To see the other types of publications on this topic, follow the link: Online distance learning modality.
Dissertations / Theses on the topic 'Online distance learning modality'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 dissertations / theses for your research on the topic 'Online distance learning modality.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.
1
Strawser, Michael G. "A MODEL MODALITY: ASSESSING THE EDUCATIONAL INTEGRITY OF THE BLENDED BASIC COURSE." UKnowledge, 2015. http://uknowledge.uky.edu/comm_etds/34.
Full textAbstract:
The creation of a hybrid/blended basic course aligns with university goals and may increase viable curricular options for student success. If universities offer hybrid courses, they ought to do so based on data-driven evidence confirming that face-to-face (F2F) and hybrid courses are comparable. Thus, the purpose of this study was to assess the learning outcome achievement of students enrolled in a blended (hybrid) version of the basic course. More specifically, a comparative analysis of student affective, cognitive, and behavioral learning outcome achievement in face-to-face sections and hybrid sections was conducted. This study also examined affect for course delivery format for students enrolled in traditional F2F compared to hybrid sections. Ultimately, two important conclusions were drawn from this analysis. First, hybrid courses are a viable instructional modality for delivering the basic communication course. Second, students are satisfied with aspects of both F2F and blended course modalities. More specifically, each course delivery format has strengths and weaknesses and instructors, students, and university administrators share responsibility for course and student success.
2
Gallagher, Debra. "Learning styles, self-efficacy, and satisfaction with online learning is online learning for everyone? /." Bowling Green, Ohio : Bowling Green State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1171920981.
Full text
3
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.
Full textAbstract:
Thesis (Ph. D.)--University of Missouri-Columbia, 2005.<br>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.
4
Phillips, Alana S. "Retention: Course Completion Rates in Online Distance Learning." Thesis, University of North Texas, 2015. https://digital.library.unt.edu/ark:/67531/metadc822741/.
Full textAbstract:
Online courses in higher education have a reputation for having a lower course completion or retention rate than face-to-face courses. Much of this reputation is based upon anecdotal evidence, is outdated, or is on a small scale, such as a comparison of individual courses or programs of instruction. A causal-comparative analysis was conducted among 11 large, high research public universities. The universities were compared to each other to determine if differences existed between online and face-to-face course completion; undergraduate and graduation online course completion was analyzed for differences as well. The findings suggested the magnitude of the differences between online and face-to-face completions rates was small or negligible. The area which showed a higher magnitude of difference was in the comparison between undergraduate and graduate online course completion; the practical significance could be worth considering for educational purposes.
5
Squillace, Diana Marie. "Distance education: The development of online learning environments for the online student." CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2394.
Full textAbstract:
This project examines online learning tools and software that are applicable to K-12 and post-secondary distance learning environments. Powerpoint, Webquest and Inspiration 7 have been utilized to develop a lesson plan and storyboard that incorporate the constructivist theory of learning. An accompanying Web site, "Learning Tools for the On-Line Student," serves as a resource for instructional technology educators and includes information on designing lesson plans and evaluating students. The site also provides links to online tools and software that are useful in online learning environments.
6
Yang, Min. "The viability of online distance learning provision for adult distance learners in Guangdong, China." Thesis, Nottingham Trent University, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.429428.
Full text
7
Ford, William. "Online Learning in Biology: An Investigation into Designing Online Learning Resources." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etd/3330.
Full textAbstract:
As technology continues to advance, many instructors are incorporating online activities into their courses. While online learning has several benefits, there is still debate on how instructors can best develop and utilize these resources in their classroom. This study is split into two smaller projects that both aim to provide further insights on how to develop online activities that target undergraduate biology students. The first project revealed that elaborative feedback in a phylogenetic activity was more useful for students who had some exposure to phylogenetics prior to completing the activity. The results of the second project revealed that the appearance of two simulations’ user interfaces does not have a significant effect on learning outcomes. However, many students responded that these simulations did increase their understanding of the concepts, indicating simulations can play an important role in the biology classroom.
8
Besich, Marilyn Ann. "Learning tactics of successful online learners." Diss., Montana State University, 2005. http://etd.lib.montana.edu/etd/2005/besich/BesichM0505.pdf.
Full text
9
Collins, Michael Christopher. "Multimedia data capture with multicast dissemination for online distance learning." Thesis, Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 2001. http://handle.dtic.mil/100.2/ADA401308.
Full textAbstract:
Thesis (M.S. in Modeling, Virtual Environments and Simulation (MOVES)--Naval Postgraduate School, December 2001.<br>Thesis Advisor(s): Brutzman, Don. "December 2001." Includes bibliographical references (p. 175-177). Also available in print.
10
Sousa, Sonia. "Online distance learning : exploring the interaction between trust and performance." Thesis, Sheffield Hallam University, 2006. http://shura.shu.ac.uk/20386/.
