subject:(distance learning)

Penn State University

1. 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: PhD, Information Sciences and Technology, 2010, Penn State University

URL: https://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.

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. (Doctoral Dissertation). Penn State University. Retrieved from https://etda.libraries.psu.edu/catalog/11114

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. Doctoral Dissertation, Penn State University. Accessed February 20, 2020. https://etda.libraries.psu.edu/catalog/11114.

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. 20 Feb 2020.

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] [Doctoral dissertation]. Penn State University; 2010. [cited 2020 Feb 20]. Available from: https://etda.libraries.psu.edu/catalog/11114.

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. [Doctoral Dissertation]. Penn State University; 2010. Available from: https://etda.libraries.psu.edu/catalog/11114

2. 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 February 20, 2020. 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. 20 Feb 2020.

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 2020 Feb 20]. 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

3. 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 February 20, 2020. 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. 20 Feb 2020.

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 2020 Feb 20]. 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 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 February 20, 2020. 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. 20 Feb 2020.

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 2020 Feb 20]. 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

University of Toledo

5. You, Jiyu. A Study of Faculty Members’ Perceived Utilization of Best Practices in Distance Learning Course Design and Delivery and the Role of Instructional Designers.

Degree: PhD, Curriculum and Instruction: Educational Media, 2010, University of Toledo

URL: http://rave.ohiolink.edu/etdc/view?acc_num=toledo1279298347

► Best practices have been used in the establishment of distance learning programs for higher education. However, little is known about faculty members’ utilization of… (more)

Subjects/Keywords: Education; Distance Learning; Best Practices

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APA (6^th Edition):

You, J. (2010). A Study of Faculty Members’ Perceived Utilization of Best Practices in Distance Learning Course Design and Delivery and the Role of Instructional Designers. (Doctoral Dissertation). University of Toledo. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=toledo1279298347

Chicago Manual of Style (16^th Edition):

You, Jiyu. “A Study of Faculty Members’ Perceived Utilization of Best Practices in Distance Learning Course Design and Delivery and the Role of Instructional Designers.” 2010. Doctoral Dissertation, University of Toledo. Accessed February 20, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1279298347.

MLA Handbook (7^th Edition):

You, Jiyu. “A Study of Faculty Members’ Perceived Utilization of Best Practices in Distance Learning Course Design and Delivery and the Role of Instructional Designers.” 2010. Web. 20 Feb 2020.

Vancouver:

You J. A Study of Faculty Members’ Perceived Utilization of Best Practices in Distance Learning Course Design and Delivery and the Role of Instructional Designers. [Internet] [Doctoral dissertation]. University of Toledo; 2010. [cited 2020 Feb 20]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=toledo1279298347.

Council of Science Editors:

You J. A Study of Faculty Members’ Perceived Utilization of Best Practices in Distance Learning Course Design and Delivery and the Role of Instructional Designers. [Doctoral Dissertation]. University of Toledo; 2010. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=toledo1279298347

Massey University

6. 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 February 20, 2020. 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. 20 Feb 2020.

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 2020 Feb 20]. 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

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 February 20, 2020. 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. 20 Feb 2020.

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 2020 Feb 20]. 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

University of Manchester

8. Constantinou, Charalambos. ODL - The Open and Distance Learning Web Application.

Degree: 2010, University of Manchester

URL: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:98169

►

This dissertation is submitted to The University of Manchester for the degree of Master of Enterprise in the Faculty of Humanities. This dissertation comprises of… (more)

Subjects/Keywords: Distance Learning; eLearning; Learning Web Applications

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APA (6^th Edition):

Constantinou, C. (2010). ODL - The Open and Distance Learning Web Application. (Doctoral Dissertation). University of Manchester. Retrieved from http://www.manchester.ac.uk/escholar/uk-ac-man-scw:98169

Chicago Manual of Style (16^th Edition):

Constantinou, Charalambos. “ODL - The Open and Distance Learning Web Application.” 2010. Doctoral Dissertation, University of Manchester. Accessed February 20, 2020. http://www.manchester.ac.uk/escholar/uk-ac-man-scw:98169.

MLA Handbook (7^th Edition):

Constantinou, Charalambos. “ODL - The Open and Distance Learning Web Application.” 2010. Web. 20 Feb 2020.

