subject:(distance learning)

1. Mehta, Neelima M. A study of factors governing access and equity in open distance learning programmes: with special reference to distance mode institutes (DEIs) of dual mode universities in Western Maharashtra.

Degree: 2011, INFLIBNET

URL: http://shodhganga.inflibnet.ac.in/handle/10603/2484

►

The policy for the development of higher education has been mainly governed by the various education commissions and latest by National Policy of education. The… (more)

Subjects/Keywords: Distance Education; Open Distance Learning System; Education

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APA (6^th Edition):

Mehta, N. M. (2011). A study of factors governing access and equity in open distance learning programmes: with special reference to distance mode institutes (DEIs) of dual mode universities in Western Maharashtra. (Thesis). INFLIBNET. Retrieved from http://shodhganga.inflibnet.ac.in/handle/10603/2484

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Mehta, Neelima M. “A study of factors governing access and equity in open distance learning programmes: with special reference to distance mode institutes (DEIs) of dual mode universities in Western Maharashtra.” 2011. Thesis, INFLIBNET. Accessed April 15, 2021. http://shodhganga.inflibnet.ac.in/handle/10603/2484.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Mehta, Neelima M. “A study of factors governing access and equity in open distance learning programmes: with special reference to distance mode institutes (DEIs) of dual mode universities in Western Maharashtra.” 2011. Web. 15 Apr 2021.

Vancouver:

Mehta NM. A study of factors governing access and equity in open distance learning programmes: with special reference to distance mode institutes (DEIs) of dual mode universities in Western Maharashtra. [Internet] [Thesis]. INFLIBNET; 2011. [cited 2021 Apr 15]. Available from: http://shodhganga.inflibnet.ac.in/handle/10603/2484.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Mehta NM. A study of factors governing access and equity in open distance learning programmes: with special reference to distance mode institutes (DEIs) of dual mode universities in Western Maharashtra. [Thesis]. INFLIBNET; 2011. Available from: http://shodhganga.inflibnet.ac.in/handle/10603/2484

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Louisiana State University

2. Pierre, Vivica. A study of the relationship between information literacy, online interactions, students' learning, and success in distance learning courses.

Degree: PhD, Education, 2011, Louisiana State University

URL: etd-07082011-120153 ; https://digitalcommons.lsu.edu/gradschool_dissertations/1449

► The number of online courses and degree programs available to students in institutions of higher education has proliferated over the past decades. Despite this growth… (more)

▼ The number of online courses and degree programs available to students in institutions of higher education has proliferated over the past decades. Despite this growth there continues to be debate as to how to best design these courses so that they promote student learning. One common area of agreement, however, is that effectively designed courses promote interactions among students and faculty that increase and sustain learning. There is also growing consensus of the important role that information literacy may play in student success in online courses. In the context of online courses where interactions with information often replace human interactions, information literacy skills may be critical to student success. This study was designed to explore this possibility. The study was conducted at a mid-size university in the south and had two goals: First, to profile online course offerings at the university using a checklist based on best practices for online courses. Second, the study sought to investigate the relationship of information literacy skills with success in online courses. A mixed methods research design was used in which quantitative methods were used to profile the courses studied and explore correlates of student success; qualitative methods were used to explore the dynamics of the courses and shed light on the quantitative results. The results were as follows: The online courses studied varied with respect to their information literacy requirements and the extent to which they adhered to best practices as reflected in the online course checklist used. Second, information literacy skills were correlated with success, but less so than the quality of instruction and interactions with the course instructor. Third, information literacy skills were positively related to interactions with both course instructors and other students. Fourth, students were generally favorably disposed towards their courses and appeared to rely heavily on the course instructor if their information literacy skills were deficient.

Subjects/Keywords: INSTRUCTIONAL DESIGN; DISTANCE EDUCATION; DISTANCE LEARNING

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APA (6^th Edition):

Pierre, V. (2011). A study of the relationship between information literacy, online interactions, students' learning, and success in distance learning courses. (Doctoral Dissertation). Louisiana State University. Retrieved from etd-07082011-120153 ; https://digitalcommons.lsu.edu/gradschool_dissertations/1449

Chicago Manual of Style (16^th Edition):

Pierre, Vivica. “A study of the relationship between information literacy, online interactions, students' learning, and success in distance learning courses.” 2011. Doctoral Dissertation, Louisiana State University. Accessed April 15, 2021. etd-07082011-120153 ; https://digitalcommons.lsu.edu/gradschool_dissertations/1449.

MLA Handbook (7^th Edition):

Pierre, Vivica. “A study of the relationship between information literacy, online interactions, students' learning, and success in distance learning courses.” 2011. Web. 15 Apr 2021.

Vancouver:

Pierre V. A study of the relationship between information literacy, online interactions, students' learning, and success in distance learning courses. [Internet] [Doctoral dissertation]. Louisiana State University; 2011. [cited 2021 Apr 15]. Available from: etd-07082011-120153 ; https://digitalcommons.lsu.edu/gradschool_dissertations/1449.

Council of Science Editors:

Pierre V. A study of the relationship between information literacy, online interactions, students' learning, and success in distance learning courses. [Doctoral Dissertation]. Louisiana State University; 2011. Available from: etd-07082011-120153 ; https://digitalcommons.lsu.edu/gradschool_dissertations/1449

University of Georgia

3. Hong, Sunjoo. Factors and issues supporting learning communities among distance learners.

Degree: 2014, University of Georgia

URL: http://hdl.handle.net/10724/21531

► The purpose of this study was to investigate sources and processes that impacted community building among distance learners enrolled in an online cohort program within… (more)

▼ The purpose of this study was to investigate sources and processes that impacted community building among distance learners enrolled in an online cohort program within the context of higher education. Sub-purposes were threefold. First, this study identified the existence of a community in the online cohort program. Next, it identified factors and issues that supported the creation and sustained the community in the online cohort. A third purpose was to describe the processes of individual participants’ involvement in the community throughout the period of the cohort program. A qualitative case study design was appropriate, given the research questions. The case was an online, four semester-long, non-degree program based on a cohort model offered in a large southeastern university. Data were primarily gathered through two phases of open-ended questionnaires to self-selected participants. Another source of data was the postings on the course bulletin boards made by the four primary participants during the last three semesters. Data were inductively analyzed and interpreted searching for themes and patterns. Those indicators that supported the development of a community extracted from related literature were also found in the data. These indicators included shared goals and practice, support, and feelings of belonging. In this study, the students of the cohort shared the communal goal of pursuing additional credential to their education certification. Through interaction, engagement, and alignment, the students showed that they supported each other’s learning, developed shared practice, and felt a sense of belonging. Community building in this online cohort was a result of the interaction of students, instructors, and circumstances of this particular program. Interaction, engagement, and alignment among the students; assistance and facilitation by the instructors; course structure; and the use of a cohort model appeared to have had an impact on community building. Although the students belonged to the same community, they revealed diverse experiences in it. They engaged in the community differently depending on their individual needs, desire, and situations. The individual students reported different concepts of a community, different levels of involvement in the community, and different way of connecting with others in the community.

Subjects/Keywords: Online learning; Distance learning; Learning communities; Community

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APA (6^th Edition):

Hong, S. (2014). Factors and issues supporting learning communities among distance learners. (Thesis). University of Georgia. Retrieved from http://hdl.handle.net/10724/21531

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Hong, Sunjoo. “Factors and issues supporting learning communities among distance learners.” 2014. Thesis, University of Georgia. Accessed April 15, 2021. http://hdl.handle.net/10724/21531.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Hong, Sunjoo. “Factors and issues supporting learning communities among distance learners.” 2014. Web. 15 Apr 2021.

Vancouver:

Hong S. Factors and issues supporting learning communities among distance learners. [Internet] [Thesis]. University of Georgia; 2014. [cited 2021 Apr 15]. Available from: http://hdl.handle.net/10724/21531.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Hong S. Factors and issues supporting learning communities among distance learners. [Thesis]. University of Georgia; 2014. Available from: http://hdl.handle.net/10724/21531

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Nairobi

4. Nderitu, Ann. The effect of time management on academic performance of distance learners: A case of the University of Nairobi distance learners .

Degree: 2013, University of Nairobi

URL: http://hdl.handle.net/11295/69622

► Vision 2030 reveals the magnitude of wastage in the transition from secondary to University Education. It notes that secondary school enrolment has risen from 112,229… (more)

▼ Vision 2030 reveals the magnitude of wastage in the transition from secondary to University Education. It notes that secondary school enrolment has risen from 112,229 in the 2006/2007 academic year to 118,239 in 2007/2008 academic year; the passage to university is at 3 percent. To raise the Gross Enrolment Ratio (GER) of university students from the present 3 per cent to the projected 15 per cent, the government must continue increasing the number of students joining higher education from 130,000 (2008) to 450,000 (2015). This can be done by expanding the capacities of existing universities through establishment of new courses in Distance Education. The University of Nairobi’s School of Continuing and Distance Education runs a course in distance education. It has been observed that many students fail to score a total of 40% in a given course and they re-sit the failed units. The failure rate goes up to 63% with 27% out of 38% cases, which is a very high failure rate. High failure rate and the ever increasing time taken to graduate is a chronic problem in Distance learning. One of the reasons why there could be poor performance is lack of quality time in reading. It is therefore worth knowing how efficiency in distance learning can be enhanced. To find out the effect of time management of academic performance a study was carried out. A total number of 650 students were selected using stratified random sampling technique. This sample was taken from 4,500 University of Nairobi students who were registered for B.Ed degree in different levels of study in the school of continuing and distance Education. A mixed mode method approach was used in data collection. Correlational research design was employed in data analysis. Pearson correlations were used to establish if there was a relationship between time management and academic performance. The analysis indicated a strong relationship between time management and academic [r= 0.569]. The value of r2 =0.324, indicated that time management accounts for about 32.4% of the variation in average performance.

Subjects/Keywords: : Time management; Distance Learning

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APA (6^th Edition):

Nderitu, A. (2013). The effect of time management on academic performance of distance learners: A case of the University of Nairobi distance learners . (Thesis). University of Nairobi. Retrieved from http://hdl.handle.net/11295/69622

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Nderitu, Ann. “The effect of time management on academic performance of distance learners: A case of the University of Nairobi distance learners .” 2013. Thesis, University of Nairobi. Accessed April 15, 2021. http://hdl.handle.net/11295/69622.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Nderitu, Ann. “The effect of time management on academic performance of distance learners: A case of the University of Nairobi distance learners .” 2013. Web. 15 Apr 2021.

Vancouver:

Nderitu A. The effect of time management on academic performance of distance learners: A case of the University of Nairobi distance learners . [Internet] [Thesis]. University of Nairobi; 2013. [cited 2021 Apr 15]. Available from: http://hdl.handle.net/11295/69622.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Nderitu A. The effect of time management on academic performance of distance learners: A case of the University of Nairobi distance learners . [Thesis]. University of Nairobi; 2013. Available from: http://hdl.handle.net/11295/69622

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Massey University

5. Kahu, Eleanor Ruth. Inviting study in : the engagement of mature-aged distance students in the transition to university.

