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You searched for +publisher:"University of Louisville" +contributor:("Rude-Parkins, Carolyn"). Showing records 1 – 3 of 3 total matches.

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University of Louisville

1. MacKenzie, Kathleen A. Distance education policy : a study of the SREB faculty support policy construct at four virtual college and university consortia.

Degree: PhD, College of Education and Human Development, 2009, University of Louisville

The present study has a three pronged purpose: one, describe how the faculty support policy construct developed by the Southern Regional Education Board (SREB) exists at four Virtual Colleges and Universities Consortia (VCU). Two, describe how VCUs degree of centralization and emphasis on business practices influences the faculty support policy construct of their respective sampled institutions. Three, search for patterns in policy characteristics across the same four VCUs accounting for their degree of centralization and emphasis on business practices. The study is among the first in-depth qualitative studies to apply SREB's faculty support policy construct to representative VCUs of the Epper and Garn taxonomy, delve into specific details of the faculty support policy construct proposed by SREB, and search for policy patterns among representative VCUs selected for the study. The study provides much needed insight that is currently missing from the literature and that should assist university leaders, policy makers, and faculty in the administration of day-to-day activities at Virtual Colleges and Universities Consortia or academic collaborations. The study design is a multiple-case study. The design facilitated obtaining better insight, description, and discovery of how the faculty support policy construct exists today at the selected VCUs, how the construct influences the operation of each VCU, and if patterns exist in faculty support characteristics among the four institutions. The design encouraged a high level and comprehensive understanding of the phenomenon under study, distance learning policy, and the development of general theoretical statements. Data gathering techniques were semi-structured phone interviews and document analysis. Study findings revealed that the SREB faculty support policy construct exists at the four sample institutions with very distinct levels of intensity. Findings also revealed that sampled VCUs degree of centralization and business practice influence some faculty support policies implemented at the sampled higher education institutions. Lastly, findings reveal that patterns exist across higher education institutions in terms of faculty support policies. While some patterns diverge from the Epper and Garn taxonomy most patterns are just expected and consistent across higher education institutions. Advisors/Committee Members: Rude-Parkins, Carolyn, Reio, Thomas, Miller, Sam, Swank, Ann, Rhodes, Gale.

Subjects/Keywords: Online and Distance Education

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

MacKenzie, K. A. (2009). Distance education policy : a study of the SREB faculty support policy construct at four virtual college and university consortia. (Doctoral Dissertation). University of Louisville. Retrieved from 10.18297/etd/2264 ; https://ir.library.louisville.edu/etd/2264

Chicago Manual of Style (16th Edition):

MacKenzie, Kathleen A. “Distance education policy : a study of the SREB faculty support policy construct at four virtual college and university consortia.” 2009. Doctoral Dissertation, University of Louisville. Accessed February 19, 2019. 10.18297/etd/2264 ; https://ir.library.louisville.edu/etd/2264.

MLA Handbook (7th Edition):

MacKenzie, Kathleen A. “Distance education policy : a study of the SREB faculty support policy construct at four virtual college and university consortia.” 2009. Web. 19 Feb 2019.

Vancouver:

MacKenzie KA. Distance education policy : a study of the SREB faculty support policy construct at four virtual college and university consortia. [Internet] [Doctoral dissertation]. University of Louisville; 2009. [cited 2019 Feb 19]. Available from: 10.18297/etd/2264 ; https://ir.library.louisville.edu/etd/2264.

Council of Science Editors:

MacKenzie KA. Distance education policy : a study of the SREB faculty support policy construct at four virtual college and university consortia. [Doctoral Dissertation]. University of Louisville; 2009. Available from: 10.18297/etd/2264 ; https://ir.library.louisville.edu/etd/2264


University of Louisville

2. Hammond, Jennifer R., 1975-. Predictors of persistence in distance education.

Degree: PhD, Department of Leadership, Foundations, and Human Resource Education, 2006, University of Louisville

The purpose of this exploratory study was to identify which factors predict persistence among a sample of distance education students. Age, gender, GPA, computer experience, computer self-efficacy, and gender role were examined in relation to persistence (i.e., successful completion of a course). A Web-based survey was administered to a convenience sample of undergraduate and graduate students currently enrolled in distance education courses at four colleges in the state of Kentucky ( N = 293), during the Fall 2005 and Spring 2006 semesters. The survey instrument consisted of background/demographic questions, the Computer User Self-efficacy (CUSE) Scale, and the Personal Attributes Questionnaire (PAQ). Correlations, one-way ANOVAs, multiple regressions, logistic regression, and hierarchical logistic regression were performed on the data. Additionally, factor analyses were used to examine the factor structure of the CUSE Scale. Major findings include: (a) a moderate relationship between age and GPA ( r 2 = .12); (b) a relationship between the CUSE score and the masculine subscale score on the PAQ ( r = .180, p < .01); (c) GPA was the only statistically significant predictor of persistence (รข = .891, p = .018) of all the variables included in the logistic regression model; (d) a three-factor solution on the CUSE Scale was obtained. Additional results, conclusions, theoretical extensions, recommendations for future research and practice are presented. Advisors/Committee Members: Rude-Parkins, Carolyn.