Vancouver:

Constantinou C. ODL - The Open and Distance Learning Web Application. [Internet] [Doctoral dissertation]. University of Manchester; 2010. [cited 2020 Feb 20]. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:98169.

Council of Science Editors:

Constantinou C. ODL - The Open and Distance Learning Web Application. [Doctoral Dissertation]. University of Manchester; 2010. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:98169

Texas A&M University

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

Degree: 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. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2012-05-10758

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):

Seidel, Edmund. “Vicarious Interactions and Self-direct Learning of Students by Course Delivery Strategy.” 2012. Thesis, Texas A&M University. Accessed February 20, 2020. http://hdl.handle.net/1969.1/ETD-TAMU-2012-05-10758.

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

MLA Handbook (7^th Edition):

Seidel, Edmund. “Vicarious Interactions and Self-direct Learning of Students by Course Delivery Strategy.” 2012. Web. 20 Feb 2020.

Vancouver:

Seidel E. Vicarious Interactions and Self-direct Learning of Students by Course Delivery Strategy. [Internet] [Thesis]. Texas A&M University; 2012. [cited 2020 Feb 20]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2012-05-10758.

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

Council of Science Editors:

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

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

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 February 20, 2020. https://preserve.lehigh.edu/etd/1696.

MLA Handbook (7^th Edition):

Zhao, Xiaoli. “Towards a systematic understanding of community in online learning.” 2014. Web. 20 Feb 2020.

Vancouver:

Zhao X. Towards a systematic understanding of community in online learning. [Internet] [Doctoral dissertation]. Lehigh University; 2014. [cited 2020 Feb 20]. 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, Teaching and Learning, 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 (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 February 20, 2020. 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. 20 Feb 2020.

Vancouver:

Shrewsbury EJ. Interaction through Asynchronous Audio-Based Computer Mediated Communication in the Virtual Foreign Language Classroom. [Internet] [Doctoral dissertation]. Virginia Tech; 2012. [cited 2020 Feb 20]. 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

Penn State University

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

Degree: PhD, Adult Education, 2011, Penn State University

URL: https://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.

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

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APA (6^th Edition):

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

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. Doctoral Dissertation, Penn State University. Accessed February 20, 2020. https://etda.libraries.psu.edu/catalog/11795.

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. 20 Feb 2020.

Vancouver:

Diehl WC. LEARNING AT THE BACK DOOR: CHARLES A. WEDEMEYER AND THE EVOLUTION OF OPEN AND DISTANCE EDUCATION. [Internet] [Doctoral dissertation]. Penn State University; 2011. [cited 2020 Feb 20]. Available from: https://etda.libraries.psu.edu/catalog/11795.

Council of Science Editors:

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

University of South Africa

13. 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 (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 February 20, 2020. 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. 20 Feb 2020.

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 2020 Feb 20]. 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

Texas A&M University

14. Villalobos Pe?alosa, Patricia. Development of a culturally appropriate process for assessing distance learning readiness in Latin America.

Degree: 2009, Texas A&M University

URL: http://hdl.handle.net/1969.1/ETD-TAMU-1228

► The purpose of this study was to develop an instrument for assessing distance learning readiness of institutions in Latin America for international projects of food… (more)

▼ The purpose of this study was to develop an instrument for assessing distance learning readiness of institutions in Latin America for international projects of food and agriculture with higher education institutions in the U.S. The data collection followed two approaches: a quantitative, which was processed statistically, including mean (percentage), mode and cross-tabulation, and a qualitative, through semi-structured interviews. The population of this research was animal biotechnology institutions in Latin American countries, Spanish speaking, partners with the major funding organizations in the U.S., with Web pages on the Internet. Population included 17 countries with N=150, a random sample of n=83 for the quantitative analysis and n=20 for the qualitative approach. The instrument was developed by the researcher. Items were based on readiness surveys used widely in the U.S., and founded in two culture theories: Bank?s (2001) cultural elements and Hosfstede?s (1984) cultural dimensions. Using Bank?s theory it was concluded that English proficiency was considered an essential tool for research. Interviews exposed that researchers were aware of nonverbal communication differences between Latinos and Americans. Cultural cognitiveness showed to be exposed when researchers were confronted with another culture. The perspective of distance education showed to be considered different from face to face education. There was an appropriate perception of the need, ownership, and use of computer technologies and Internet accessibility with fast connections. Researchers perceived computer technology equipment as a measurement of the quality of their institution. Using Hofstede?s (1984) dimensions it was concluded that Latin American countries were considered to have high power distance on four of the six items assessed; had strong uncertainty avoidance with four of the six items assessed, where a collectivist society, with five items out of six. Interviews determined that a masculine dimension was predominant in the study. Assessment of technology involved: Internet, technological resources, computer proficiency, distance education and instructional design experience. Results of this assessment showed that technology must be measured through a cultural perspective to achieve accurate responses because people express and understand through their mental constructs which are tainted with their cultural experiences and their perception of life, work, academics, and society. Advisors/Committee Members: Dooley, Kim E. (advisor), De la Concha-Bermejillo, Andres (committee member), Elbert, Chanda (committee member), Murphrey,Theresa P. (committee member), Pi?Manuel (committee member).