Degree: PhD, Psychology, 2014, Massey University

URL: http://hdl.handle.net/10179/5708

► Mature-aged distance students, who often combine study with complex lives, make up a sixth of New Zealand university students. A high first year attrition rate… (more)

▼ Mature-aged distance students, who often combine study with complex lives, make up a sixth of New Zealand university students. A high first year attrition rate in this population highlights the need to better understand their transition to university. Past research has tended to take a narrow view of their experiences, identifying specific strengths and challenges. This thesis uses the meta-construct of student engagement, the students’ emotional, behavioural, and cognitive connection to their study, to enable a more holistic understanding. Three research tools were used: an exploratory study analysing existing survey data; the theoretical re-conceptualisation of the key construct, student engagement; and a prospective qualitative study following students during their first semester. Study 1, the survey, established that mature-aged distance students, while highly satisfied, reported different patterns of engagement to traditional students. However, as the survey takes a limited view of engagement, the next stage of the project was the development of a conceptual framework that clarifies the nature of engagement and clearly distinguishes between engagement, its antecedents, and its consequences. The framework is the theoretical foundation for Study 2, which used family interviews and video diaries to follow 19 mature-aged distance students and their families through their first semester at university. Findings illustrate the individual and varied nature of student engagement, explore the importance of space and time as key influences on the students’ transition to university, and theorise the links between academic emotions and student engagement. Overall, the thesis highlights three overarching features of student engagement. Firstly, engagement is multifaceted with the three dimensions interacting and influencing each other. Secondly, it is contextual, influenced by university and student psychosocial and structural characteristics. Finally, engagement is dynamic, fluctuating throughout the transition to university as the impact of various contextual factors strengthens and diminishes. Central to all three features are the students’ emotional experiences. This thesis makes valuable contributions to both theoretical and practical knowledge of higher education. In particular, the conceptual framework and theorising of the links between emotion and engagement provide valuable insights that will guide future research with this and other student populations. In addition, the findings regarding the particular challenges of the transition period and the critical role of emotions for mature-aged distance students give rise to suggestions as to how these students can be better prepared for, and better supported in, their distance learning.

Subjects/Keywords: Mature students; Mature university students; Distance study; Distance learning; Distance students

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APA (6^th Edition):

Kahu, E. R. (2014). Inviting study in : the engagement of mature-aged distance students in the transition to university. (Doctoral Dissertation). Massey University. Retrieved from http://hdl.handle.net/10179/5708

Chicago Manual of Style (16^th Edition):

Kahu, Eleanor Ruth. “Inviting study in : the engagement of mature-aged distance students in the transition to university.” 2014. Doctoral Dissertation, Massey University. Accessed April 15, 2021. http://hdl.handle.net/10179/5708.

MLA Handbook (7^th Edition):

Kahu, Eleanor Ruth. “Inviting study in : the engagement of mature-aged distance students in the transition to university.” 2014. Web. 15 Apr 2021.

Vancouver:

Kahu ER. Inviting study in : the engagement of mature-aged distance students in the transition to university. [Internet] [Doctoral dissertation]. Massey University; 2014. [cited 2021 Apr 15]. Available from: http://hdl.handle.net/10179/5708.

Council of Science Editors:

Kahu ER. Inviting study in : the engagement of mature-aged distance students in the transition to university. [Doctoral Dissertation]. Massey University; 2014. Available from: http://hdl.handle.net/10179/5708

6. Mkandawire, Margaret-Mwale. Coping strategies to learning challenges faced by rural distance students at the University of Zambia.

Degree: 2020, University of Zimbabwe

URL: http://dspace.unza.zm/handle/123456789/6792

► The research problem is built around gaps in the literature and my experiences in dealing with distance students at the University of Zambia. There is… (more)

▼ The research problem is built around gaps in the literature and my experiences in dealing with distance students at the University of Zambia. There is dearth of literature exploring the lived experiences of rural students enrolled under the distance mode of study at the University of Zambia. To address the void in scholarly literature, this study explored how students experience the distance education space and what strategies, if any, they generate to cope with the challenges associated with this mode of study. The investigation utilized phenomenological methodology to contribute to expanded understandings of the lived experiences of the students. The researcher interviewed 10 students enrolled at UNZA from rural areas. Participants were purposively selected from three randomly identified towns that are regarded as ‘rural’. The researcher then conducted in-depth face-to-face interviews with students provided rich data. While the distance learners experienced many challenges such as situational challenges, dispositional challenges, institutional challenges and epistemological challenges, this study has revealed that students cope by employing the following behaviours: a) taking direct action b) seeking social support c) denial, and, d) disengagement and acceptance. These findings contribute to an expanded understanding of the challenges encountered by rural distance students enrolled at UNZA. The study also provides a framework of how to address the challenges through the understanding of Learners’ experiences. Studies such as this one would enable distance teaching programme designers to identify and understand the needs and characteristics of learners in specific social contexts. To address all the challenges experienced by the distance students, the study recommends, among other things, that researchers should investigate how universities can better support the faculty in acquiring the knowledge, skills, pedagogical strategies, and dispositions that are needed for building more effective, interactive learning communities through the distance mode. Studies such as this would enable distance teaching programme designers to identify and understand the needs and characteristics of learners in specific social contexts. Key words: Challenges, coping strategies, distance students, rural areas

Subjects/Keywords: Distance education – Zambia; Distance education students – Zambia; Distance learning students – Zambia; Distance learners

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APA (6^th Edition):

Mkandawire, M. (2020). Coping strategies to learning challenges faced by rural distance students at the University of Zambia. (Thesis). University of Zimbabwe. Retrieved from http://dspace.unza.zm/handle/123456789/6792

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Mkandawire, Margaret-Mwale. “Coping strategies to learning challenges faced by rural distance students at the University of Zambia.” 2020. Thesis, University of Zimbabwe. Accessed April 15, 2021. http://dspace.unza.zm/handle/123456789/6792.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Mkandawire, Margaret-Mwale. “Coping strategies to learning challenges faced by rural distance students at the University of Zambia.” 2020. Web. 15 Apr 2021.

Vancouver:

Mkandawire M. Coping strategies to learning challenges faced by rural distance students at the University of Zambia. [Internet] [Thesis]. University of Zimbabwe; 2020. [cited 2021 Apr 15]. Available from: http://dspace.unza.zm/handle/123456789/6792.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Mkandawire M. Coping strategies to learning challenges faced by rural distance students at the University of Zambia. [Thesis]. University of Zimbabwe; 2020. Available from: http://dspace.unza.zm/handle/123456789/6792

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Texas Tech University

7. Alsulami, Sami G. Examination of MOOC Learning Experiences of Online Students and Educational Leaders and Policymakers at Saudi Arabia’s King Abdulaziz University.

Degree: EdD, Educational Leadership, 2016, Texas Tech University

URL: http://hdl.handle.net/2346/82265

► Educational institutions in Saudi Arabia, in response to royal decree, have been increasing their technology usage. One such institution, King Abdulaziz University, currently faces the… (more)

Subjects/Keywords: MOOC; e-learning; distance learning; Online.

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APA (6^th Edition):

Alsulami, S. G. (2016). Examination of MOOC Learning Experiences of Online Students and Educational Leaders and Policymakers at Saudi Arabia’s King Abdulaziz University. (Doctoral Dissertation). Texas Tech University. Retrieved from http://hdl.handle.net/2346/82265

Chicago Manual of Style (16^th Edition):

Alsulami, Sami G. “Examination of MOOC Learning Experiences of Online Students and Educational Leaders and Policymakers at Saudi Arabia’s King Abdulaziz University.” 2016. Doctoral Dissertation, Texas Tech University. Accessed April 15, 2021. http://hdl.handle.net/2346/82265.

MLA Handbook (7^th Edition):

Alsulami, Sami G. “Examination of MOOC Learning Experiences of Online Students and Educational Leaders and Policymakers at Saudi Arabia’s King Abdulaziz University.” 2016. Web. 15 Apr 2021.

Vancouver:

Alsulami SG. Examination of MOOC Learning Experiences of Online Students and Educational Leaders and Policymakers at Saudi Arabia’s King Abdulaziz University. [Internet] [Doctoral dissertation]. Texas Tech University; 2016. [cited 2021 Apr 15]. Available from: http://hdl.handle.net/2346/82265.

Council of Science Editors:

Alsulami SG. Examination of MOOC Learning Experiences of Online Students and Educational Leaders and Policymakers at Saudi Arabia’s King Abdulaziz University. [Doctoral Dissertation]. Texas Tech University; 2016. Available from: http://hdl.handle.net/2346/82265

8. Cummings, Jacqueline. Postgraduate students' experiences of distance learning.

Degree: PhD, 2020, Queen's University Belfast

URL: https://pure.qub.ac.uk/en/theses/postgraduate-students-experiences-of-distance-learning(ab092b87-6e92-44dd-ac8e-4fab203e6e6a).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.808579

► Distance learning is rapidly progressing in academia as a means to improve teaching and learning, help universities compete in worldwide recruitment and to meet the… (more)

▼ Distance learning is rapidly progressing in academia as a means to improve teaching and learning, help universities compete in worldwide recruitment and to meet the escalating demand for higher education. While contemporary students have the digital skills to participate socially online, this knowledge does not always transfer to the skills required to learn in an online environment. Therefore, educators and developers need to consider the challenges faced by distance learning students, to understand the factors that influence their acceptance and use of online learning and enable them to create the supportive environment required to succeed. Previous distance and e-learning research has mainly focused on undergraduate students, used the quantitative approach and been largely USA based. To address these gaps, this study investigated a postgraduate student cohort from two UK universities based in Northern Ireland and who voluntarily chose the distance learning route. The purpose of this study was to investigate student perceptions, experience and use of distance learning with the objective to determine which factors might ultimately enhance the student experience. It used an explanatory sequential mixed methods approach and data were collected by online questionnaire in the quantitative phase and by interview in the qualitative phase; 115 students took part in the quantitative phase and nine in the qualitative phase. Analysis was conducted using IBM SPSS and content analysis. The results indicate that perceived enjoyment and usefulness were found to have positive and statistically significant correlations with students’ perception and use of distance learning. Furthermore, perceived usefulness and enjoyment were the only two variables that uniquely contributed to the prediction of intention to use distance learning. The aspects of distance learning that students found most beneficial in the qualitative phase, included people engagement with both students and academics, interactive engaging content and plenty of practice backed up by timely quality feedback. These aspects could also be mapped to enjoyment and usefulness. The findings from this study have the potential to aid future course design and delivery, enrich the student experience and enable them to effectively participate in their online courses while removing barriers to its success.

Subjects/Keywords: Distance Learning; Postgraduate; GETAMEL; E-learning; students

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APA (6^th Edition):

Cummings, J. (2020). Postgraduate students' experiences of distance learning. (Doctoral Dissertation). Queen's University Belfast. Retrieved from https://pure.qub.ac.uk/en/theses/postgraduate-students-experiences-of-distance-learning(ab092b87-6e92-44dd-ac8e-4fab203e6e6a).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.808579

Chicago Manual of Style (16^th Edition):

Cummings, Jacqueline. “Postgraduate students' experiences of distance learning.” 2020. Doctoral Dissertation, Queen's University Belfast. Accessed April 15, 2021. https://pure.qub.ac.uk/en/theses/postgraduate-students-experiences-of-distance-learning(ab092b87-6e92-44dd-ac8e-4fab203e6e6a).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.808579.

MLA Handbook (7^th Edition):

Cummings, Jacqueline. “Postgraduate students' experiences of distance learning.” 2020. Web. 15 Apr 2021.

