy and between self-efficacy and interpersonal control at two sites (p̲ < .05 and p̲ < .001, respectively). Hierarchical regressions also revealed significant relationships between satisfaction and level of communication (p̲ < .01 and p̲ < .05, respectively). When limiting the definition of available technical support to instructor assistance or help from teaching assistants, there appeared to be a significant relationship between available technical support and students' overall success in their courses (p̲ < .05). Students' attitudes about the Web were positively correlated to both their overall satisfaction and success at one site (p̲ < .05) while at the second site attitudes toward the Web were positively correlated only to satisfaction with the course (p̲ < .05). No significant relationships were found between students' participation in collaborative learning activities and satisfaction. The study raises a number of questions related to the relationship of gender to student satisfaction and success and to the relationship of discipline to the structure of the web-based course. Future research can address these relationships to clarify the relationship between students' perceptions of satisfaction and success and the type of learning activities and experiences they encounter in web-based distance courses based on gender and field of study.

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Lazenby, Karen. "Technology and educational innovation a case study of the virtual campus of the University of Pretoria /." Diss., Pretoria : [s.n.], 2000. http://upetd.up.ac.za/thesis/available/etd-03172003-094954/.

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Galante, Dianna Rich Beverly Susan. "Web-based mathematics an examination of assessment strategies implemented in the online mathematics classroom /." Normal, Ill. Illinois State University, 2002. http://wwwlib.umi.com/cr/ilstu/fullcit?p3088022.

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Thesis (Ph. D.)--Illinois State University, 2002.
Title from title page screen, viewed January 5, 2006. Dissertation Committee: Beverly Rich (chair), Sherry Meier, Norma Presmeg. Includes bibliographical references (leaves 164-176) and abstract. Also available in print.

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Mohamed, EI-Hussein Mohamed Osman. "Towards a theory of mobile learning : the design of learning spaces for the higher education landscape." Thesis, Cape Peninsula University of Technology, 2011. http://hdl.handle.net/20.500.11838/2286.

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Thesis (DTech (Information Technology))--Cape Peninsula University of Technology, 2011.
This thesis is based on an analysis of the position of mobile learning within learning and instructional design theories in Higher Education. It seeks to understand the concept of mobile education or mobile learning, the technology of mobile learning and its interactions with other media of learning. It also aims to unlock the relationship between the learning theory and mobile learning as well as the position of mobile learning, handheld and wireless technologies at universities. The research design, approach, methodology and methods of this study were framed around the qualitative grounded theory. This approach guided the process of collecting and analysing data as well as the discussion of key findings. The data was gleaned from personal interviews and analysis of literature. The analysis of the data focused on the social, economic, ideological and technological dynamics and the way they have shaped the complex landscape of mobile learning in higher institutions of learning. It also concentrated on the recurrent paradigm shifts and changes and their implications for teaching and learning in higher institutions. The analysis of data uncovered several issues that are pertinent to our understanding of mobile learning. For example, it revealed that mobile learning is not about the mobile technology but rather about the learner and the learning experience, with the media playing the role of an instrument for mobilising learning and instruction. It also led us to the conception that mobile learning has the potential to promote outdoor learning. This is because this type of technology provides learners with information that they need about their learning context. Finally it was evident from data that learning was moving away from process to an institutional social phenomenon. It has acquired asocial institutional meaning in conceptions such as the learning society and organisation as well as lifelong and ubiquitous learning. In this light, this study concludes that integrating classroom-based learning with informal mobile learning can add value to formal classroom-based learning and it can also enhance learners' overall learning experience. Moreover, although the concept of learning space is not restricted to online learning, it is likely to create new learning spaces. The project also concludes that mobile learning resonates with the learning and instructional design theories such as the associative, constructive and situated learning theory.

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Pugh, Christina Elizabeth. "Wood Magic Program: A Distance Education Perspective." Thesis, Virginia Tech, 2002. http://hdl.handle.net/10919/42756.