Subjects/Keywords: Persistence; Distance education; Computer self-efficacy; Gender role

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Hammond, Jennifer R., 1. (2006). Predictors of persistence in distance education. (Doctoral Dissertation). University of Louisville. Retrieved from 10.18297/etd/567 ; https://ir.library.louisville.edu/etd/567

Chicago Manual of Style (16th Edition):

Hammond, Jennifer R., 1975-. “Predictors of persistence in distance education.” 2006. Doctoral Dissertation, University of Louisville. Accessed February 19, 2019. 10.18297/etd/567 ; https://ir.library.louisville.edu/etd/567.

MLA Handbook (7th Edition):

Hammond, Jennifer R., 1975-. “Predictors of persistence in distance education.” 2006. Web. 19 Feb 2019.

Vancouver:

Hammond, Jennifer R. 1. Predictors of persistence in distance education. [Internet] [Doctoral dissertation]. University of Louisville; 2006. [cited 2019 Feb 19]. Available from: 10.18297/etd/567 ; https://ir.library.louisville.edu/etd/567.

Council of Science Editors:

Hammond, Jennifer R. 1. Predictors of persistence in distance education. [Doctoral Dissertation]. University of Louisville; 2006. Available from: 10.18297/etd/567 ; https://ir.library.louisville.edu/etd/567


University of Louisville

3. Miller, Karen Hughes, 1945-. Factors impacting development time for online postsecondary instruction.

Degree: PhD, Department of Leadership, Foundations, and Human Resource Education, 2005, University of Louisville

This study focused on the development and validation of a web-based survey instrument designed to measure faculty perceptions on the importance of 24 variables that contribute to the facilitation of online postsecondary course development. It builds on the work of Lee (2001, 2002) and Easton (2003) who also investigated the faculty perceptions of the importance of specific variables in the development and delivery on online postsecondary education. Knowing which variables contribute most to online course development is important because it helps faculty members estimate the time needed to develop particular courses by considering which variables apply to their situation; and it helps administrators make informed decisions about support for variables that facilitate online course development. Because there was no validated instrument that measured the importance of these specific variables, faculty and administrators often addressed the issues above using only anecdotal data. The research questions addressed in this study were: (1) which variables have been researched in connection with online postsecondary instruction; and (2) which of those variables are most relevant to facilitating the development of online postsecondary course materials? Online postsecondary instruction is defined by the Kentucky Virtual University (KYVU) as courses that have 70% or more of their instructional content on the Internet; and facilitate is defined by Merriam-Webster Online (2004) as "to make easier or to help bring about." The development and validation of the survey instrument was a four-step process: (1) using a literature search to identify independent variables connected with online postsecondary instruction, (2) using an expert panel to identify which variables were most relevant to the issue of facilitating online postsecondary course development and to establish face validity, (3) developing an online survey instrument to measure faculty perceptions of the importance of 24 independent variables that facilitate the development of online postsecondary courses, and (4) validating the survey instrument using factor analysis to identify the latent structure (dimensions) of the 24 independent variables (Garson, 2004), and Cronbach's alpha to estimate the reliability of data (Shifflett, 2004). The alpha was .8898, and 21 of the 24 variables loaded onto six factors that presented as logical categories. Three variables overlapped several factors, but no variables failed to load on a factor. Advisors/Committee Members: Rude-Parkins, Carolyn.

Subjects/Keywords: Development time; Online; Postsecondary instruction; Distance education; Course development

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Miller, Karen Hughes, 1. (2005). Factors impacting development time for online postsecondary instruction. (Doctoral Dissertation). University of Louisville. Retrieved from 10.18297/etd/978 ; https://ir.library.louisville.edu/etd/978

Chicago Manual of Style (16th Edition):

Miller, Karen Hughes, 1945-. “Factors impacting development time for online postsecondary instruction.” 2005. Doctoral Dissertation, University of Louisville. Accessed February 19, 2019. 10.18297/etd/978 ; https://ir.library.louisville.edu/etd/978.

MLA Handbook (7th Edition):

Miller, Karen Hughes, 1945-. “Factors impacting development time for online postsecondary instruction.” 2005. Web. 19 Feb 2019.

Vancouver:

Miller, Karen Hughes 1. Factors impacting development time for online postsecondary instruction. [Internet] [Doctoral dissertation]. University of Louisville; 2005. [cited 2019 Feb 19]. Available from: 10.18297/etd/978 ; https://ir.library.louisville.edu/etd/978.

Council of Science Editors:

Miller, Karen Hughes 1. Factors impacting development time for online postsecondary instruction. [Doctoral Dissertation]. University of Louisville; 2005. Available from: 10.18297/etd/978 ; https://ir.library.louisville.edu/etd/978

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