Full textAbstract:
The research reported in this thesis makes a contribution towards a comprehensive understanding of the online distance learning process. This research specifically addresses the effects of learners' trust in relation to particular trust factors in their academic performance when studying at a distance. An initial theoretical framework is outlined, which encompasses investigated areas such as distance education, online distance learning, trust, performance, as-sessment, online communities, co-operation and collaboration. Subsequently, a two stage empirical research process is described. Firstly, a survey is outlined to enable the construction of a set of trust factors characterising learners' beliefs in relation to online distance learning issues as well as to provide the student group profile. Secondly, a study which accounts for both a quantitative and qualitative data collec-tion is presented. Quantitative data was used to test an hypothesis which explored the relation between trust and performance under different conditions. Qualitative data was gathered to better understand and explain the results from the first stage. Results identified the importance of fostering trust in a distance learning community and in providing trustful online distance learning environments and reflects on the understanding of the concept of trust and possible implications for the online distance learning design and it pedagogy. Implications for online distance learners' needs and support are also identified. Results also confirmed the interaction between trust and performance although some results were unexpected. For instance, under certain conditions a negative correlation between trust and academic performance was identified. These results might, somehow, be related to Cape Verde's specific characteristics such as limited broadband access to the Internet and access to ICT facilities, serious water and electricity shortages, limited agricultural possibilities and shortage of higher education opportunities. Within this context, this work's major contributions are at the intersection of areas such as trust, online distance learning and learners' academic performance. Which offers an. increased understanding of the effects of learners' trust beliefs over their academic performance in online distance learning processes. An additional contribution was the development of an Information and Communication Technologies Online distance learning module for every initial year of the Universidade Jean Piaget de Cabo Verde undergraduate programme, thus contributing to reducing the existing gap between developed and developing countries. A complementary contribution is the identification of a number of consequent research questions which pave the way for future research work.
11
Kielty, Lori S. "Feedback In Distance Learning: Do Student Perceptions Of Corrective Feedback Affect Retention In Distance Learning?" [Tampa, Fla.] : University of South Florida, 2004. http://purl.fcla.edu/fcla/etd/SFE0000255.
Full text
12
Williams, H. J. "Postgraduate perspectives of distance e-learning : a qualitative case study of online distance learning in occupational safety and health." Thesis, University of Salford, 2004. http://usir.salford.ac.uk/2177/.
Full textAbstract:
The use of the Internet as a medium for education has grown exponentially since the mid-1990s. Institutions of higher education are increasingly offering online access to distance education programmes, especially at postgraduate level. Some see e-learning as offering solutions to many problems traditionally associated with distance education. Research into e-learning at a distance has largely focussed on the effectiveness of differing technologies for the delivery of online courses, the emphasis being upon the technology itself, with few studies examining the student experience of this new phenomenon. It is therefore argued that a gap exists, as the views of distance e-learners at postgraduate level have seldom been paid attention, with their specific and individual needs failing to be addressed. This study aims to rectify this gap by examining postgraduates' experiences of e-learning at a distance. The purpose of the study is to inform the future development of elearning at postgraduate level and help determine how higher education can best support this rapidly expanding group of learners. The research presents a qualitative case study of a group of students studying modules from the University of Salford's MSc/Postgraduate Diploma in Occupational Safety and Health in a virtual learning environment called GOLDPhase, which was specifically designed and developed to facilitate the study. Issues related to the students' heightened awareness of their peers, their sensitivity to tutor feedback, and the learning strategies they adopted are identified and discussed. The findings show that e-learning engendered a range of barriers and enhancements for this group of distance learners. The enhancements were largely computer based and barriers were mostly sociological. The findings have implications for both online teaching and online learning strategies. As distance e-learning is in its infancy the study will increase overall understanding in this area and contribute to the growing body of knowledge.
13
Sandoe, Cheryl. "Measuring Transactional Distance in Online Courses: The Structure Component." Scholar Commons, 2005. https://scholarcommons.usf.edu/etd/844.
Full textAbstract:
Online or web-based courses have become prolific in our educational environment over the past several years. The development of these courses can be guided by systematic design models to ensure quality instructional design. Transactional distance, the theory that claims the distance an online student feels is more of a pedagogical distance than a geographic one, consists of three factors: structure, dialogue, and learner autonomy. Accurate measurement of these three factors is needed in order to substantiate its claims and to best determine the delivery implications. This study produced an instrument that measures the structure component of the transactional distance theory as it pertains to the online environment. A total of 20 online courses were evaluated using the Structure Component Evaluation Tool (SCET). Experts in the field validated the instrument and reliability was determined by calculating Cronbachs alpha as well as examining inter-rater reliability. The SCET also excelled in a comparison to other instruments in the field in terms of its ability to produce rich, valid information about the structure of online courses.
14
Porter, Mary. "The benefit of distance learning." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2776.
Full textAbstract:
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.
15
SILVA, EUNICE DE CASTRO E. "LEARNERS CONCEPTION ON ONLINE TUTORING: A DISTANCE LEARNING COURSE CASE STUDY." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2013. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=28285@1.