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Research has shown that widespread misperceptions prevail regarding the use and sustainability of Americaâ s forest resources. Elementary school students receive only a general foundation in the area of wood science and many elementary school resources have shown to be inadequate. Virginia Tech and a few other universities have adopted Wood Magic (originated at Mississippi State University) which presents active, hands-on, and engaging science-based education to third, fourth, and fifth graders, allowing them the opportunity to obtain both a theoretical and practical knowledge in these areas of study. A distance education version of the Wood Magic Program, utilizing interactive videoconferencing, is the focus of this thesis. An instructional design model has been developed to meet the needs of designers or instructors looking to expand into the distance education environment. This model describes all steps necessary to develop and implement a distance course or program. A survey was conducted of all randomly selected third, fourth, and fifth grade elementary school science teachers in Virginia. The intentions of the survey were to discover the barriers to implementing the Wood Magic Distance Education Program into their current curriculum. The three largest barriers to implementation were cost of materials, time, and travel resources.
Master of Science

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Atchade, Pierre Jacques. "A qualitative study of distance learners' perceptions of learning computer technology delivered through two-way audio video conferencing and online instruction." Ann Arbor, MI : UMI Dissertation Services, 2002. http://0-proquest.umi.com.aupac.lib.athabascau.ca/pqdweb?did=726373631&sid=1&Fmt=6&clientId=12302&RQT=309&VName=PQD.

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Mwanda, Ziyanda. "Social media enhanced boundary crossing: exploring distance students' ecosystems of learning support." Master's thesis, Faculty of Humanities, 2021. http://hdl.handle.net/11427/32924.

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As the demand for distance learning increases, traditional campus-based universities continue to struggle in supporting working distance students. This has resulted in the increased phenomena of students using social media within their ecosystems of learning support. The use of formal and informal tools such as social media gives rise to boundaries which students need to cross for effective support. How social media facilitates the crossing of boundaries within ecosystems of learning support remains an unfamiliar area of research. This study employed a predominately qualitative research methods, with a small element being a quantitative method to view and investigate postgraduate distance students' ecosystem of learning support holistically. The findings of this study revealed that participants used a combination of formal and informal tools to support their learning, including social media. In particular WhatsApp, which enables the crossing of transitional, formal and informal learning contexts, hierarchical and, time and space boundaries. Recognizing social media as an important part of students' learning support ecosystem, allowed an expanded view on learning support. As such, the study highlighted a range of different learning mechanisms which occur when students cross these boundaries, with coordination being the dominant learning mechanism. In conclusion, social media (such as WhatsApp) does indeed enhance the crossing of various boundaries to support learning. However, some students do not necessarily perceive their interaction on social media as learning, which speaks to the need of legitimising social media as learning tools by institutions. This study then recommends the need for institutions to recognize and nurture the use of social media as one element of a distance learning support ecosystem for cost-effective student support strategies guided by institutional guidelines and policies.

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Salamati, Zahra. "Designing Interaction Equivalency in Distance Education." Thesis, Högskolan i Borås, Institutionen Handels- och IT-högskolan, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:hb:diva-16887.

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The fundamental advancement of information technology has given rise to distance education industry hence it has helped to the popularity of distance education among people. However, for employing innovative and advanced tools universities need financial resources. Reaching to these resources is not easy and accessible. Interaction equivalency theorem can be a good solution for overcoming the financial problems but designers are reluctant to utilize it because they think that education quality will decrease due to lack of teacher interaction. This study demonstrated that students’ perception toward interaction equivalency is positive as long as they have high level of interdependency with other students. Without this level of, students are not motivated in order to continue their courses. This study by providing techno-pedagogical design and IS design theory for support of IE helps e-learning practitioners who want to design an acceptable distance educational system with limited financial resources.
Program: Magisterutbildning i informatik

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Mohammed, Nasrudin. "The effectiveness of the Distance Education Programme in Mara Institute of Technology." Thesis, Cardiff University, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.324970.

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Dissertations / Theses on the topic 'Distance education Educational technology'

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