Vancouver:

Cummings J. Postgraduate students' experiences of distance learning. [Internet] [Doctoral dissertation]. Queen's University Belfast; 2020. [cited 2021 Apr 15]. Available from: https://pure.qub.ac.uk/en/theses/postgraduate-students-experiences-of-distance-learning(ab092b87-6e92-44dd-ac8e-4fab203e6e6a).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.808579.

Council of Science Editors:

Cummings J. Postgraduate students' experiences of distance learning. [Doctoral Dissertation]. Queen's University Belfast; 2020. Available from: https://pure.qub.ac.uk/en/theses/postgraduate-students-experiences-of-distance-learning(ab092b87-6e92-44dd-ac8e-4fab203e6e6a).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.808579

Texas A&M University

9. Seidel, Edmund. Vicarious Interactions and Self-direct Learning of Students by Course Delivery Strategy.

Degree: PhD, Agricultural Leadership, Education, and Communications, 2012, Texas A&M University

URL: http://hdl.handle.net/1969.1/ETD-TAMU-2012-05-10758

► The critical outcome of education is learning or competency development and the application of new knowledge, skills, and abilities in a variety of settings. This… (more)

▼ The critical outcome of education is learning or competency development and the application of new knowledge, skills, and abilities in a variety of settings. This study identified and analyzed Texas A&M University students regarding interaction between learner and other learners, the instructor, the content, and the technology. In addition, satisfaction, quality, and learning are also examined. The population for this study is students at Texas A&M University. Inferences to other similar populations should be handled with caution as other organizations may differ greatly from this one. Data was collected using a web-formatted survey (see Appendix A) delivered to the learners using the Internet. An analysis of the data was then conducted as described below using SPSS 18. Potential participants were given the web address and entered their assigned number to confirm consent. Non-response was handled by sending reminders electronically at random intervals. It may be concluded from the data that the most import interactions are between the learner and the content and between the learners themselves. Despite significant single order correlation between enhancing interaction and learner to learner, learner to instructor, learner to content, and learner to technology our regression modeling shows the most effective way to predict learning and satisfaction is through student to content interaction. We see the most effective way to predict quality is through student to student interactions. We found no interaction effect between student to instructor interaction and increased learning, quality, or satisfaction. We found no interaction effect between student to technology interaction and increased learning, quality, and satisfaction. It is our recommendation that in order to achieve increased perceptions of satisfaction, quality, and learning, opportunities for interactions between the learner and the content should be provided. Utilizing and evaluating the technologies of online exercises, online instructional materials, online support materials, and interactive video is a great place to start. Instructors should consider evaluating these and other technologies to insure purposeful use of technologies and appropriateness. Advisors/Committee Members: Lindner, James (advisor), Dooley, Kim (committee member), Murphy, Tim (committee member), Dooley, Larry (committee member).

Subjects/Keywords: vicarious interaction; distance learning; adult learning; transactional distance

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APA (6^th Edition):

Seidel, E. (2012). Vicarious Interactions and Self-direct Learning of Students by Course Delivery Strategy. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2012-05-10758

Chicago Manual of Style (16^th Edition):

Seidel, Edmund. “Vicarious Interactions and Self-direct Learning of Students by Course Delivery Strategy.” 2012. Doctoral Dissertation, Texas A&M University. Accessed April 15, 2021. http://hdl.handle.net/1969.1/ETD-TAMU-2012-05-10758.

MLA Handbook (7^th Edition):

Seidel, Edmund. “Vicarious Interactions and Self-direct Learning of Students by Course Delivery Strategy.” 2012. Web. 15 Apr 2021.

Vancouver:

Seidel E. Vicarious Interactions and Self-direct Learning of Students by Course Delivery Strategy. [Internet] [Doctoral dissertation]. Texas A&M University; 2012. [cited 2021 Apr 15]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2012-05-10758.

Council of Science Editors:

Seidel E. Vicarious Interactions and Self-direct Learning of Students by Course Delivery Strategy. [Doctoral Dissertation]. Texas A&M University; 2012. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2012-05-10758

Lehigh University

10. Zhao, Xiaoli. Towards a systematic understanding of community in online learning.

Degree: PhD, Teaching, Learning, and Technology, 2014, Lehigh University

URL: https://preserve.lehigh.edu/etd/1696

► Distance education has become an integrated part of higher education, and online learning communities (OLCs) show promises to promote learning in distance education. However, many… (more)

Subjects/Keywords: distance education; distance learning; online learning community; Education

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APA (6^th Edition):

Zhao, X. (2014). Towards a systematic understanding of community in online learning. (Doctoral Dissertation). Lehigh University. Retrieved from https://preserve.lehigh.edu/etd/1696

Chicago Manual of Style (16^th Edition):

Zhao, Xiaoli. “Towards a systematic understanding of community in online learning.” 2014. Doctoral Dissertation, Lehigh University. Accessed April 15, 2021. https://preserve.lehigh.edu/etd/1696.

MLA Handbook (7^th Edition):

Zhao, Xiaoli. “Towards a systematic understanding of community in online learning.” 2014. Web. 15 Apr 2021.

Vancouver:

Zhao X. Towards a systematic understanding of community in online learning. [Internet] [Doctoral dissertation]. Lehigh University; 2014. [cited 2021 Apr 15]. Available from: https://preserve.lehigh.edu/etd/1696.

Council of Science Editors:

Zhao X. Towards a systematic understanding of community in online learning. [Doctoral Dissertation]. Lehigh University; 2014. Available from: https://preserve.lehigh.edu/etd/1696

Virginia Tech

11. Shrewsbury, Eric-Gene Jackson. Interaction through Asynchronous Audio-Based Computer Mediated Communication in the Virtual Foreign Language Classroom.

Degree: PhD, Curriculum and Instruction, 2012, Virginia Tech

URL: http://hdl.handle.net/10919/26144

► Because distance learning (DL) programs provide students educational opportunities with minimal restrictions on location and/or time, the number of institutions that provide DL courses has… (more)

▼ Because distance learning (DL) programs provide students educational opportunities with minimal restrictions on location and/or time, the number of institutions that provide DL courses has grown at a tremendous rate over recent years and is projected to increase in the future. Foreign language courses through DL, however, have been criticized for limited opportunities to engage in speaking activities and to develop oral proficiency. While previous research consistently reports no significant differences, the focus of those studies has been the comparison of outcomes assessments between face-to-face and DL courses. This study analyzed the types of interactions that occurred in the virtual foreign language classroom while using asynchronous audio-based CMC, known as voice boards, to learn Spanish at a rural community college located in Southwestern Virginia, Patrick Henry Community College (PHCC). An embedded multiple-case study design and computer mediated discourse analysis were applied with activity theory to analyze the interactions holistically. During a 10-year period, the amount of students enrolled in on-line only courses or in the virtual campus at PHCC increased from 97 students in the summer 2001 session to 655 students in the summer 2011 session. These results showed a 575.3% (n = 558) increase of students enrolled in DL. Only 37.7% (n = 507) of the students attending the community college during the summer 2011 session were enrolled in only FTF courses. These increases were a result of studentsâ needs to pursue degrees of higher education while working and taking care of family and other personal obligations. Students enrolled in the SPA 101: Beginning Spanish I course explained that employment schedules, family obligations, and financial reasons motivated their decisions for taking a DL course. When completing audio-based discussion board assignments, experimentation with the language was observed and participants took advantage of opportunities to listen to recordings multiple times before submitting responses. Forty-seven percent of the utterances were categorized as containing questions to encourage continued discussion. However, lexical chains for those utterances showed that only 11.6% (n = 11) of the utterances followed a three link chain of initial post-response-response (IRR) that represented extended conversations in the voice boards. Advisors/Committee Members: Browning, Nolan D. (committee member), Barksdale, Mary Alice (committee member), Tilley-Lubbs, Gresilda A. (committeecochair), Shrum, Judith L. (committeecochair).

Subjects/Keywords: computer mediated communication; distance learning; foreign language as distance learning

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

APA (6^th Edition):

Shrewsbury, E. J. (2012). Interaction through Asynchronous Audio-Based Computer Mediated Communication in the Virtual Foreign Language Classroom. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/26144

Chicago Manual of Style (16^th Edition):

Shrewsbury, Eric-Gene Jackson. “Interaction through Asynchronous Audio-Based Computer Mediated Communication in the Virtual Foreign Language Classroom.” 2012. Doctoral Dissertation, Virginia Tech. Accessed April 15, 2021. http://hdl.handle.net/10919/26144.

MLA Handbook (7^th Edition):

Shrewsbury, Eric-Gene Jackson. “Interaction through Asynchronous Audio-Based Computer Mediated Communication in the Virtual Foreign Language Classroom.” 2012. Web. 15 Apr 2021.

Vancouver:

Shrewsbury EJ. Interaction through Asynchronous Audio-Based Computer Mediated Communication in the Virtual Foreign Language Classroom. [Internet] [Doctoral dissertation]. Virginia Tech; 2012. [cited 2021 Apr 15]. Available from: http://hdl.handle.net/10919/26144.

Council of Science Editors:

Shrewsbury EJ. Interaction through Asynchronous Audio-Based Computer Mediated Communication in the Virtual Foreign Language Classroom. [Doctoral Dissertation]. Virginia Tech; 2012. Available from: http://hdl.handle.net/10919/26144

Colorado State University

12. V. KunhiMohamed, Balkeese Binti. Student participation and grade performance in an undergraduate online learning environment.

Degree: PhD, Education, 2012, Colorado State University

URL: http://hdl.handle.net/10217/71599

► This study explored learning and teaching of online classes. Examining the relationship between undergraduate students' participation and their final grades in five selected courses in… (more)

▼ This study explored learning and teaching of online classes. Examining the relationship between undergraduate students' participation and their final grades in five selected courses in an online learning environment and exploring differences between the demographics characteristics of age, race, and gender to students' participation (total number of messages posted and total access) and grade performance were the important focus of the study. The population of this study was undergraduate students enrolled at Colorado State University-Global Campus (CSU-GC) in the years 2010 and 2011. Specifically, it was determined that the appropriate population for this study included all undergraduate students enrolled in one or more of the five core courses. This study took a quantitative, non-experimental approach to the collection and analysis of data. The study employed an associational research design (association questions) and between-groups or within subjects design (difference questions). Statistical analyses used were Spearman Rho correlation, Kruskal-Wallis tests and Mann-Whitney Utests. Students who posted more messages on the discussion forums tended to have higher course grades, rs(1,027) = .32, p = .001; there was a positive correlation between the variables, with a medium or typical effect size or correlation. The more a student accessed the discussion board over the eight weeks of the course the higher the final grade, rs (1,027) = .35, p = .001; thus r = .35 and the effect size was medium or typical. Age was positively correlated with total number of messages posted, rs(1,011) = .27, p = .001 and total access rs (1,011) = .27, p = .001; these are small effect sizes. The positive correlation between age and grade was rs (1,011) = .15, p = .001; this is a small effect size. As students' ages increased, they had a correlation with earning higher grades compared to younger students. Older students more frequently posted comments on discussion boards. There were no significant differences among the three race groups, White, Black or African American, and Asian on total number of messages posted, X2 (2, 842) = 2.09, p = .351; on total access, X2 (2, 842) = 1.57, p = .455; and on grade performance, X2 (2, 842) = 3.50, p = .174. There was a significant difference in the mean ranks of males (437.84) and females (505.85) on total number of messages posted, U = 95,552, p = .001, r = .12, a small effect size. Also, the 496 female students had a little higher mean ranks (493.37) than the 450 males (451.59) on Total Access, U = 101,742.5, p = .019, r = -.076, with a very small or smaller than typical effect size. There were no statistically differences in mean of males (485.37) and females (462.73) with respect to final grades, U = 106,257, p = .180, r = .044. Significant differences were found among the five core courses on total number of messages posted, X2 (2, 1029) = 96.76, p = .001; and on total access, X2 (2, 1029) = 104.23, p = .001. Yet, there was no significant difference between the five core courses on grade… Advisors/Committee Members: Gloeckner, Gene W. (advisor), Makela, Carole J. (committee member), Timpson, William M. (committee member), Cranston, Catherine L. (committee member).