Full textAbstract:
PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO<br>CONSELHO NACIONAL DE DESENVOLVIMENTO CIENTÍFICO E TECNOLÓGICO<br>A educação na modalidade a distância tem sido apontada como uma estratégia eficiente para a formação inicial e continuada de professores para a educação básica. Contudo, a expansão dessa modalidade também vem acompanhada de críticas e preocupações quanto à qualidade dessa formação. Uma das problemáticas principais da EAD reside na mediação pedagógica, em relação à díade aluno–mediador e/ou professor. Nesse sentido, esse trabalho teve como objetivo investigar a concepção dos alunos de um curso de especialização na modalidade a distância sobre a mediação pedagógica, partindo das seguintes questões de estudo: Quais atribuições os alunos delegam à mediação pedagógica? Quais as contribuições da mediação pedagógica para a qualidade da formação dos cursistas? Como as tecnologias da comunicação e informação (TIC) potencializam a mediação pedagógica? A fim de compreender o conceito de mediação, procuramos fazer uma pesquisa desse termo em campos interdisciplinares, relacionando-o com os avanços das TICs na educação a distância. Optamos, metodologicamente, por um estudo de caso do Curso de Especialização Tecnologias em Educação – PUC Rio. Para a produção de dados fizemos um recorte das respostas dos cursistas sobre a mediação pedagógica exercida no decorrer do curso, após aplicação de um questionário. As questões fechadas foram analisadas com a ajuda do programa SPSS, e selecionou-se uma questão aberta que foi trabalhada através da análise de conteúdo, utilizando-se o programa Alceste. Os resultados provenientes das questões fechadas mostraram uma grande aceitabilidade da atuação do mediador pedagógico. Na análise qualitativa, o software Alceste originou quatro classes, sendo posteriormente identificadas como: estratégias pedagógicas de mediação e mediador assistente; mediador tira-dúvidas; motivação ao aluno; formação do mediador pedagógico e influências da mediação na atuação profissional do aluno. As concepções dos cursistas revelaram o reconhecimento e a valorização da mediação como essencial para que o aluno construa o conhecimento esperado no processo de aprendizagem. Ficou evidenciada a complexidade da prática profissional do mediador tendo, inclusive, influência na formação e atuação profissional do cursista.<br>Distance learning has been identified as an effective strategy for initial and continuing teacher training in the primary and secondary education sector. However, expansion in this field has also been followed by criticisms and concerns about the quality of such training. One of the main issues in distance learning is online tutoring, more specifically learner-tutor and/or learner-teacher interaction. Therefore, the objective of the present study was to investigate learners conception on online tutoring in a distance learning specialization course. Our main research study questions were: What do learners expect from their online tutors? Which contributions does online tutoring offer to the quality of learners training? How can ICT enhance the online tutoring practice? In order to understand the concept of online tutoring, an interdisciplinary research of the term was undertaken, relating it to the advances/development of ICT in distance education. The chosen research method was a case study on the specialization course Tecnologias em Educação – PUC Rio. Data on online tutoring were gathered from the learners responses to a questionnaire. Close-ended questions were analysed with the help of the SPSS software. One open-ended question was selected and analysed through the content analysis method and with the help of the Alceste software. Results originated from the close-ended questions showed high acceptance of the online tutor performance. In the qualitative analysis, Alceste originated four classes, identified as: online tutoring pedagogical strategies and assistant online tutor; question answerer online tutor; motivating the learner; online tutor training and influences of online tutoring on the learners professional practice. Learners opinions demonstrated the recognition and appreciation of online tutoring as an essential part of knowledge building during their learning process. The complexity of online tutoring practice and its influence on the training and professional development of the learner were also demonstrated.
16
Ahmad, Arshad. "Validating a theory-based design for online instruction : the integrated learning model." Thesis, McGill University, 2000. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=36861.
Full textAbstract:
The goal of this study is to present the empirical results of a design experiment that validates the Integrated Learning Model (ILM). The study also explores the contribution of multiple Web-tools that facilitate specific learning outcomes.<br>Using a multiple paradigmatic approach that blends the best of both cognitive and situative perspectives in an open-learning constructivist environment, three broad constructs were used to identify variables that influence learning. These constructs include (1) knowledge acquisition strategies ; (2) cognitive tools that support practice and (3) assessment components that capture artifacts of learning.<br>In addition, the ILM uses expertise, pedagogical content knowledge and self-regulation as principles that anchor instructional designs. While these principles have traditionally been operationalized separately in classroom settings, they have not been implemented simultaneously to constitute the core elements of an open-learning model. The ILM represents such a synthesis.<br>Data were collected from 338 students using various tools online, as well as from four surveys administered throughout the semester. Sixty percent of the participants were male with an average age of 21 years. They spent approximately six hours per week on the course. Print material, interactive practice tests and online information were the most frequently used tools. Other tools such as videos and communication software were also positively rated. The majority preferred a mixture of discovery learning and guided instruction. From the fifteen online items, three extracted factors explained 69% of the total variance and loadings were above the 0.7 threshold. These factors correspond to the three broad constructs identified above. Given these dimensions and the latent construct (learning), Structural Equation Modeling techniques were applied to confirm the ILM.<br>The ELM is introduced to encourage designers of Web-based instruction to engineer appropriate knowledge acquisition strategies and to practice opportunities and appropriate assessment methods that are theoretically driven and constructively aligned in an open learning environment. Such Web-designs open new doors to faculty, administrators, employers, and learners. They help to explain why participants learn meaningfully and what might enable them to create knowledge.
17
Fox, Jan Isobel. "Review of the factors influencing the satisfaction of learning in online courses at Marshall University." Morgantown, W. Va. : [West Virginia University Libraries], 2000. http://etd.wvu.edu/templates/showETD.cfm?recnum=1345.