Subjects/Keywords: distance education; readiness; Latin America; assessment; culture; distance learning

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APA (6^th Edition):

Villalobos Pe?alosa, P. (2009). Development of a culturally appropriate process for assessing distance learning readiness in Latin America. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-1228

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):

Villalobos Pe?alosa, Patricia. “Development of a culturally appropriate process for assessing distance learning readiness in Latin America.” 2009. Thesis, Texas A&M University. Accessed February 20, 2020. http://hdl.handle.net/1969.1/ETD-TAMU-1228.

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

MLA Handbook (7^th Edition):

Villalobos Pe?alosa, Patricia. “Development of a culturally appropriate process for assessing distance learning readiness in Latin America.” 2009. Web. 20 Feb 2020.

Vancouver:

Villalobos Pe?alosa P. Development of a culturally appropriate process for assessing distance learning readiness in Latin America. [Internet] [Thesis]. Texas A&M University; 2009. [cited 2020 Feb 20]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-1228.

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

Council of Science Editors:

Villalobos Pe?alosa P. Development of a culturally appropriate process for assessing distance learning readiness in Latin America. [Thesis]. Texas A&M University; 2009. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-1228

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

University of Minnesota

15. 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 February 20, 2020. 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. 20 Feb 2020.

Vancouver:

Gullixson A. Rethinking Retention: Using Engagement to Increase Adult Distance Learner Persistence. [Internet] [Doctoral dissertation]. University of Minnesota; 2015. [cited 2020 Feb 20]. 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

University of New Mexico

16. 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 February 20, 2020. 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. 20 Feb 2020.

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 2020 Feb 20]. 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 Toledo

17. Reddy, Prashanth R. A Low Cost Interactive System for Distance Learning.

Degree: MS, Electrical Engineering, 2011, University of Toledo

URL: http://rave.ohiolink.edu/etdc/view?acc_num=toledo1321645829

► The impact of technology on education in both traditional classes and Distance Learning (DL) is enormous. The Internet and other network technologies have given the… (more)

Subjects/Keywords: Computer Science; Distance Learning; Distance Education; Interactive; Whiteboard

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APA (6^th Edition):

Reddy, P. R. (2011). A Low Cost Interactive System for Distance Learning. (Masters Thesis). University of Toledo. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=toledo1321645829

Chicago Manual of Style (16^th Edition):

Reddy, Prashanth R. “A Low Cost Interactive System for Distance Learning.” 2011. Masters Thesis, University of Toledo. Accessed February 20, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1321645829.

MLA Handbook (7^th Edition):

Reddy, Prashanth R. “A Low Cost Interactive System for Distance Learning.” 2011. Web. 20 Feb 2020.

Vancouver:

Reddy PR. A Low Cost Interactive System for Distance Learning. [Internet] [Masters thesis]. University of Toledo; 2011. [cited 2020 Feb 20]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=toledo1321645829.

Council of Science Editors:

Reddy PR. A Low Cost Interactive System for Distance Learning. [Masters Thesis]. University of Toledo; 2011. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=toledo1321645829

Montana Tech

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

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

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). Montana Tech. 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, Montana Tech. Accessed February 20, 2020. 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. 20 Feb 2020.

Vancouver:

Schrenk RR. Comparison of Distance Education Leadership Styles and Future Investment in Two-Year Colleges. [Internet] [Doctoral dissertation]. Montana Tech; 2011. [cited 2020 Feb 20]. 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]. Montana Tech; 2011. Available from: https://scholarworks.umt.edu/etd/1337

Kaunas University of Technology

19. 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 (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 February 20, 2020. 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. 20 Feb 2020.