Subjects/Keywords: higher education; student participation; online learning; distance education; distance learning; e-learning

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

APA (6^th Edition):

V. KunhiMohamed, B. B. (2012). Student participation and grade performance in an undergraduate online learning environment. (Doctoral Dissertation). Colorado State University. Retrieved from http://hdl.handle.net/10217/71599

Chicago Manual of Style (16^th Edition):

V. KunhiMohamed, Balkeese Binti. “Student participation and grade performance in an undergraduate online learning environment.” 2012. Doctoral Dissertation, Colorado State University. Accessed April 15, 2021. http://hdl.handle.net/10217/71599.

MLA Handbook (7^th Edition):

V. KunhiMohamed, Balkeese Binti. “Student participation and grade performance in an undergraduate online learning environment.” 2012. Web. 15 Apr 2021.

Vancouver:

V. KunhiMohamed BB. Student participation and grade performance in an undergraduate online learning environment. [Internet] [Doctoral dissertation]. Colorado State University; 2012. [cited 2021 Apr 15]. Available from: http://hdl.handle.net/10217/71599.

Council of Science Editors:

V. KunhiMohamed BB. Student participation and grade performance in an undergraduate online learning environment. [Doctoral Dissertation]. Colorado State University; 2012. Available from: http://hdl.handle.net/10217/71599

Penn State University

13. Diehl, William C. LEARNING AT THE BACK DOOR: CHARLES A. WEDEMEYER AND THE EVOLUTION OF OPEN AND DISTANCE EDUCATION.

Degree: 2011, Penn State University

URL: https://submit-etda.libraries.psu.edu/catalog/11795

► Charles A. Wedemeyer (1911-1999) was one of the first to develop theory for, and to give direction to, the growing and newly professionalized field which… (more)

▼ Charles A. Wedemeyer (1911-1999) was one of the first to develop theory for, and to give direction to, the growing and newly professionalized field which has become known as open and distance education. Through his leadership at influential institutions such as The University of Wisconsin, The National University Extension Association, and the International Council for Open and Distance Education, he developed a global network of colleagues and collaborators. His views on open education, Independent Study and Independent Learning became renown worldwide. Wedemeyer put theory into practice through the creation of the ground-breaking experimental Articulated Instructional Media (AIM) program at the University of Wisconsin, and as the First Kellogg Fellow at Oxford University and consultant during the formative years at the Open University of the United Kingdom, he imparted the concepts of a revolutionary pedagogical approach based on system theory which combined various technologies and media in distance education. In the 1970s, these concepts were disseminated world-wide resulting in the establishment of scores of Open Universities which have provided opportunities for millions of students to garner an education. In his 1981 book Learning at the Back Door: Reflections on Non-Traditional Learning in the Lifespan, Charles A. Wedemeyer identified Open or Independent learning as "a single great new development in education" (p. 60) that would be a vehicle for a new era in higher education. During his career at the University of Wisconsin from the 1940s through the 1970s, Wedemeyer’s contributions to the foundations of distance education built upon the democratic education ideals of the Wisconsin Idea and led to today's international open education movement. While scholars have identified Wedemeyer as playing a significant role in the evolution of open and distance education, to date there has been minimal substantive support or analysis of Wedemeyer’s contributions. Through an examination of archival data at The University of Wisconsin, The University of South Africa, The U.S. Navy, and The Open University of the United Kingdom, this study provides a greater understanding of the evolution of open and distance education and how Wedemeyer’s contributions and innovative design of educational systems shaped the field. Advisors/Committee Members: Michael Grahame Moore, Dissertation Advisor/Co-Advisor, Michael Grahame Moore, Committee Chair/Co-Chair, Gary Kuhne, Committee Chair/Co-Chair, Melody M Thompson, Committee Member, Lawrence Christopher Ragan, Committee Member.

Subjects/Keywords: open education; open learning; distance education; distance learning; correspondence education; distance education history; independent learning; ODL

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

APA (6^th Edition):

Diehl, W. C. (2011). LEARNING AT THE BACK DOOR: CHARLES A. WEDEMEYER AND THE EVOLUTION OF OPEN AND DISTANCE EDUCATION. (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/11795

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Diehl, William C. “LEARNING AT THE BACK DOOR: CHARLES A. WEDEMEYER AND THE EVOLUTION OF OPEN AND DISTANCE EDUCATION.” 2011. Thesis, Penn State University. Accessed April 15, 2021. https://submit-etda.libraries.psu.edu/catalog/11795.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Diehl, William C. “LEARNING AT THE BACK DOOR: CHARLES A. WEDEMEYER AND THE EVOLUTION OF OPEN AND DISTANCE EDUCATION.” 2011. Web. 15 Apr 2021.

Vancouver:

Diehl WC. LEARNING AT THE BACK DOOR: CHARLES A. WEDEMEYER AND THE EVOLUTION OF OPEN AND DISTANCE EDUCATION. [Internet] [Thesis]. Penn State University; 2011. [cited 2021 Apr 15]. Available from: https://submit-etda.libraries.psu.edu/catalog/11795.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Diehl WC. LEARNING AT THE BACK DOOR: CHARLES A. WEDEMEYER AND THE EVOLUTION OF OPEN AND DISTANCE EDUCATION. [Thesis]. Penn State University; 2011. Available from: https://submit-etda.libraries.psu.edu/catalog/11795

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of South Africa

14. Uiseb, Ismael. Assessment feedback in open and distance learning : a case study of key academic, strategic and operational requirements .

Degree: 2017, University of South Africa

URL: http://hdl.handle.net/10500/23241

► Student assessment and feedback is not new to open and distance learning (ODL) but there is a paucity of empirical evidence as to its effectiveness… (more)

▼ Student assessment and feedback is not new to open and distance learning (ODL) but there is a paucity of empirical evidence as to its effectiveness in improving the performance of students and institutions. The objective of this study was to identify key aspects required to optimise feedback in ODL. In various studies, feedback has been heralded for its key role in the improvement of student learning. However, there are on-going expressions of uncertainty about whether assessment feedback is indeed delivering this potential, particularly in ODL mode. Against this backdrop of uncertainty and circumspection, this study offers a critical reflection on assessment feedback with particular focus on ODL. This case study was undertaken using semi-structured interviews with the students, which were conducted to explore and extrapolate their experiences and views on feedback. Focus group interviews with tutors were also conducted to provide an in-depth understanding of participants’ experiences and perceptions. Document analysis was used to make informed recommendations. The study recommends that creating an effective assessment programme, developing criteria, guides, exemplars and models; discussing and refining them and communicating them to students and their staff — will have a positive impact on the workload for staff with coordinating responsibilities. It is recommended that a student charter be devised to lay out student expectations alongside the expectations of an ODL institution. Such a student charter will ensure that both tutors and students know what is expected of them during the feedback giving and receiving process. My findings offer a deeper understanding of the assessment of code disciplines which require a specialist gaze for the judgement of student work, and the pressures experienced in this type of assessment in an ODL context. It is envisaged that the research findings will assist ODL practitioners with decisions related to assessment and feedback. There are clear implications for staff in ODL institutions to encourage changes in feedback culture. Advisors/Committee Members: Du Plessis, E. C (advisor).

Subjects/Keywords: Feedback; Learning; Assessment; Open and distance learning; Distance learning; Distance education; Tutors; Tutoring; Students; Student support; Tutor-markers

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

APA (6^th Edition):

Uiseb, I. (2017). Assessment feedback in open and distance learning : a case study of key academic, strategic and operational requirements . (Doctoral Dissertation). University of South Africa. Retrieved from http://hdl.handle.net/10500/23241

Chicago Manual of Style (16^th Edition):

Uiseb, Ismael. “Assessment feedback in open and distance learning : a case study of key academic, strategic and operational requirements .” 2017. Doctoral Dissertation, University of South Africa. Accessed April 15, 2021. http://hdl.handle.net/10500/23241.

MLA Handbook (7^th Edition):

Uiseb, Ismael. “Assessment feedback in open and distance learning : a case study of key academic, strategic and operational requirements .” 2017. Web. 15 Apr 2021.

Vancouver:

Uiseb I. Assessment feedback in open and distance learning : a case study of key academic, strategic and operational requirements . [Internet] [Doctoral dissertation]. University of South Africa; 2017. [cited 2021 Apr 15]. Available from: http://hdl.handle.net/10500/23241.

Council of Science Editors:

Uiseb I. Assessment feedback in open and distance learning : a case study of key academic, strategic and operational requirements . [Doctoral Dissertation]. University of South Africa; 2017. Available from: http://hdl.handle.net/10500/23241

Kaunas University of Technology

15. Vavulo, Anatolij. Daugialypės terpės naudojimo nuotolinėse studijose analizė.

Degree: Master, Informatics, 2008, Kaunas University of Technology

URL: http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2008~D_20080811_154719-07976 ;

►

Daugialypės terpės sąvoka yra plačiai paplitusi šiuolaikinėse informacinėse technologijose. Norėdami vaizdžiai ir aiškiai papasakoti apie vieną ar kitą dalyką, mes noriai naudojame multimedijos elementus. Ši… (more)

▼

Daugialypės terpės sąvoka yra plačiai paplitusi šiuolaikinėse informacinėse technologijose. Norėdami vaizdžiai ir aiškiai papasakoti apie vieną ar kitą dalyką, mes noriai naudojame multimedijos elementus. Ši sąvoka, ko gero, yra neatsiejama nuo interneto apibrėžimo. Vis dažniau ir efektyviau daugialypės terpės priemonės naudojamos tradiciniame mokyme. Iš viso aukščiau paminėto akivaizdu, kad nuotolinis mokymas tikrai neapseitų be įvairialypės terpės. Mes naudojame multimedijos elementus: pavyzdžiui kai paspaudžiame nuorodą, skaitome tekstą arba žiūrime į paveikslėlį. Multimedija – tai nuostabi priemonė perteikti įvairią informaciją besimokančiajam: būtų tai garsas ar vaizdas, atmosfera ar nuotaika. Panaudojimo ribų nėra. Tačiau iškyla klausimas - ar visada mes išnaudojame daugialypės informacijos privalumus? Ar nepiktnaudžiaujame multimedijos elementais? Ar visada daugialypė terpė atneša naudą? Į visus šiuos bei daugybę kitų klausimų bus stengiamasi atsakyti šiame darbe. Teiginiai ir hipotezės bus įrodomi ir tikrinami praktikoje. Tam bus sukurta virtuali mokymosi terpė, atitinkanti iškeltus reikalavimus. Tiriamojo darbo objektas: daugialypė terpė nuotolinėse studijose. Darbo tikslas: išanalizuoti daugialypės terpės naudojimo galimybes nuotolinėse studijose ir sukurti virtualią mokymo aplinką daugialypės terpės panaudojimo demonstravimui ir palyginimui.