Full textAbstract:
Thesis (Ed. D.)--West Virginia University, 2000.<br>Title from document title page. Document formatted into pages; contains ix, 128 p. Vita. Includes abstract. Includes bibliographical references (p. 88-106).
18
Harbeck, Julia Dedrich. "Community College Students Taking Online Courses: The Student Point-of-View." Diss., Virginia Tech, 2001. http://hdl.handle.net/10919/26119.
Full textAbstract:
A qualitative examination of community college studentsâ experiences taking on-line courses. The study addresses the research question, "How do community college students construct their on-line experiences?" In order to answer this question, the following foci were examined: What are the characteristics of students taking online courses?, Why are they taking on-line courses?, What are facilitative or debilitative dimensions or features that promote or inhibit success in on-line courses?, and, How does the community college infrastructure support students taking web-based courses?
The results of the study were grouped into 4 categories: Interpersonal Support, Student Characteristics, Course Issues, and Infrastructure Support. All but 2 of the findings of the PRCC Study are supported by research. The first factor not mentioned in the literature is that some students choose to take a course on-line if they are not interested in the content of the class. The second finding not implicated in the research is that electronic distractions of Instant Messagingâ ¢ and the lure of surfing the Web seem to be more debilitating than interruptions from other sources such as family and work.
Other implications of this study involve concerns that are common to both on-line and on-site instruction, as well as the connection between constructivism and on-line learning. Facilitative and debilitative dimensions or features that promote or inhibit success in on-line courses imply that faculty and institutions need to be adapting to the demands of teaching and learning on the Web. Implications of the Study examine improvements to the study and ideas for future research.<br>Ph. D.
19
Wu-Rorrer, Billy Ray. "A Case Study in Online Instruction for a Non-Laboratory-Based Course in Herbaceous Plants." Thesis, Virginia Tech, 2004. http://hdl.handle.net/10919/30831.
Full textAbstract:
<p> This case study examined asynchronous online instruction to suggest practices of delivering a traditional lab-based course via the Internet and effective ways of teaching in such an environment. Numerous studies were outlined to compare traditional and distance education student outcomes, commonly referred to as the media comparison approach. This approach, as it pertains to the instructional design process, was outlined in-depth to provide an outline for future online courses in Herbaceous Plants.
</p><p>The instructorâ s enthusiasm and interests about delivering an online course led to the development and implementation of the first Herbaceous Plants course at The George Washington University. The course was offered in an attempt to address the growing needs and requests of the Landscape Design students for a course on herbaceous plants. </p><p>
Institutions can use this study to gain insight into the technologies used in distance education and how traditional lab-based courses can be taught through asynchronous, online environments. A well developed distance education program can be a time saving, cost-effective solution in higher education. In order to implement similar courses, institutions should complete individualized instructional designs prior to the development of the course.
</p><p>While technologies such as the Internet, email, and videostreaming have effectively facilitated dramatic increases in our abilities to disseminate information, distance education is not the solution to every educational challenge. In time, online instruction will take its place in contemporary education while continuing to expand educational opportunities to new and distant audiences whose quest for knowledge would otherwise be hampered by time or distance.
</p><br>Master of Science
20
Dolloph, Frances M. "Online higher education faculty perceptions, learning, and changes in teaching /." Morgantown, W. Va. : [West Virginia University Libraries], 2007. https://eidr.wvu.edu/etd/documentdata.eTD?documentid=5296.
Full textAbstract:
Thesis (Ed. D.)--West Virginia University, 2007.<br>Title from document title page. Document formatted into pages; contains vi, 152 p. : ill. (some col.). Vita. Includes abstract. Includes bibliographical references (p. 110-122).
21
Wesolowski, Meredith C. "Facilitating problem based learning in an online biology laboratory course." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file, 150 p, 2008. http://proquest.umi.com/pqdweb?did=1601519971&sid=6&Fmt=2&clientId=8331&RQT=309&VName=PQD.
Full text
22
Buck, Julia M. "Perceptions of the online learning environment among college students who have never taken an online course." Online version, 2009. http://www.uwstout.edu/lib/thesis/2009/2009buckj.pdf.
Full text
23
Keramidas, Cathy Galyon, and Michael Mayton. "Who's Ready to Learn Online?" Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/517.
Full textAbstract:
Online coursework is common in Special Education Programs that train teachers for rural areas. Does every student have the potential to learn well online? This session will discuss a study where half of the students were face-to-face and the other half were online. The two sections will be compared.
24
Wang, Qifu. "A study of barriers to online learning in distance education in China." Thesis, University of Nottingham, 2013. http://eprints.nottingham.ac.uk/28966/.