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 2020 Feb 20]. 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

20. 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 February 20, 2020. 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. 20 Feb 2020.

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 2020 Feb 20]. 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 Georgia

21. Quinn, Robert Daniel. Online learning in art education: implications for post-secondary art appreciation pedagogy.

Degree: PhD, Art Education, 2006, University of Georgia

URL: http://purl.galileo.usg.edu/uga_etd/quinn_robert_d_200605_phd

► Traditional scenarios of art appreciation at the university level are challenged in this study, which is an investigation of an online distance learning course taught… (more)

▼ Traditional scenarios of art appreciation at the university level are challenged in this study, which is an investigation of an online distance learning course taught by the researcher. The methodologies of educational criticism and teacher-research were utilized to consider the nature of e-learning events in the hybrid classroom and their implications for teaching art appreciation. Volunteers formed an alternative learning group who participated in the course entirely online, while their classmates continued in the face-to-face classroom. Interactive computer technologies were used to facilitate six synchronous class meetings throughout the semester. The alternative group also participated in ongoing asynchronous class discussions, and its members created two personal works of digital art using computer graphics software applications. Three major cases are presented to illuminate the nature of online distance learning in this art appreciation course. These cases deal with several studentsÕ experiences with the online lecture, two separate groupsÕ encounter during an online chat, and one studentÕs journey through the creation of her personal course webpage. Three facets of e-learning are considered as each case is interpreted: the levels at which the individual(s) was/were processing information, interaction with fellow practitioners, and electronic pedagogy. Each of these realms of online distance learning provides a clearer picture of the type of learning in which students engaged as they worked through the activities of the alternative learning group. Six themes emerged throughout the study: the temporal shift in e-learning, the necessity of a more capable peer, the importance of multitasking, the liquidity effect, student disposition, and the eventsÕ student-centered tendencies. The implications that each theme holds are discussed in terms of recommendations for practice in online learning in art appreciation. Considerations for pedagogical techniques in traditional post-secondary art appreciation are also examined. Advisors/Committee Members: Richard E. Siegesmund.

Subjects/Keywords: Online distance learning

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

APA (6^th Edition):

Quinn, R. D. (2006). Online learning in art education: implications for post-secondary art appreciation pedagogy. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/quinn_robert_d_200605_phd

Chicago Manual of Style (16^th Edition):

Quinn, Robert Daniel. “Online learning in art education: implications for post-secondary art appreciation pedagogy.” 2006. Doctoral Dissertation, University of Georgia. Accessed February 20, 2020. http://purl.galileo.usg.edu/uga_etd/quinn_robert_d_200605_phd.

MLA Handbook (7^th Edition):

Quinn, Robert Daniel. “Online learning in art education: implications for post-secondary art appreciation pedagogy.” 2006. Web. 20 Feb 2020.

Vancouver:

Quinn RD. Online learning in art education: implications for post-secondary art appreciation pedagogy. [Internet] [Doctoral dissertation]. University of Georgia; 2006. [cited 2020 Feb 20]. Available from: http://purl.galileo.usg.edu/uga_etd/quinn_robert_d_200605_phd.

Council of Science Editors:

Quinn RD. Online learning in art education: implications for post-secondary art appreciation pedagogy. [Doctoral Dissertation]. University of Georgia; 2006. Available from: http://purl.galileo.usg.edu/uga_etd/quinn_robert_d_200605_phd

Texas A&M University

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

Degree: 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. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/2223

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):

Kim, Jung Il. “Distance-learning receptivity differences between American and Korean graduate students.” 2005. Thesis, Texas A&M University. Accessed February 20, 2020. http://hdl.handle.net/1969.1/2223.

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

MLA Handbook (7^th Edition):

Kim, Jung Il. “Distance-learning receptivity differences between American and Korean graduate students.” 2005. Web. 20 Feb 2020.

Vancouver:

Kim JI. Distance-learning receptivity differences between American and Korean graduate students. [Internet] [Thesis]. Texas A&M University; 2005. [cited 2020 Feb 20]. Available from: http://hdl.handle.net/1969.1/2223.