The concept of multimedia is widely widespread in modern information technologies. To tell evidently and clearly about one or the other thing, we are using the elements of multimedia. It is a concept, apparently, indivisibly with a term the Internet. Multimedia is often using in traditional education. So it means, that teaching in distance cannot be using without multimedia. Even when we do not suspect, we are using elements of multimedia, for example: when we press the hyperlink, read the text or look at a picture. Multimedia is an excellent way to transfer various information to the student: the sound, an image or the mood. There is no limit for using it. But the question is: are we always using advantages of the multimedia information? Is the using of multimedia is useful? I will try to answer to these and to the other questions in my job. Statements and hypotheses will be proved and checked up in practice. The virtual learning environment system, which responds the request, will be created for this purpose. Object of research: multimedia in distance education. The purpose of work: to analyze use of multimedia in distance education and to create a virtual learning system for comparison and demonstrations of Multimedia.

Advisors/Committee Members: Kavaliauskas, Kazys (Master’s degree committee chair), Lenkevičius, Antanas (Master’s degree session secretary), Matickas, Jonas Kazimieras (Master’s degree committee member), Paradauskas, Bronius (Master’s degree committee member), Rėklaitis, Vytautas (Master’s degree committee member), Rubliauskas, Dalius (Master’s degree committee member), Rutkauskienė, Danguolė (Master’s degree committee member), Šileikienė, Irma (Master’s degree committee member), Targamadzė, Aleksandras (Master’s degree committee member), Maciulevičius, Stasys (Master’s thesis supervisor), Ostreika, Armantas (Master’s thesis reviewer).

Subjects/Keywords: Multimedija; Neakivaizdinis mokymas; Nuotolinis mokymas; Multimedia; Distance education; Distance learning

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

APA (6^th Edition):

Vavulo, Anatolij. (2008). Daugialypės terpės naudojimo nuotolinėse studijose analizė. (Masters Thesis). Kaunas University of Technology. Retrieved from http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2008~D_20080811_154719-07976 ;

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Chicago Manual of Style (16^th Edition):

Vavulo, Anatolij. “Daugialypės terpės naudojimo nuotolinėse studijose analizė.” 2008. Masters Thesis, Kaunas University of Technology. Accessed April 15, 2021. http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2008~D_20080811_154719-07976 ;.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

MLA Handbook (7^th Edition):

Vavulo, Anatolij. “Daugialypės terpės naudojimo nuotolinėse studijose analizė.” 2008. Web. 15 Apr 2021.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Vancouver:

Vavulo, Anatolij. Daugialypės terpės naudojimo nuotolinėse studijose analizė. [Internet] [Masters thesis]. Kaunas University of Technology; 2008. [cited 2021 Apr 15]. Available from: http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2008~D_20080811_154719-07976 ;.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Council of Science Editors:

Vavulo, Anatolij. Daugialypės terpės naudojimo nuotolinėse studijose analizė. [Masters Thesis]. Kaunas University of Technology; 2008. Available from: http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2008~D_20080811_154719-07976 ;

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Florida Atlantic University

16. Taylor, Stephanie D. A Qualitative Exploratory Single Case Study of Faculty of a College of Business: Attitudes, Perceptions, and Concerns Related to Distance Learning.

Degree: 2019, Florida Atlantic University

URL: http://fau.digital.flvc.org/islandora/object/fau:41409

►

With the ever-evolving advancements in technology, public not-for profit higher educational institutions have experienced a significant increase in the demand for distance learning. As a… (more)

Subjects/Keywords: Distance learning; Distance education – Case studies; Universities and colleges – Faculty – Attitudes

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APA (6^th Edition):

Taylor, S. D. (2019). A Qualitative Exploratory Single Case Study of Faculty of a College of Business: Attitudes, Perceptions, and Concerns Related to Distance Learning. (Thesis). Florida Atlantic University. Retrieved from http://fau.digital.flvc.org/islandora/object/fau:41409

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Taylor, Stephanie D. “A Qualitative Exploratory Single Case Study of Faculty of a College of Business: Attitudes, Perceptions, and Concerns Related to Distance Learning.” 2019. Thesis, Florida Atlantic University. Accessed April 15, 2021. http://fau.digital.flvc.org/islandora/object/fau:41409.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Taylor, Stephanie D. “A Qualitative Exploratory Single Case Study of Faculty of a College of Business: Attitudes, Perceptions, and Concerns Related to Distance Learning.” 2019. Web. 15 Apr 2021.

Vancouver:

Taylor SD. A Qualitative Exploratory Single Case Study of Faculty of a College of Business: Attitudes, Perceptions, and Concerns Related to Distance Learning. [Internet] [Thesis]. Florida Atlantic University; 2019. [cited 2021 Apr 15]. Available from: http://fau.digital.flvc.org/islandora/object/fau:41409.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Taylor SD. A Qualitative Exploratory Single Case Study of Faculty of a College of Business: Attitudes, Perceptions, and Concerns Related to Distance Learning. [Thesis]. Florida Atlantic University; 2019. Available from: http://fau.digital.flvc.org/islandora/object/fau:41409

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of New Mexico

17. Skinner, Jason. Bibliometrics and Social Network Analysis of Doctoral Research: Research Trends In Distance Learning.

Degree: Organization, Information & Learning Sciences, 2016, University of New Mexico

URL: http://hdl.handle.net/1928/31744

► The study investigated research topics of doctoral dissertations that examined issues in distance learning from 2000-2014. Twelve reviews of research on distance learning, spanning from… (more)

▼ The study investigated research topics of doctoral dissertations that examined issues in distance learning from 2000-2014. Twelve reviews of research on distance learning, spanning from 1997-2015, were identified. It was found that only one of these reviews of research (Davies, Howell, & Petri, 2010) looked at doctoral dissertations. The authors noted that investigating dissertations was complicated and daunting because 1) only a fraction made full text available and 2) there were a large number of dissertations in the area. To counter for these complications the current study utilized bibliometric and social network analysis to investigate dissertation database listings, including abstracts, keywords, classifications, and other bibliographic data. Bibliographic data for dissertation listings (n=3,954) was exported from the ProQuest Dissertations & Theses A&I (PQDT) database. Software developed for the study formatted the data and imported it into a series of databases. Natural language processing techniques were utilized to pull emergent keywords from dissertation abstracts. Department and University types were analyzed. Dissertation reference sections were investigated utilizing co-citation analysis. Author generated keywords and emergent keywords from abstracts were investigated utilizing keyword co-occurrence network analysis. Findings indicated that dissertations came from 17 department types including education-oriented department types, such as Educational Leadership, Educational Technology, and Educational Psychology, as well as non-education-oriented departments, such as Business, Psychology, and Nursing. Seven research topics were found to be pervasive in dissertations from 2000-2014: Student, Instructor, Interaction, Administration and Management, Design, Educational Context, and Technological Medium. No change was found over time; rather these seven topics remained the most central nodes in each of the keyword co-occurrence networks. Finally this method of investigation relied heavily on algorithms developed for the study to aid in data formatting and analysis. The merits of this highly automated SNA approach were discussed. Use of abstracts and natural language processing enabled a much higher n size (n=3954) to be investigated than in comparison with the only other study to analyze distance education dissertations Davies et al. (2010) where n=100. This method enabled the heavy lifting to be dedicated to the interpretation of the results, rather than data preparation. Advisors/Committee Members: Gunawardena, Charlotte (Lani) N., Law, Victor, Bramble, William, Flor, Nick.

Subjects/Keywords: Distance Learning; Dissertations; Research Topic; Social Network Analysis; Distance Education

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APA (6^th Edition):

Skinner, J. (2016). Bibliometrics and Social Network Analysis of Doctoral Research: Research Trends In Distance Learning. (Doctoral Dissertation). University of New Mexico. Retrieved from http://hdl.handle.net/1928/31744

Chicago Manual of Style (16^th Edition):

Skinner, Jason. “Bibliometrics and Social Network Analysis of Doctoral Research: Research Trends In Distance Learning.” 2016. Doctoral Dissertation, University of New Mexico. Accessed April 15, 2021. http://hdl.handle.net/1928/31744.

MLA Handbook (7^th Edition):

Skinner, Jason. “Bibliometrics and Social Network Analysis of Doctoral Research: Research Trends In Distance Learning.” 2016. Web. 15 Apr 2021.

Vancouver:

Skinner J. Bibliometrics and Social Network Analysis of Doctoral Research: Research Trends In Distance Learning. [Internet] [Doctoral dissertation]. University of New Mexico; 2016. [cited 2021 Apr 15]. Available from: http://hdl.handle.net/1928/31744.

Council of Science Editors:

Skinner J. Bibliometrics and Social Network Analysis of Doctoral Research: Research Trends In Distance Learning. [Doctoral Dissertation]. University of New Mexico; 2016. Available from: http://hdl.handle.net/1928/31744

University of Minnesota

18. Gullixson, Amy. Rethinking Retention: Using Engagement to Increase Adult Distance Learner Persistence.

Degree: PhD, Organizational Leadership, Policy, and Development, 2015, University of Minnesota

URL: http://hdl.handle.net/11299/175446

► As a result of the growth in distance education, and subsequently, the growth of distance learners, it is exceedingly important, and necessary, to find ways… (more)

Subjects/Keywords: adult learners; distance education; distance learning; engagement; online learners; retention

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APA (6^th Edition):

Gullixson, A. (2015). Rethinking Retention: Using Engagement to Increase Adult Distance Learner Persistence. (Doctoral Dissertation). University of Minnesota. Retrieved from http://hdl.handle.net/11299/175446

Chicago Manual of Style (16^th Edition):

Gullixson, Amy. “Rethinking Retention: Using Engagement to Increase Adult Distance Learner Persistence.” 2015. Doctoral Dissertation, University of Minnesota. Accessed April 15, 2021. http://hdl.handle.net/11299/175446.

MLA Handbook (7^th Edition):

Gullixson, Amy. “Rethinking Retention: Using Engagement to Increase Adult Distance Learner Persistence.” 2015. Web. 15 Apr 2021.

Vancouver:

Gullixson A. Rethinking Retention: Using Engagement to Increase Adult Distance Learner Persistence. [Internet] [Doctoral dissertation]. University of Minnesota; 2015. [cited 2021 Apr 15]. Available from: http://hdl.handle.net/11299/175446.

Council of Science Editors:

Gullixson A. Rethinking Retention: Using Engagement to Increase Adult Distance Learner Persistence. [Doctoral Dissertation]. University of Minnesota; 2015. Available from: http://hdl.handle.net/11299/175446

19. Jones, Kimberly. Satisfaction of Canadian Armed Forces Regular Force Members with their Distance Learning Experiences.