Full textAbstract:
China's 'Modern Distance Education' is a government-led initiative prompted by the need to widen access to higher education and by the opportunities offered by the development of a widespread infrastructure of information and communications technologies. Distance education using television, radio and other technologies has a long history in China, but the advent of computer communications opened new possibilities for promoting educational development and the policy goal of modernisation. Distance education in China now involves online learning, to various degrees. However, the effectiveness of online courses depends on learners accessing them and using the resources provided. Does this happen? How well do learners manage their online learning? What barriers do they encounter? This thesis examines these questions through a study of adult distance learners based on analysis of a survey of 2931 learners and in-depth interviews with 21 learners and distance education experts in several locations. I find that: (1) The barriers to online learning faced by the sample learners are of seven types: communication and interaction; teaching and courses; learning resources; learning support services; external support and economic burdens; computer and network operation skills; and conditions for accessing the Internet. (2) Among the seven types of barrier, the 'communication and interaction' barrier is not only acting as the most important one faced by these learners, but also exists as a markedly independent one. (3) Improvements in 'communication and interaction' are the most effective in overcoming the other barriers and also contribute to increasing the learners' learning efficiency. This leads to the perception that working on 'communication and interaction' is very likely to be the best starting point for tackling barriers to online learning. According to these findings, I believe that if the situation of 'communication and interaction' in online learning can be improved for online learners to meet their desire for 'sociability', and once they can thus establish their own 'learning communities' and form relatively stable 'student-to-student' relationships, and 'student-to-teacher' relationships, other learning barriers will be reduced as well. Hence, I argue that we should always pay attention to making 'communication and interaction' occur effectively for online learners in the learning process. We should consider the matter of 'interaction' not only in the delivery process of teaching and tutoring as well as in learning activities, but also in the production of teaching materials and in the provision of learning materials, as well as in the building of learning environments. In a word, it is necessary to put the whole matter of 'interaction' at the core of the instructional system design for online learning.
25
Ingle, Faye K. "Student Retention and Completion Rates in a Postsecondary Online Distance Learning Environment." NSUWorks, 2004. http://nsuworks.nova.edu/gscis_etd/601.
Full textAbstract:
Responding to demands from legislatures, financial aid providers, accreditation organizations, and other entities, colleges and universities are strongly committed to retaining students and assuring their consistent progress toward degree attainment. Student retention is a strong indicator of institutional performance. It mirrors the extent to which students are successfully integrated into the institutional culture, reflects students' level of satisfaction with their continuing educational experience, and signals the likelihood of student graduation.
While the theoretical literature that attempts to describe the variables that effect improvements in online student retention is abundant, published empirical research designed to verify those theoretical constructs is scarce. Two distinct but complementary processes were implemented to gain a more complete understanding of online student retention. First, overall rates for online student retention, course completion, and student success were estimated using student counts obtained from a random sample of postsecondary online distance learning programs. These rate estimates, presented as weighted averages, provide a point of reference for comparing and improving student retention, course completion, and student success in other programs. Second, this dissertation presents a meta-analysis of published and unpublished empirical research, performed between 1994 and 2004, that quantified the relationship of a number of independent variables to online student retention. In addition, online survey responses of research, instructional, and administrative online distance learning practitioners are juxtaposed to these results for emphasis or contrast.
The results of this dissertation suggest that online distance learning programs should strongly integrate specific attributes and activities in their courses to improve student satisfaction, learning, and retention, which will require a strong faculty commitment to critically assess their teaching practices and to implement instructional improvements. The benefits should include an enhanced student commitment to persist.
26
Lawson, Cheryl L. "A Change Agent in the Use of Continuing Online Distance Learning Technology." Thesis, University of North Texas, 2009. https://digital.library.unt.edu/ark:/67531/metadc11027/.
Full textAbstract:
Managers of public libraries have been presented with a new set of challenges in the day-to-day operations of public libraries. These include their ability to serve as change agents as they manage the use of continuing online distance learning (CODL) for staff. This online tool may provide staff opportunities for on-the-job learning, yet for managers and managerial staff little is known about how the tool impacts their role in light of the changes. This research investigates the perceptions of 103 Northeast Texas Library System managers and managerial staff about their role as a change agent in the use of CODL using an exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) to determine the outcome. Administrators from urban, suburban, and rural public libraries were surveyed using a General Training Climate Scale to explore three constructs: extent of the manager role, manager role, and use of CODL. Data analysis was performed using exploratory and confirmatory analysis to support the theoretical model. An altered model was tested and confirmed through model fit indices.
27
Ma, Guoping. "Online learning community in the context of distance education a case study /." [Bloomington, Ind.] : Indiana University, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3243787.
Full text
28
Lawson, Cheryl L. Wheeler Maurice B. "A change agent in the use of continuing online distance learning technology." [Denton, Tex.] : University of North Texas, 2009. http://digital.library.unt.edu/permalink/meta-dc-11027.
Full text
29
Renner, Jasmine R. "E-Learning and Mobile Learning Training Manual for Colleges and Universities: Transforming Learning." Digital Commons @ East Tennessee State University, 2015. http://amzn.com/1511917350.
Full textAbstract:
This manual provides detailed guidance on creating, designing and developing e-learning and m-learning courses, materials and resources for instructors, faculty, staff, trainers and instructional designers who are new to e-learning design at colleges and universities, especially in Africa and in developing nations. It provides basic concepts and information on the processes and resources involved in e-learning development, and a step by step systematic guide on how to design and develop e-learning and m-learning courses and resources in universities and colleges. The information in this manual is based on consolidated instructional design models and learning theories and incorporates the designer’s experience in delivering e-learning and m-learning courses in development contexts.<br>https://dc.etsu.edu/etsu_books/1066/thumbnail.jpg
30
Jenkins, Stephen Philip. "Online Learners: a Study of their Advising Attitudes, Experiences, and Learning." PDXScholar, 2018. https://pdxscholar.library.pdx.edu/open_access_etds/4657.