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

Council of Science Editors:

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

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

University of Illinois – Urbana-Champaign

23. Varvel, Virgil E., Jr. Social Engineering Effects on Instructors and Students in an Elearning Environment.

Degree: PhD, 0215, 2010, University of Illinois – Urbana-Champaign

URL: http://hdl.handle.net/2142/16800

► The University of Illinois through the Illinois Online Network has been offering an 8-week fully online course titled, Online Learning: An Overview, as part of… (more)

Subjects/Keywords: elearning; online learning; distance education; independent study

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APA (6^th Edition):

Varvel, Virgil E., J. (2010). Social Engineering Effects on Instructors and Students in an Elearning Environment. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/16800

Chicago Manual of Style (16^th Edition):

Varvel, Virgil E., Jr. “Social Engineering Effects on Instructors and Students in an Elearning Environment.” 2010. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed February 20, 2020. http://hdl.handle.net/2142/16800.

MLA Handbook (7^th Edition):

Varvel, Virgil E., Jr. “Social Engineering Effects on Instructors and Students in an Elearning Environment.” 2010. Web. 20 Feb 2020.

Vancouver:

Varvel, Virgil E. J. Social Engineering Effects on Instructors and Students in an Elearning Environment. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2010. [cited 2020 Feb 20]. Available from: http://hdl.handle.net/2142/16800.

Council of Science Editors:

Varvel, Virgil E. J. Social Engineering Effects on Instructors and Students in an Elearning Environment. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2010. Available from: http://hdl.handle.net/2142/16800

Rochester Institute of Technology

24. 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 February 20, 2020. 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. 20 Feb 2020.

Vancouver:

Bilowus M. How online learning can benefit deaf and heard of hearing people. [Internet] [Thesis]. Rochester Institute of Technology; 2013. [cited 2020 Feb 20]. 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

25. Veres, Wayne Albert. Learning Management Systems for Distance Education Over the Internet .

Degree: 2015, California State University – San Marcos

URL: http://hdl.handle.net/10211.3/148952

► The Information Age has created an unprecedented demand for learning. In order to stay competitive in the workplace, workers find it necessary to continually reeducate… (more)

▼ The Information Age has created an unprecedented demand for learning. In order to stay competitive in the workplace, workers find it necessary to continually reeducate themselves. The demand to learn and learn quickly is driven by a paradigm shift in the business world. The business atmosphere has changed from one where the big acquire the small to one where the fast acquire the slow. Seeking education from institutions offering traditional classroom courses on fixed timelines is inadequate in this environment. Today's learner needs an educational delivery methodology where they determine the time and place of the delivery. To meet these demands, institutions of higher education are quickly migrating courses to the Internet. With the adoption of the Web as a popular standard, this delivery methodology shows great promise of being able to deliver educational content to students anywhere at anytime. As learners rapidly accept this delivery method, institutions are under great pressure to develop and deliver educational content with the same high standards as traditional instruction. As a result, specialized software systems to support Internet based education have rapidly emerged to help fill this need. These Internet based Learning Management Systems (LMS) provide an environment where educators can assemble and deliver high quality educational content in a virtual classroom. With Web based content quickly being created at institutions throughout the world, principles, such as content discovery, interface standards, and searchable libraries, need to be adapted to make the next generation of LMS more robust. EDUCAUSE recognized this need and initiated the Instructional Management Systems (IMS) project in 1997. The IMS project is defining interoperability specifications for the next generation LMS. As LMS become increasingly integrated into the learning environment, they may duplicate administrative information found in an institution's enterprise system, which are comprised of systems such as Student Information, Training Administration, Human Resource Management, Financial Management, and Library Management. These systems, representing a major investment for an institution, are part of large infrastructures for managing access to electronic resources and are considered to be the official source for administrative information. Duplication of the same information across different systems is not a desirable administrative architecture since it raises costs and the potential for inaccurate data increases. It would be desirable to share common data elements as needed through an interoperability architecture. This thesis presents an architecture that will allow such interoperability and is based on the Enterprise Interoperability Specification of the IMS project. Advisors/Committee Members: Wang, Stanley (advisor).