Degree: 2020, Athabasca University

URL: http://hdl.handle.net/10791/313

►

The use of distance learning (DL) as a training and education delivery method has been on the rise within the Canadian Armed Forces (CAF) as… (more)

▼

The use of distance learning (DL) as a training and education delivery method has been on the rise within the Canadian Armed Forces (CAF) as a way of optimizing funding to the training system while still maintaining a high standard. Since research has shown relationships between student satisfaction and various positive outcomes, such as training retention and readiness to transfer learning to the workplace, the satisfaction of CAF learners is an important area of inquiry. This research explored the satisfaction levels of CAF members with their DL experiences, how different variables related to that satisfaction, and how military-specific considerations affected members’ DL experiences. This mixed methods research involved a sample of CAF members who had completed, within approximately the past three years, one of seven CAF professional development courses/programs that were delivered via DL or in a blended DL and classroom format. The study used a two-phase mixed-methods research design that included data collection in the form of an online survey distributed to 1310 CAF Regular Force members, which yielded 368 usable questionnaires, followed by 12 follow-up interviews. Quantitative data were analyzed using descriptive and correlation analyses, as well as factor analyses and multiple regression. Qualitative data were analyzed using coding frequency analyses and thematic content analysis, which added depth concerning CAF members’ personal experiences. The findings showed a relatively high level of satisfaction, but that given the choice between delivery modes, a much higher percentage of members would choose classroom over DL. The exploration of demographic, course quality, support, and perception variables in relation to overall DL satisfaction shed some light on potential reasons for these findings. Recommendations were provided to encourage continuous improvement of CAF DL programs.

2020-10

Advisors/Committee Members: Ostashewski, Nathaniel (Faculty of Humanities and Social Sciences, Centre for Distance Education), Heller, Bob (Faculty of Humanities and Social Sciences, Psychology Department), Scoppio, Grazia (RMCC, Dean of Continuing Studies), Moisey, Susan (Faculty of Humanities and Social Sciences, Centre for Distance Education).

Subjects/Keywords: distance learning; distance education; Canadian Armed Forces; military

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APA (6^th Edition):

Jones, K. (2020). Satisfaction of Canadian Armed Forces Regular Force Members with their Distance Learning Experiences. (Thesis). Athabasca University. Retrieved from http://hdl.handle.net/10791/313

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Jones, Kimberly. “Satisfaction of Canadian Armed Forces Regular Force Members with their Distance Learning Experiences.” 2020. Thesis, Athabasca University. Accessed April 15, 2021. http://hdl.handle.net/10791/313.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Jones, Kimberly. “Satisfaction of Canadian Armed Forces Regular Force Members with their Distance Learning Experiences.” 2020. Web. 15 Apr 2021.

Vancouver:

Jones K. Satisfaction of Canadian Armed Forces Regular Force Members with their Distance Learning Experiences. [Internet] [Thesis]. Athabasca University; 2020. [cited 2021 Apr 15]. Available from: http://hdl.handle.net/10791/313.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Jones K. Satisfaction of Canadian Armed Forces Regular Force Members with their Distance Learning Experiences. [Thesis]. Athabasca University; 2020. Available from: http://hdl.handle.net/10791/313

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Georgia

20. Simonetti, Elizabeth Mary. Survey of traditional and distance learning faculty members at private institutions in the Southeast : implications for policy development.

Degree: 2014, University of Georgia

URL: http://hdl.handle.net/10724/29427

► This study reports the results of a survey of traditional and distance learning faculty members at private four-year institutions in the Southeast regarding their opinions,… (more)

Subjects/Keywords: Higher education; Distance learning; Distance education; Faculty members; Policy development

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APA (6^th Edition):

Simonetti, E. M. (2014). Survey of traditional and distance learning faculty members at private institutions in the Southeast : implications for policy development. (Thesis). University of Georgia. Retrieved from http://hdl.handle.net/10724/29427

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Simonetti, Elizabeth Mary. “Survey of traditional and distance learning faculty members at private institutions in the Southeast : implications for policy development.” 2014. Thesis, University of Georgia. Accessed April 15, 2021. http://hdl.handle.net/10724/29427.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Simonetti, Elizabeth Mary. “Survey of traditional and distance learning faculty members at private institutions in the Southeast : implications for policy development.” 2014. Web. 15 Apr 2021.

Vancouver:

Simonetti EM. Survey of traditional and distance learning faculty members at private institutions in the Southeast : implications for policy development. [Internet] [Thesis]. University of Georgia; 2014. [cited 2021 Apr 15]. Available from: http://hdl.handle.net/10724/29427.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Simonetti EM. Survey of traditional and distance learning faculty members at private institutions in the Southeast : implications for policy development. [Thesis]. University of Georgia; 2014. Available from: http://hdl.handle.net/10724/29427

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Montana

21. Schrenk, Ryan R. Comparison of Distance Education Leadership Styles and Future Investment in Two-Year Colleges.

Degree: Doctor of Education (EdD), 2011, University of Montana

URL: https://scholarworks.umt.edu/etd/1337

► This foundational descriptive quantitative study examined leadership styles, traits of distance education leaders (e.g. VPs, Deans, Directors and Coordinators) and distance education program characteristics… (more)

▼ This foundational descriptive quantitative study examined leadership styles, traits of distance education leaders (e.g. VPs, Deans, Directors and Coordinators) and distance education program characteristics as well as funding priorities at the post-secondary level. Participants were subjected to Bass and Avolio's Multifactor Leadership Questionnaire (MLQ-5X), which identified leadership characteristics as transformational, transactional or passive-avoidant as manifest by nine scales as follows: Individualized Influence Attributes, Individualized Influence Behavior, Inspirational Motivation, Intellectual Stimulation, Individualized Consideration, Contingent Reward, Active Management-by-Exception, Passive Management-by-Exception and Laissez-Faire. In addition, the questionnaire further assessed leadership outcomes scaled as Extra Effort, Effectiveness and Satisfaction. There were 55 respondents from two-year colleges belonging to the American Association of Community Colleges. Findings indicated that these Distance Education Leaders scored markedly higher (and above the norm) in Transformational Leadership style scales than did past MLQ-5X testees from across all fields. Further, results indicated significant relationships between leadership style and such vitally important organizational characteristics as reporting line and levels of position. Additional statistical significance established positive correlates between Age and Effectiveness and a negative correlate between Age and Active Management-by-Exception. The Years Since Most Recent Degree correlated positively with Individualized Influence Behavior and negatively with Active Management-by-Exception. The Years at the Institution and in the Distance Education Field correlated positively with Satisfaction and negatively with Individualized Influence Attributes. The single most important and top ranked funding priority was Course Design Standards that Focus Upon Learning Outcomes. Recommendations were directed at college, distance education leaders and for the purposes of future research. As online distance education in higher education matures, college and distance education leaders should work together to identify and develop future leaders with transformational leadership style to work in the field. This study showed that taking and teaching online courses will have a positive impact upon that goal as well pursuing an advanced degree. Also, the level of position in the organization and reporting line of the distance education leader made a difference in leadership style. Future research should focus upon further defining the best types of leaders for distance education and how to develop effective future leaders in the field.

Subjects/Keywords: Community College; Distance Education; Distance Learning; Education; Leadership; MLQ-5x

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APA (6^th Edition):

Schrenk, R. R. (2011). Comparison of Distance Education Leadership Styles and Future Investment in Two-Year Colleges. (Doctoral Dissertation). University of Montana. Retrieved from https://scholarworks.umt.edu/etd/1337

Chicago Manual of Style (16^th Edition):

Schrenk, Ryan R. “Comparison of Distance Education Leadership Styles and Future Investment in Two-Year Colleges.” 2011. Doctoral Dissertation, University of Montana. Accessed April 15, 2021. https://scholarworks.umt.edu/etd/1337.

MLA Handbook (7^th Edition):

Schrenk, Ryan R. “Comparison of Distance Education Leadership Styles and Future Investment in Two-Year Colleges.” 2011. Web. 15 Apr 2021.

Vancouver:

Schrenk RR. Comparison of Distance Education Leadership Styles and Future Investment in Two-Year Colleges. [Internet] [Doctoral dissertation]. University of Montana; 2011. [cited 2021 Apr 15]. Available from: https://scholarworks.umt.edu/etd/1337.

Council of Science Editors:

Schrenk RR. Comparison of Distance Education Leadership Styles and Future Investment in Two-Year Colleges. [Doctoral Dissertation]. University of Montana; 2011. Available from: https://scholarworks.umt.edu/etd/1337

Rochester Institute of Technology

22. Bilowus, Matthew. How online learning can benefit deaf and heard of hearing people.

Degree: Information Sciences and Technologies (GCCIS), 2013, Rochester Institute of Technology

URL: https://scholarworks.rit.edu/theses/5750

► Online learning can be used for those who are not able to physically attend classes. Rapid expansion of online tools and technologies make online learning… (more)

Subjects/Keywords: Blended; Deaf; Distance; Hearing; Learning; Online

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APA (6^th Edition):

Bilowus, M. (2013). How online learning can benefit deaf and heard of hearing people. (Thesis). Rochester Institute of Technology. Retrieved from https://scholarworks.rit.edu/theses/5750

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Bilowus, Matthew. “How online learning can benefit deaf and heard of hearing people.” 2013. Thesis, Rochester Institute of Technology. Accessed April 15, 2021. https://scholarworks.rit.edu/theses/5750.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Bilowus, Matthew. “How online learning can benefit deaf and heard of hearing people.” 2013. Web. 15 Apr 2021.

Vancouver:

Bilowus M. How online learning can benefit deaf and heard of hearing people. [Internet] [Thesis]. Rochester Institute of Technology; 2013. [cited 2021 Apr 15]. Available from: https://scholarworks.rit.edu/theses/5750.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Bilowus M. How online learning can benefit deaf and heard of hearing people. [Thesis]. Rochester Institute of Technology; 2013. Available from: https://scholarworks.rit.edu/theses/5750

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Texas A&M University

23. Kim, Jung Il. Distance-learning receptivity differences between American and Korean graduate students.

Degree: PhD, Educational Human Resource Development, 2005, Texas A&M University

URL: http://hdl.handle.net/1969.1/2223

► The purposes of this study were to determine if differences exist in distance-learning receptivity and perceived technology usefulness between American and Korean graduate students as… (more)

▼ The purposes of this study were to determine if differences exist in distance-learning receptivity and perceived technology usefulness between American and Korean graduate students as well as Individualists and Collectivists. Results indicated that the two groups differed in distance-learning receptivity and perceived technology usefulness. However, cultural value tendency did not influence either receptivity or usefulness. Recommendations based on this study: 1. Researchers who are interested in cross-cultural field of distance learning should find what potential factors influence the differences in the receptivity and perceived usefulness between American and Korean group. 2. Administrators and decision makers who want to implement or adopt distance learning for their employees or students need to understand that cultural value, at least individualism and collectivism, is not a significant factor in distance learning. Instead, they should understand the importance of prior experience because people feel that distance is better than they??ve ever thought possible once they experience. 3. In implementing distance learning, practitioners should consider interactive media more than non-interactive media. Distance learning is mostly dependent upon technology. Practitioners should consider that distance-learning technology should be developed in terms of perceived usefulness to users. 4. In respect to usefulness, advanced and contemporary technologies were perceived more useful than traditional technologies in distance learning. Therefore, practitioners should also consider advanced technology rather than traditional technology in distance learning. Recommendations for future research: 1. It is suggested that Hofstede??s other cultural value dimensions should be included in future studies. 2. Future researchers should consider other factors such as personal background, learning style, skill level, and motivation. 3. Future research is needed to extend the current findings and test their generalizability to other types of users, for example, undergraduate students or organization employees. 4. This study used American and Korean samples only. Other national cultures should be tested with various cultural dimensions in a future study. Advisors/Committee Members: Korhonen, Lloyd J. (advisor), Tolson, Homer (committee member), Kracht, James B. (committee member), Dooley, Larry M. (committee member).