Full textAbstract:
Academic advising for online learners has been identified in prior research as an important student service. However, little research exists to assist advisers in knowing how best to serve this growing group. The purpose of this study is to close that research gap by determining if and how online and on-campus learners differ in how they rate the importance of various functions of academic advising as well as determining if their frequency of access to academic advising and source of advising information differed. Additionally, the research examines if the types and levels of learning for online learners varied by frequency of advising, source of advising information, and satisfaction with advising received.
Participants in the non-experimental, survey-based, exploratory research study include 6,368 undergraduate students pursuing a bachelor's degree at three public institutions including two four-year institutions and one community college. Participants received a survey asking them about their experiences with and attitudes towards academic advising. Results indicate that online and on-campus learners differ in how they rate the relative importance of the different functions of academic advising and that those differences are uniquely related to learners' status as online learners. Additionally, online learners reported more of the types of learning expected from academic advising when they received their advising from an adviser as opposed to advising tools (e.g., web sites, advising guidelines) or their informal social networks, when they were advised more frequently, and when they were satisfied with the advising they received. Implications for practice and suggestions for future research are discussed.
31
Farahani, Gohar Omidvar. "Existence and Importance of Online Interaction." Diss., Virginia Tech, 2003. http://hdl.handle.net/10919/27169.
Full textAbstract:
This research explored the existence and importance of interaction in online courses as perceived by online learners and instructors. The study was based on data from online students and instructors in the fall 2002 semester at Mid-Atlantic Community College(1). Two web-based surveys were used to collect data. Eighty-eight of 267 online students completed the survey, for a response rate of 33%. The study was based on constructivist theory which suggested that students learn by actively participating in the learning process through interaction with the instructor, other students, and course materials. This interaction was measured by different online interaction modalities and a five-step interactivity model developed by Salmon. This model suggested that the intensity of interactivity involves five steps: access and motivation, online socialization, information exchange, knowledge construction, and development. In addition, student characteristics (age and gender) and pedagogical variables (online experience and learning preferences) were included. Findings of the survey revealed that students perceived a moderate to high level of availability in a majority of the interactivity modalities. The highest interaction was reported between students and instructor through email communication and feedback on students? work by instructors. In addition, student ratings of the availability of different interaction modalities in online instruction were correlated with their perceptions of the importance of these modalities. Students reported satisfaction with the level of interactivity in their online courses. In contrast, responses to Salmon?s model revealed a high level of unavailability of the various interactivity criteria. The result of instructor survey, based on 13 responses, revealed that online instructors perceive interaction with students through email communication and providing feedback on their work were important. They did not perceive many of the interactivity criteria introduced by this research to be important. Therefore, they reported these criteria as unavailable in their online courses. This study is important because the extent of systematic research on availability and importance of online interaction is limited.
(1)- To preserve the anonymity of respondents, this name is a pseudonym.<br>Ph. D.
32
Smolka, Jennifer. "Participant's perceptions of online staff development and learning tools." Thesis, University of North Texas, 2003. https://digital.library.unt.edu/ark:/67531/metadc4175/.
Full textAbstract:
This study analyzed participants in an online professional development and certification program can to see if they could predict the learning value of individual distance education tools. The Texas Center for Educational Technology (TCET) funded by the Texas Telecommunications Infrastructure Fund (TIF) designed the Technology Applications Certification Program (TACP). In the TACP, students are offered four graduate level classes which, when combined, meet the standards for the State Board for Educator Certification (SBEC) Technology Applications certification. The four courses that comprise the TACP are Computers in Education, Introduction to the Internet, Multimedia in Technology Applications, and Introduction to Video Technologies. The first course started in January 2002 with approximately 706 participants in 40 cohorts across the state of Texas. The TACP combines two different worlds of technology training. Half of the coursework was completed through asynchronous content and discussions, while the remaining classes were hands-on classes in local district computer labs. These face-to-face meetings enabled learners to get hands-on training with direct assistance. Between the online and face-to-face segments, a variety of learning tools were introduced to the participants. Participants were surveyed through the online Snapshot Survey in January and again in September.
33
Sparrow, Robert. "Exploring undergraduate hospitality student attitudes about online learning." Thesis, Kansas State University, 2012. http://hdl.handle.net/2097/13724.
Full textAbstract:
Master of Science<br>Department of Hospitality Management and Dietetics<br>Kevin Roberts<br>Distance programs in higher education have become commonplace in the United States because of developments in technology. Despite these advancements, hospitality programs have been reluctant to create fully online offerings for undergraduate students. This study wanted to focus on understanding the attitudes of undergraduate hospitality students about online learning. Specifically, the objectives of this study were to determine the attitudes of hospitality students about online learning, to analyze which technologies they have used during their academic careers, and to analyze which technologies are perceived as most useful to facilitate learning. Focus groups were conducted with a select group of students to better understand their attitudes and experiences with online learning and learning technologies. An online survey was distributed to undergraduate hospitality management students at five Midwestern universities. Means and standard deviations were used to measure overall student attitudes about online learning and to measure ratings of effectiveness and past use of selected technologies for online learning. An analysis of variance (ANOVA) was used to determine the relationships between educational levels of students and perceptions of online technologies, as well as the relationship between experience with online courses and attitudes towards online learning. A t-test was used to determine if a relationship existed between gender and attitudes towards online learning. Results from this study revealed that respondents preferred to use more familiar technologies such as slideshow presentations and email for online learning. Students reported that they would miss the interaction with their professors if they took an online course and would receive less help. Females and males differed in their attitudes about online learning. Results from this study will assist hospitality curriculum developers to better understand the attitudes and needs of undergraduate hospitality management students in the online learning environment.