Subjects/Keywords: learning management systems; distance education; internet

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APA (6^th Edition):

Veres, W. A. (2015). Learning Management Systems for Distance Education Over the Internet . (Thesis). California State University – San Marcos. Retrieved from http://hdl.handle.net/10211.3/148952

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):

Veres, Wayne Albert. “Learning Management Systems for Distance Education Over the Internet .” 2015. Thesis, California State University – San Marcos. Accessed February 20, 2020. http://hdl.handle.net/10211.3/148952.

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

MLA Handbook (7^th Edition):

Veres, Wayne Albert. “Learning Management Systems for Distance Education Over the Internet .” 2015. Web. 20 Feb 2020.

Vancouver:

Veres WA. Learning Management Systems for Distance Education Over the Internet . [Internet] [Thesis]. California State University – San Marcos; 2015. [cited 2020 Feb 20]. Available from: http://hdl.handle.net/10211.3/148952.

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

Council of Science Editors:

Veres WA. Learning Management Systems for Distance Education Over the Internet . [Thesis]. California State University – San Marcos; 2015. Available from: http://hdl.handle.net/10211.3/148952

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

Louisiana State University

26. Cobb, Tireka Patrice. Networked learning : evaluating the effectiveness of distance education in comparison to traditional education.

Degree: PhD, Education, 2012, Louisiana State University

URL: etd-01222013-212301 ; https://digitalcommons.lsu.edu/gradschool_dissertations/2247

► The purpose of this study was to evaluate the effectiveness of alternative course delivery methods, which can ultimately help higher education stakeholders make informed decisions… (more)

▼ The purpose of this study was to evaluate the effectiveness of alternative course delivery methods, which can ultimately help higher education stakeholders make informed decisions for present and future educational endeavors. Emerging systems of educational technology, such as ‘networked learning’ and the increasing development of online courses have created many questions concerning the effectiveness of online learning relative to face-to-face learning. More research supporting online as an effective alternative to traditional education is needed as an evaluative tool to potentially mitigate the budgetary constraints, which pose a threat to the institution’s ability to fulfill their mission of providing a quality education to their students. Specifically, community colleges have the highest enrollment growth rate and account for half of higher education enrollment over the last five years (Allen and Searman, 2007), but unfortunately, smaller, public and community colleges have not historically invested in distance education (Janes, 2003). Community college students and faculty were participants in this quasi-experimental research study, in which the findings support that online courses are popular overall with students, as indicated by the total number of students who enrolled in these courses, but, unfortunately, students who enroll in online courses are not as successful as the students enrolled in on-ground courses. A contributing factor to the popularity of online courses in community colleges, as in setting of this research, is the fact that there is no on-campus housing; all students live off campus. Furthermore, the higher rate of online non-completers could be due to the fact that community college students are usually at a disadvantage, subject to more characteristics that negatively impact their success in college, including scoring lower in high school, delaying college after high school, attending part-time, and coming from families who are in the lower socio-economic status (Bailey, Jenkins & Leinbach (2005). The results of this study indicate that minorities perform worse online than onground. Females are more likely to be unsuccessful at an on-ground course but more successful online. Traditionally aged students (18-24 years) generally are less successful than non-traditional students (25 and older) in online courses.

Subjects/Keywords: distance education; online learning; effectiveness; community college

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APA (6^th Edition):

Cobb, T. P. (2012). Networked learning : evaluating the effectiveness of distance education in comparison to traditional education. (Doctoral Dissertation). Louisiana State University. Retrieved from etd-01222013-212301 ; https://digitalcommons.lsu.edu/gradschool_dissertations/2247

Chicago Manual of Style (16^th Edition):

Cobb, Tireka Patrice. “Networked learning : evaluating the effectiveness of distance education in comparison to traditional education.” 2012. Doctoral Dissertation, Louisiana State University. Accessed February 20, 2020. etd-01222013-212301 ; https://digitalcommons.lsu.edu/gradschool_dissertations/2247.

MLA Handbook (7^th Edition):

Cobb, Tireka Patrice. “Networked learning : evaluating the effectiveness of distance education in comparison to traditional education.” 2012. Web. 20 Feb 2020.

Vancouver:

Cobb TP. Networked learning : evaluating the effectiveness of distance education in comparison to traditional education. [Internet] [Doctoral dissertation]. Louisiana State University; 2012. [cited 2020 Feb 20]. Available from: etd-01222013-212301 ; https://digitalcommons.lsu.edu/gradschool_dissertations/2247.