Subjects/Keywords: distance learning receptivity

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APA (6^th Edition):

Kim, J. I. (2005). Distance-learning receptivity differences between American and Korean graduate students. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/2223

Chicago Manual of Style (16^th Edition):

Kim, Jung Il. “Distance-learning receptivity differences between American and Korean graduate students.” 2005. Doctoral Dissertation, Texas A&M University. Accessed April 15, 2021. http://hdl.handle.net/1969.1/2223.

MLA Handbook (7^th Edition):

Kim, Jung Il. “Distance-learning receptivity differences between American and Korean graduate students.” 2005. Web. 15 Apr 2021.

Vancouver:

Kim JI. Distance-learning receptivity differences between American and Korean graduate students. [Internet] [Doctoral dissertation]. Texas A&M University; 2005. [cited 2021 Apr 15]. Available from: http://hdl.handle.net/1969.1/2223.

Council of Science Editors:

Kim JI. Distance-learning receptivity differences between American and Korean graduate students. [Doctoral Dissertation]. Texas A&M University; 2005. Available from: http://hdl.handle.net/1969.1/2223

Penn State University

24. Hills, Michael K. DIGITAL NATIVES AND IMMIGRANTS: THE ROLE OF STUDENT ATTITUDES TOWARDS TECHNOLOGY ON ATTRITION AND PERSISTENCE IN PROFESSIONAL MILITARY EDUCATION ONLINE DISTANCE LEARNING ENVIRONMENTS.

Degree: 2010, Penn State University

URL: https://submit-etda.libraries.psu.edu/catalog/11114

► High levels of attrition in online distance learning environments are well documented with an average persistence to graduation rate of just 38 percent according to… (more)

▼ High levels of attrition in online distance learning environments are well documented with an average persistence to graduation rate of just 38 percent according to figures for online programs compiled by the United States Department of Education (United States Department of Education, 2009). While there are many factors that may be said to influence this persistence rate, the important factors within instructional systems designers’ control are the ways technology is used in a course design and the ways in which it is applied to augment the distance learning environment to enhance the ultimate learning outcomes of students in a given online program. This study examines the relationship between student factors influenced by technology in two online distance learning programs providing professional military education to military officers and civilian equivalents in the United States Army and the United States Air Force. I gathered data for 3,074 students enrolled in the Army War College program and for 63,638 students enrolled in the Air Command and Staff College program. A document analysis of the past ten year’s attrition data and student surveys was conducted to search for patterns in attrition behavior to establish if a relationship exists between student perceptions of technology in the course design and attrition. This study tests the hypothesis that a student’s classification as a digital native or digital immigrant (Prensky, 2001a) influences perceptions of educational technology and their attrition from a program of study. While prior research in this area has sought to define these categories and the expected behaviors of each of the respective groups, this study seeks to better understand how a combination of factors rather than just age may define one’s status and influence attrition in this online distance learning environment. The implications are relevant to the design of online instructional systems capable of engaging and educating future generations of military officers to ensure the readiness of the military forces to meet their assigned missions and are likely to be applicable to online students outside of the military. Advisors/Committee Members: Bernard James Jansen, Dissertation Advisor/Co-Advisor, Bernard James Jansen, Committee Chair/Co-Chair, Andrea H Tapia, Committee Member, Brian Harold Cameron, Committee Member, Priya Sharma, Committee Member.

Subjects/Keywords: Attrition; Distance Learning

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APA (6^th Edition):

Hills, M. K. (2010). DIGITAL NATIVES AND IMMIGRANTS: THE ROLE OF STUDENT ATTITUDES TOWARDS TECHNOLOGY ON ATTRITION AND PERSISTENCE IN PROFESSIONAL MILITARY EDUCATION ONLINE DISTANCE LEARNING ENVIRONMENTS. (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/11114

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Hills, Michael K. “DIGITAL NATIVES AND IMMIGRANTS: THE ROLE OF STUDENT ATTITUDES TOWARDS TECHNOLOGY ON ATTRITION AND PERSISTENCE IN PROFESSIONAL MILITARY EDUCATION ONLINE DISTANCE LEARNING ENVIRONMENTS.” 2010. Thesis, Penn State University. Accessed April 15, 2021. https://submit-etda.libraries.psu.edu/catalog/11114.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Hills, Michael K. “DIGITAL NATIVES AND IMMIGRANTS: THE ROLE OF STUDENT ATTITUDES TOWARDS TECHNOLOGY ON ATTRITION AND PERSISTENCE IN PROFESSIONAL MILITARY EDUCATION ONLINE DISTANCE LEARNING ENVIRONMENTS.” 2010. Web. 15 Apr 2021.

Vancouver:

Hills MK. DIGITAL NATIVES AND IMMIGRANTS: THE ROLE OF STUDENT ATTITUDES TOWARDS TECHNOLOGY ON ATTRITION AND PERSISTENCE IN PROFESSIONAL MILITARY EDUCATION ONLINE DISTANCE LEARNING ENVIRONMENTS. [Internet] [Thesis]. Penn State University; 2010. [cited 2021 Apr 15]. Available from: https://submit-etda.libraries.psu.edu/catalog/11114.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Hills MK. DIGITAL NATIVES AND IMMIGRANTS: THE ROLE OF STUDENT ATTITUDES TOWARDS TECHNOLOGY ON ATTRITION AND PERSISTENCE IN PROFESSIONAL MILITARY EDUCATION ONLINE DISTANCE LEARNING ENVIRONMENTS. [Thesis]. Penn State University; 2010. Available from: https://submit-etda.libraries.psu.edu/catalog/11114

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of South Africa

25. Schmidt, Louise. The ecology of distance learning : towards a framework for student communication at the University of South Africa .

Degree: 2015, University of South Africa

URL: http://hdl.handle.net/10500/21158

► This autoethnographic journey started out as a qualitative research study to discover a new framework for student communication at Unisa. However, I found Unisa and… (more)

▼ This autoethnographic journey started out as a qualitative research study to discover a new framework for student communication at Unisa. However, I found Unisa and myself reflecting each other, defenceless. Although autoethnography is defined as a research methodology that brings the story of the self into an ethnographic cultural description, it is much more than that. It is a way of being a researcher, where self and culture merge into one ecological unity to present the world with a story that is honest and reflective. The purpose of this study was to present Unisa with a new framework for student communication by exploring new epistemological perspectives. This journey took me from the beginnings of humanity where love and collaboration were our foundations, through our evolution into civilisation, competition, science and education. These contributed a great deal to our intellectual development through mechanistic thinking and a scientific approach but alienated us from each other, which could potentially lead to our destruction. I also explored cybernetics, complex and ecological thinking as new epistemological horizons to view distance learning from. Such a perspective requires a radical epistemological shift from hierarchical, mechanistic and reductionist thinking towards creating an ecology of learning, one that is more dynamic, living, vibrant, caring and empowering. Through my intimate reflective struggle with others, trying to understand how to create this vibrant student communication context I discovered in the quietness of reflection the patterns that connect us all, students, Unisa and myself. Our dialogical relationship emerged, one where there is an epistemological split between our reductionist and mechanistic thinking that requires us to be efficient on the one hand and ecologic and complex thinking that requires a caring, connected and collaborative ecology on the other hand. The question then is how we create this ecology where we reclaim our original humanness and co-evolve into an ecology of learning that is truly empowering. This can be done by co-evolving a new culture of learning grounded in passion, curiosity, openness and preparing us to be responsible and participating citizens of this most beautiful planet. Advisors/Committee Members: Van Niekerk, Magdalena Petronella (advisor).

Subjects/Keywords: Epistemology; Ecology of distance learning; Autoethnography

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APA (6^th Edition):

Schmidt, L. (2015). The ecology of distance learning : towards a framework for student communication at the University of South Africa . (Doctoral Dissertation). University of South Africa. Retrieved from http://hdl.handle.net/10500/21158

Chicago Manual of Style (16^th Edition):

Schmidt, Louise. “The ecology of distance learning : towards a framework for student communication at the University of South Africa .” 2015. Doctoral Dissertation, University of South Africa. Accessed April 15, 2021. http://hdl.handle.net/10500/21158.

MLA Handbook (7^th Edition):

Schmidt, Louise. “The ecology of distance learning : towards a framework for student communication at the University of South Africa .” 2015. Web. 15 Apr 2021.

Vancouver:

Schmidt L. The ecology of distance learning : towards a framework for student communication at the University of South Africa . [Internet] [Doctoral dissertation]. University of South Africa; 2015. [cited 2021 Apr 15]. Available from: http://hdl.handle.net/10500/21158.

Council of Science Editors:

Schmidt L. The ecology of distance learning : towards a framework for student communication at the University of South Africa . [Doctoral Dissertation]. University of South Africa; 2015. Available from: http://hdl.handle.net/10500/21158

Nelson Mandela Metropolitan University

26. [No author]. Innovation adaptation and institutionalization: a case study of an open and distance learning adaptation in Zimbabwe.

Degree: Faculty of Education, 2014, Nelson Mandela Metropolitan University

URL: http://hdl.handle.net/10948/11184

► This study set out to investigate a unique case of innovation adaptation and institutionalization in a depressed socio-economic environment. The main aim of the study… (more)

▼ This study set out to investigate a unique case of innovation adaptation and institutionalization in a depressed socio-economic environment. The main aim of the study was to understand and explain interventions and innovative strategies that underpin the survival and growth of the Open and Distance Learning Mode (ODLM) in Zimbabwe. Towards this end, the data to address the research questions was derived from the case study methodology which incorporated, among others, documentary analysis and interviews with persons involved in the initiation and management of the ODLM. The results of the study indicate that three broad categories of strategies, namely protectionism, innovative leadership and educational entrepreneurialism or commodification constitute the foundation of ODLM durability in Masvingo Province. Protectionism in the context of ODLM survival and growth are projected and articulated in the policy instruments such as mandates and legal frameworks which shielded the innovation from the usual hazards of the innovation process. Protectionism enabled the ODLM to gain traction in an elitist and conservative higher education landscape. Correspondingly, innovative leadership is manifested in a highly motivated team of management staff committed to the propagation of the ODLM to every part of Masvingo Province. The leadership at the Masvingo Regional Campus (MRC) utilizes the multiple stakeholder approach as strategy for establishing convergences and equilibrium in respect of the interests and concerns of the four main stakeholders, namely the government or the ruling party which initiated the implementation of the ODLM; the employers of ODL graduates who affirm the relevancy of ODL qualifications, the students who sustain ODLM by generating revenue for the ZOU, and finally, the MRC staff who are the implementers of the ODLM programmes. Likewise, educational entrepreneurialism constitute another key strategy in ODLM survival and growth. This strategy is articulated in the principle of continual adaptation and creation of market – driven programmes. The above results have several implications to various role players and actors involved in the educational reform and innovation. Firstly, the results of the study reveal the imperative for power elites or policy formulators to ensure that they initiate and adopt educational innovations that match the capacities of their implementers and the socio-economic realities of their respective countries or societies. In this regard, the ODLM appears to have been a prudent choice in light of the challenges that were being encountered in post-independence Zimbabwe. Secondly, from a management perspective, the selection of the innovation team to spearhead or steer the implementation was prioritized. Only competent and committed personnel positively disposed towards an innovation should spearhead the implementation. In addition adequate training and staff development should be instituted to keep the implementers abreast of new trends and standards in educational provision. Lastly,…

Subjects/Keywords: Distance education – Zimbabwe; Open learning – Zimbabwe

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

APA (6^th Edition):

author], [. (2014). Innovation adaptation and institutionalization: a case study of an open and distance learning adaptation in Zimbabwe. (Thesis). Nelson Mandela Metropolitan University. Retrieved from http://hdl.handle.net/10948/11184

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

author], [No. “Innovation adaptation and institutionalization: a case study of an open and distance learning adaptation in Zimbabwe.” 2014. Thesis, Nelson Mandela Metropolitan University. Accessed April 15, 2021. http://hdl.handle.net/10948/11184.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

author], [No. “Innovation adaptation and institutionalization: a case study of an open and distance learning adaptation in Zimbabwe.” 2014. Web. 15 Apr 2021.