34
Stewart, Shelley. "A Study of Instructional Strategies that Promote Learning Centered Synchronous Dialogue Online." [Tampa, Fla] : University of South Florida, 2008. http://purl.fcla.edu/usf/dc/et/SFE0002501.
Full text
35
Lary, Lynn M. "Online learning : student and environmental factors and their relationship to secondary school student success in online courses /." view abstract or download file of text, 2002. http://wwwlib.umi.com/cr/uoregon/fullcit?p3055697.
Full textAbstract:
Thesis (Ph. D.)--University of Oregon, 2002.<br>Typescript. Includes vita and abstract. Includes bibliographical references (leaves 246-252). Also available for download via the World Wide Web; free to University of Oregon users.
36
Pyke, J. Garvey. "Types and frequencies of instructor-student feedback in an online distance learning environment." [Bloomington, Ind.] : Indiana University, 2007. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3299089.
Full text
37
STUART, JANE SHEPHERD. "THE DESIGN AND USE OF STRATEGIES IN FACE-TO-FACE AND ONLINE INSTRUCTION." University of Cincinnati / OhioLINK, 2003. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1046806473.
Full text
38
Johnson, Carissa. "Understanding Doctoral Success Factors in Online Education Programs." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1360.
Full textAbstract:
The doctoral student completion rate in the United States is approximately 57% across all disciplines. The purpose of this mixed-methods study was to investigate doctoral students' perceptions of program completion across multiple online doctoral programs at a single university. The quantitative component examined differences in 4 doctoral program completion-related factors between students in 2 capstone completion stages and 6 academic programs. The qualitative component included an analysis of student perceptions of program completion. Attribution theory was used as a framework to understand the ways that personal attributions influence the success of the participants. The Doctoral Completion and Persistence Scale (DCPS) used in this study measured success scales of individual ability to persist, inter-program relationships, program culture, and dissertation preparation. Four 2-way analysis of variances were used to test for mean differences in these scale scores between preprospectus (n = 10) and postprospectus (n = 18) students enrolled in the doctoral programs. Individual ability to persist scores were significantly higher for preprospectus students and there were no significant differences found between programs. The DCPS' qualitative open-ended prompts were also analyzed for themes in reflections. Open coding and thematic analysis revealed that faculty relationships were an important emergent theme for maintaining persistence for all students. A professional development project was developed to provide strategies to assist doctoral stakeholders in their efforts to increase student persistence. Positive social change results when students persist and complete their doctoral programs with the collective support of stakeholders.
39
Bungard, Patrick Allen. "MEETING THE DISTANCE EDUCATION CHALLENGE: A GUIDE FOR DESIGNING ONLINE CLASSROOMS." CSUSB ScholarWorks, 2017. https://scholarworks.lib.csusb.edu/etd/587.
Full textAbstract:
The emphasis on education fluctuates with the economy. When education is encouraged, many individuals flock to colleges and universities to increase earning potential or achieve goals. Thanks to advancements in technology, distance education in the 21st century can be similar to face-to-face education. Students spend many hours sitting in front of a computer completing course work. Although still in infancy stages, online education has vastly improved. Perspectives like teaching adults (andragogy), transformative learning, and teacher immediacy all address teaching individuals from afar. In consultation with these three perspectives, several qualitative measures have been developed aid with online course design. This graduate project intends to assist faculty with setting up an online course using Andragogy, Transformative Learning Theory, and Teacher Immediacy as the backbone. In addition, the Quality Online Course Initiative, Quality Matters, and Quality Online Learning and Teaching tools are applied.
40
Lewis, Tracie Olds. "The Preparation of Faculty to Teach Online: A Qualitative Approach." Diss., Virginia Tech, 2007. http://hdl.handle.net/10919/26750.
Full textAbstract:
This study used a qualitative approach to explore how faculty were prepared to teach online at institutions of higher education. Six participants, including experienced (with three or more years of experience teaching online) and non-experienced (with less than two years of experience teaching online), were purposely selected to participate. The participants were interviewed concerning their preparation experiences, the preparation activities that were most beneficial to them, and the areas in which they wanted further development for teaching online. Data from the interviews were coded and analyzed. Findings revealed that although institutions were providing activities that faculty members found to be beneficial, workshops and one-to-one assistance, activities that incorporated both technical and pedagogical strategies were still necessary. This study provides information that can be used to assist faculty when preparing to teach online and to assist institutions in redesigning and developing faculty development activities for preparing faculty to teach online.<br>Ph. D.
41
Stefan, Silvia A. "The Differences of Faculty Voices: Views and Experiences with Online Learning." Youngstown State University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1464786999.