Council of Science Editors:

Cobb TP. Networked learning : evaluating the effectiveness of distance education in comparison to traditional education. [Doctoral Dissertation]. Louisiana State University; 2012. Available from: etd-01222013-212301 ; https://digitalcommons.lsu.edu/gradschool_dissertations/2247

McGill University

27. Ahmad, Arshad. Validating a theory-based design for online instruction : the integrated learning model.

Degree: PhD, Department of Educational and Counselling Psychology., 2000, McGill University

URL: http://digitool.library.mcgill.ca/thesisfile36861.pdf

►

The goal of this study is to present the empirical results of a design experiment that validates the Integrated Learning Model (ILM). The study also… (more)

▼

The goal of this study is to present the empirical results of a design experiment that validates the Integrated Learning Model (ILM). The study also explores the contribution of multiple Web-tools that facilitate specific learning outcomes.

Using a multiple paradigmatic approach that blends the best of both cognitive and situative perspectives in an open-learning constructivist environment, three broad constructs were used to identify variables that influence learning. These constructs include (1) knowledge acquisition strategies ; (2) cognitive tools that support practice and (3) assessment components that capture artifacts of learning.

In addition, the ILM uses expertise, pedagogical content knowledge and self-regulation as principles that anchor instructional designs. While these principles have traditionally been operationalized separately in classroom settings, they have not been implemented simultaneously to constitute the core elements of an open-learning model. The ILM represents such a synthesis.

Data were collected from 338 students using various tools online, as well as from four surveys administered throughout the semester. Sixty percent of the participants were male with an average age of 21 years. They spent approximately six hours per week on the course. Print material, interactive practice tests and online information were the most frequently used tools. Other tools such as videos and communication software were also positively rated. The majority preferred a mixture of discovery learning and guided instruction. From the fifteen online items, three extracted factors explained 69% of the total variance and loadings were above the 0.7 threshold. These factors correspond to the three broad constructs identified above. Given these dimensions and the latent construct (learning), Structural Equation Modeling techniques were applied to confirm the ILM.

The ELM is introduced to encourage designers of Web-based instruction to engineer appropriate knowledge acquisition strategies and to practice opportunities and appropriate assessment methods that are theoretically driven and constructively aligned in an open learning environment. Such Web-designs open new doors to faculty, administrators, employers, and learners. They help to explain why participants learn meaningfully and what might enable them to create knowledge.

Advisors/Committee Members: Lajoie, Susanne P. (advisor).

Subjects/Keywords: Learning.; Distance education.

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APA (6^th Edition):

Ahmad, A. (2000). Validating a theory-based design for online instruction : the integrated learning model. (Doctoral Dissertation). McGill University. Retrieved from http://digitool.library.mcgill.ca/thesisfile36861.pdf

Chicago Manual of Style (16^th Edition):

Ahmad, Arshad. “Validating a theory-based design for online instruction : the integrated learning model.” 2000. Doctoral Dissertation, McGill University. Accessed February 20, 2020. http://digitool.library.mcgill.ca/thesisfile36861.pdf.

MLA Handbook (7^th Edition):

Ahmad, Arshad. “Validating a theory-based design for online instruction : the integrated learning model.” 2000. Web. 20 Feb 2020.

Vancouver:

Ahmad A. Validating a theory-based design for online instruction : the integrated learning model. [Internet] [Doctoral dissertation]. McGill University; 2000. [cited 2020 Feb 20]. Available from: http://digitool.library.mcgill.ca/thesisfile36861.pdf.

Council of Science Editors:

Ahmad A. Validating a theory-based design for online instruction : the integrated learning model. [Doctoral Dissertation]. McGill University; 2000. Available from: http://digitool.library.mcgill.ca/thesisfile36861.pdf

Massey University

28. Cowie, Peter. Student engagement with self-instructional course materials.

Degree: MEd, Distance and On-line Learning, 2010, Massey University

URL: http://hdl.handle.net/10179/2388

► This study is concerned with understanding how students engage with self-instructional materials on campus and at a distance within the context of the hybrid course… (more)