Vancouver:

author] [. Innovation adaptation and institutionalization: a case study of an open and distance learning adaptation in Zimbabwe. [Internet] [Thesis]. Nelson Mandela Metropolitan University; 2014. [cited 2021 Apr 15]. Available from: http://hdl.handle.net/10948/11184.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

author] [. Innovation adaptation and institutionalization: a case study of an open and distance learning adaptation in Zimbabwe. [Thesis]. Nelson Mandela Metropolitan University; 2014. Available from: http://hdl.handle.net/10948/11184

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Vytautas Magnus University

27. Simanaitytė, Vaida. Nuotolinio mokymo taikymas sistemos vartotojų mokymuose.

Degree: Master, Informatics, 2010, Vytautas Magnus University

URL: http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2010~D_20100614_143331-50919 ;

►

Šiame darbe atskleistas ir įvertintas įmonėje naudojamas mokymo procesas, sudarytas nuotolinių mokymų sistemos teorinis modelis. Įvertinta mokymų laiko ir kaštų pagrindinės dalys ir sąnaudos. Remiantis… (more)

Subjects/Keywords: Nuotolinis; Vartotojai; Mokymas; Distance; Users; Learning

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APA (6^th Edition):

Simanaitytė, Vaida. (2010). Nuotolinio mokymo taikymas sistemos vartotojų mokymuose. (Masters Thesis). Vytautas Magnus University. Retrieved from http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2010~D_20100614_143331-50919 ;

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Chicago Manual of Style (16^th Edition):

Simanaitytė, Vaida. “Nuotolinio mokymo taikymas sistemos vartotojų mokymuose.” 2010. Masters Thesis, Vytautas Magnus University. Accessed April 15, 2021. http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2010~D_20100614_143331-50919 ;.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

MLA Handbook (7^th Edition):

Simanaitytė, Vaida. “Nuotolinio mokymo taikymas sistemos vartotojų mokymuose.” 2010. Web. 15 Apr 2021.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Vancouver:

Simanaitytė, Vaida. Nuotolinio mokymo taikymas sistemos vartotojų mokymuose. [Internet] [Masters thesis]. Vytautas Magnus University; 2010. [cited 2021 Apr 15]. Available from: http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2010~D_20100614_143331-50919 ;.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Council of Science Editors:

Simanaitytė, Vaida. Nuotolinio mokymo taikymas sistemos vartotojų mokymuose. [Masters Thesis]. Vytautas Magnus University; 2010. Available from: http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2010~D_20100614_143331-50919 ;

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

University of Otago

28. Galvin, Raylene June. The benefits of peer support for online learners .

Degree: 2010, University of Otago

URL: http://hdl.handle.net/10523/448

► In recent years the increased availability of online postgraduate papers has attracted a diverse range of learners. Many learners, due to their physical location, family… (more)

▼ In recent years the increased availability of online postgraduate papers has attracted a diverse range of learners. Many learners, due to their physical location, family or employment commitments, are unable to enrol in an on-campus paper. Online learners can experience feelings of isolation from other class members, the lecturer, learning community and the wider university. Peer support is a voluntary partnership where learners provide each other with informal feedback, encouragement and/or engage in discussions about the content of their paper. It has the potential to provide a layer of support for learners, in addition to that already available from the lecturer or the university. A qualitative design was used to explore the research question: How does peer support benefit online learners? Two sub-questions were also addressed: (1) What issues do peer support partners face? and (2) In what ways does peer support meet partners’ needs? Six participants worked with a partner, known as their ‘study buddy’ for one university semester. Data from two focus group interviews, individual interviews, diaries and/or contact charts and a questionnaire was presented in three case studies. This study showed that participants benefited from using peer support. They jointly constructed knowledge, gave and received scaffolding that helped them clarify their ideas and had access to another perspective about the paper content. Some of the issues participants faced during their learning, such as finding information about assessment requirements were resolved through interaction with a peer support partner. The results suggested that peer support partnerships were effective when participants received feedback, advice, encouragement and answers to their questions. They appreciated having another learner who was able to provide support for them during their academic study. It would be valuable to investigate whether the patterns emerging from this study were similar for other online learners in different courses and universities. Advisors/Committee Members: Gasson, Ruth (advisor).

Subjects/Keywords: peer support; online learning; distance education

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

APA (6^th Edition):

Galvin, R. J. (2010). The benefits of peer support for online learners . (Masters Thesis). University of Otago. Retrieved from http://hdl.handle.net/10523/448

Chicago Manual of Style (16^th Edition):

Galvin, Raylene June. “The benefits of peer support for online learners .” 2010. Masters Thesis, University of Otago. Accessed April 15, 2021. http://hdl.handle.net/10523/448.

MLA Handbook (7^th Edition):

Galvin, Raylene June. “The benefits of peer support for online learners .” 2010. Web. 15 Apr 2021.

Vancouver:

Galvin RJ. The benefits of peer support for online learners . [Internet] [Masters thesis]. University of Otago; 2010. [cited 2021 Apr 15]. Available from: http://hdl.handle.net/10523/448.

Council of Science Editors:

Galvin RJ. The benefits of peer support for online learners . [Masters Thesis]. University of Otago; 2010. Available from: http://hdl.handle.net/10523/448

University of Manitoba

29. Kondrashov, Oleksandr. Social work educators’ perceptions of instructor characteristics, student characteristics, and university supports critical for the creation of an effective learning environment in social work distance education.

Degree: Social Work, 2016, University of Manitoba

URL: http://hdl.handle.net/1993/31195

► Social work education is increasingly changing, and instructors are experimenting with new methods to deliver social work curricula to reach a larger population of social… (more)

▼ Social work education is increasingly changing, and instructors are experimenting with new methods to deliver social work curricula to reach a larger population of social work students. Students previously excluded from university education based on their geographic location, financial limitations, family or work demands now have an opportunity to access social work programs in Canada using distance education, and distance education has become an emerging field of research. The current study identified instructor and student characteristics and university supports that were assessed as critical in creating an effective learning environment for delivering an entire undergraduate program of social work via distance education. The exploratory-descriptive study utilized a mixed-methods design to examine the perceptions of social work distance educators from four universities that offer a complete BSW degree accredited by the Canadian Association for Social Work Education (CASWE-ACFTS) through distance education: the University of Calgary, the University of Manitoba, the University of Victoria and Dalhousie University. Thirty-four social work distance educators completed a survey questionnaire, and 24 of these participated in qualitative interviews to identify the critical characteristics and university supports. Study findings suggest that effective performance of five distinct roles by both instructors and students are essential to creating an effective learning environment in social work distance education. The required university supports to maintain those roles are also identified. Based on these results a conceptual model for achieving effectiveness in social work distance education is identified. The study suggests what is needed to establish an effective learning environment in social work distance education and confirms the benefits of distance education in social work undergraduate programs. Suggestions for future research are included along with recommendations for building an effective distance learning environment in social work education. Advisors/Committee Members: McKenzie, Brad (Social Work) (supervisor), Wright, Alex (Social Work).

Subjects/Keywords: social work; distance education; effective learning environment.

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

APA (6^th Edition):

Kondrashov, O. (2016). Social work educators’ perceptions of instructor characteristics, student characteristics, and university supports critical for the creation of an effective learning environment in social work distance education. (Thesis). University of Manitoba. Retrieved from http://hdl.handle.net/1993/31195

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Kondrashov, Oleksandr. “Social work educators’ perceptions of instructor characteristics, student characteristics, and university supports critical for the creation of an effective learning environment in social work distance education.” 2016. Thesis, University of Manitoba. Accessed April 15, 2021. http://hdl.handle.net/1993/31195.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Kondrashov, Oleksandr. “Social work educators’ perceptions of instructor characteristics, student characteristics, and university supports critical for the creation of an effective learning environment in social work distance education.” 2016. Web. 15 Apr 2021.

Vancouver:

Kondrashov O. Social work educators’ perceptions of instructor characteristics, student characteristics, and university supports critical for the creation of an effective learning environment in social work distance education. [Internet] [Thesis]. University of Manitoba; 2016. [cited 2021 Apr 15]. Available from: http://hdl.handle.net/1993/31195.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Kondrashov O. Social work educators’ perceptions of instructor characteristics, student characteristics, and university supports critical for the creation of an effective learning environment in social work distance education. [Thesis]. University of Manitoba; 2016. Available from: http://hdl.handle.net/1993/31195

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Toronto

30. Holt, Bryan Daniel. 21st-Century Cello Pedagogy: Examining the Efficacy of Online Cello Lessons.

Degree: 2018, University of Toronto

URL: http://hdl.handle.net/1807/91989

►

The use of video-conferencing software and online platforms has brought many parts of the world closer together and has enabled audiovisual communication with greater ease… (more)

Subjects/Keywords: cello; conference; contemporary; distance; learning; video; 0457

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

APA (6^th Edition):

Holt, B. D. (2018). 21st-Century Cello Pedagogy: Examining the Efficacy of Online Cello Lessons. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/91989

Chicago Manual of Style (16^th Edition):

Holt, Bryan Daniel. “21st-Century Cello Pedagogy: Examining the Efficacy of Online Cello Lessons.” 2018. Doctoral Dissertation, University of Toronto. Accessed April 15, 2021. http://hdl.handle.net/1807/91989.

MLA Handbook (7^th Edition):

Holt, Bryan Daniel. “21st-Century Cello Pedagogy: Examining the Efficacy of Online Cello Lessons.” 2018. Web. 15 Apr 2021.

Vancouver:

Holt BD. 21st-Century Cello Pedagogy: Examining the Efficacy of Online Cello Lessons. [Internet] [Doctoral dissertation]. University of Toronto; 2018. [cited 2021 Apr 15]. Available from: http://hdl.handle.net/1807/91989.

Council of Science Editors:

Holt BD. 21st-Century Cello Pedagogy: Examining the Efficacy of Online Cello Lessons. [Doctoral Dissertation]. University of Toronto; 2018. Available from: http://hdl.handle.net/1807/91989

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Open Access Theses and Dissertations