Full text
42
Wheatley, Alex W. "Perceptions of Special Education Services Delivered Through Online Learning Environments During COVID-19." BYU ScholarsArchive, 2021. https://scholarsarchive.byu.edu/etd/9082.
Full textAbstract:
Elementary and secondary schools saw a major shift in how instruction was delivered during the COVID-19 pandemic. Schools across the United States shut down or participated in online learning. This shift to online learning led many to question how special education services should be delivered to students with disabilities. The purpose of this study was to gauge perceptions of special education services delivered in a remote learning environment during a public health crisis. Teachers, related service providers, and parents of students with disabilities (n = 108) from across the United States were surveyed. Results showed synchronous online learning to be the most prevalent form of providing special education services. However, participants largely viewed online instruction as ineffective at providing quality services for students with disabilities. Implications for improving online services for students with disabilities could include identifying specific reasons for participants' negative views which may lead to more actionable steps in improving online learning moving forward. In addition, examining actions taken by schools that have led to positive impressions of online learning among parents and educators could also be used to improve perceptions of online instruction for students with disabilities. Directions for future research are also discussed.
43
Mitchell, Elizabeth. "Applying and assessing a contingency model for online learning policy implementation in higher education /." Burnaby B.C. : Simon Fraser University, 2006. http://ir.lib.sfu.ca/handle/1892/2785.
Full text
44
Murray, August T. "Impact of Military Deployment and Distance Learning on Soldier-Students." NSUWorks, 2013. http://nsuworks.nova.edu/gscis_etd/256.
Full textAbstract:
Soldiers face complex challenges, issues, and decisions when pursuing distance learning while deployed. These challenges are encountered frequently while completing undergraduate and graduate degree programs on active duty overseas. Many learning programs and benefits are available and utilized by military online learners in a war zone. Education programs and benefits, such as, GoArmyEd, and the Post-9/11 GI Bill, have had major impacts on deployed military learners.
The dissertation reviews impacts on academic enrollment, utilization of military education benefits, and course completion of soldier-students affected by military deployment. A literature review, survey, and research based on soldiers deployed from 2009-2010 identified several impacts on military learners from the time of the deployment through a two year period following return. Issues include application and utilization of benefits, beginning studies, halting studies, or transitioning from traditional to distance learning programs. In addition, challenges with soldier awareness and use of military education benefits and distance learning programs are presented.
45
Martinek, Diane K. "A study to determine the value and effectiveness of online distance learning to technical and community college students." Online version, 2002. http://www.uwstout.edu/lib/thesis/2002/2002martinekd.pdf.
Full text
46
Garland, Diana K. "Learning style characteristics of the online student : a study of learning styles, learner engagement and gender /." free to MU campus, to others for purchase, 2002. http://wwwlib.umi.com/cr/mo/fullcit?p3074403.
Full text
47
Cameron, Nancy G. "Best Practices for Online Teaching: Building a Learning Community." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/7043.
Full text
48
Keramidas, Cathy Galyon. "Going Online! Meeting the Needs of ALL Stakeholders When Creating an Online Certification Program." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/519.
Full text
49
Welsh, Johnelle Bryson Allen Jeff M. "Identifying factors that predict student success in a community college online distance learning course." [Denton, Tex.] : University of North Texas, 2007. http://digital.library.unt.edu/permalink/meta-dc-5111.
Full text
50
Welsh, Johnelle Bryson. "Identifying factors that predict student success in a community college online distance learning course." Thesis, University of North Texas, 2007. https://digital.library.unt.edu/ark:/67531/metadc5111/.
Full textAbstract:
The study's purpose was to identify demographics, educational background, finances, formal and informal education and experiences, reading habits, external environmental factors, psychological factors, and computer efficacy factors that predict a student's ability to successful complete an online (Web-based) distance learning community college course. Major student retention theories and student attrition and persistence research guided the study. Distance learners (N = 926) completed four surveys, which collected data for 26 predictor variables that included age, gender, marital status, ethnicity, support others, course load, first-time student, last semester attended, student type and location, financial stability, tuition payment, prior learning experiences, reading habits, family support, enrollment encouragement, study encouragement, time management, study environment, employment, extrinsic and intrinsic motivation, locus of control, self-efficacy, computer confidence and skills, and number of prior online courses. Successful or unsuccessful course completion was the dependent variable. Statistical analyses included Cronbach's alpha, Pearson chi-square, two-sample t test, Pearson correlation, phi coefficient, and binary logistic regression. Variables in each factor were entered sequentially in a block using separate binary logistic regression models. Statistically significant variables were course load, financial stability, prior learning experiences, time management and study environment, extrinsic motivation, self-efficacy, and computer skills. Selected predictor variables (N = 20) were entered hierarchically in a logistic regression model of which course load, financial stability, and self-efficacy were statistically significant in the final block. Correlation coefficients were computed for statistically significant predictor variables to determine whether the significance was confined to the control group or an overall level of significance. Findings were supported through cross-validation and forward stepwise entry of variables in logistic regression. Despite having two or more at-risk factors, distance learners who had high levels of self-efficacy, good computer and time management skills, financial stability, a favorable study environment, were enrolled in more than one course, and believed their prior learning experiences helped prepared them for their course were more likely to be successful.