▼ This study is concerned with understanding how students engage with self-instructional materials on campus and at a distance within the context of the hybrid course offered at ABC College. This study examines the interrelationship of (a) time engaged with course materials, (b) the perceived value of course materials, (c) student approaches to engagement and (d) the integration of the course materials into the student learning experience in order to construct an understanding of student engagement with course materials. This study employed multiple case studies which formed a holistic collective case study. Data on student engagement with the course materials was collected using a questionnaire instrument. The resulting data was analysed using descriptive statistics to create a picture of how students engaged with the course materials. Correlation statistics were used to identify possible relationships between the items. Emerging themes were then explored in focus groups. Subsequent analysis of the focus group data explored the causation and interrelationships between themes resulting in an understanding of student engagement with the course materials. The findings from this study suggests that student engagement with self-instructional course materials (readings, learning guide, multimedia, etc.) are the result of complex interactions between a student's preferred approach to engagement, their locus of control and the method of integration of the course materials. The majority of participants preferred to engage with the course materials using a deep approach. Participants with an external locus of control reflected the assumptions and approaches they perceived from the method of integration. Participants with an internal locus of control engaged with the course materials using their preferred approach unless they were convinced that another approach served their needs better. The majority of participants exhibited an external locus of control. When a presentation or supplemental method of integrating was used, participants were more likely to engage with the course materials using a surface approach to engagement. They were also more likely to spend less time engaging with the course materials and place a lower value on the course materials. When a discussion or springboard method of integration was used participants were more likely to engage the course materials using a deep approach to engagement. They were also more likely to spend more time engaging with the course materials and place a higher value on the course materials.

Subjects/Keywords: Distance education; Independent study; Student learning

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

APA (6^th Edition):

Cowie, P. (2010). Student engagement with self-instructional course materials. (Masters Thesis). Massey University. Retrieved from http://hdl.handle.net/10179/2388

Chicago Manual of Style (16^th Edition):

Cowie, Peter. “Student engagement with self-instructional course materials.” 2010. Masters Thesis, Massey University. Accessed February 20, 2020. http://hdl.handle.net/10179/2388.

MLA Handbook (7^th Edition):

Cowie, Peter. “Student engagement with self-instructional course materials.” 2010. Web. 20 Feb 2020.

Vancouver:

Cowie P. Student engagement with self-instructional course materials. [Internet] [Masters thesis]. Massey University; 2010. [cited 2020 Feb 20]. Available from: http://hdl.handle.net/10179/2388.

Council of Science Editors:

Cowie P. Student engagement with self-instructional course materials. [Masters Thesis]. Massey University; 2010. Available from: http://hdl.handle.net/10179/2388

Vytautas Magnus University

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

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 February 20, 2020. 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. 20 Feb 2020.

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 2020 Feb 20]. 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

Kansas State University

30. Weston, Dawn M. Study of student perceived effectiveness of the delivery of distance education instruction at the United States Army Command and General Staff College.

Degree: EdD, Department of Educational Leadership, 2010, Kansas State University

URL: http://hdl.handle.net/2097/3575

► The purpose of this study was to identify current student preferences in order to improve distance education curriculum delivery of the distance education program of… (more)

Subjects/Keywords: Online Learning; Distance Education; Education, Administration (0514)

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

APA (6^th Edition):

Weston, D. M. (2010). Study of student perceived effectiveness of the delivery of distance education instruction at the United States Army Command and General Staff College. (Doctoral Dissertation). Kansas State University. Retrieved from http://hdl.handle.net/2097/3575

Chicago Manual of Style (16^th Edition):

Weston, Dawn M. “Study of student perceived effectiveness of the delivery of distance education instruction at the United States Army Command and General Staff College.” 2010. Doctoral Dissertation, Kansas State University. Accessed February 20, 2020. http://hdl.handle.net/2097/3575.

MLA Handbook (7^th Edition):

Weston, Dawn M. “Study of student perceived effectiveness of the delivery of distance education instruction at the United States Army Command and General Staff College.” 2010. Web. 20 Feb 2020.

Vancouver:

Weston DM. Study of student perceived effectiveness of the delivery of distance education instruction at the United States Army Command and General Staff College. [Internet] [Doctoral dissertation]. Kansas State University; 2010. [cited 2020 Feb 20]. Available from: http://hdl.handle.net/2097/3575.

Council of Science Editors:

Weston DM. Study of student perceived effectiveness of the delivery of distance education instruction at the United States Army Command and General Staff College. [Doctoral Dissertation]. Kansas State University; 2010. Available from: http://hdl.handle.net/2097/3575

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Open Access Theses and Dissertations