Browsing by Subject "Distance education"
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Item Barriers To Communication In Distance Education(Anadolu University, 2013-01) Berge, Zane L.To a large extent education can be thought of as a communication process among the participants. This article focuses on distance education, which has both the general communication processes that in-person education venues possess, and also communication specific to the technologies that mediate the teaching and learning taking place at a distance. There are various opportunities and barriers to effective communication. An exhaustive review of literature regarding communication barriers to distance education summarizes the technical, psychological, social, cultural, and contextual challenges leading to a significant conclusion: that as technology used for distance education improves so does both the opportunities to overcome many of the barriers to ineffective communication and the complexity of the barriers that are faced by the participants. The hierarchy of this structure is described.Item Hbi Faculty Perceptions Of Barriers To Online Teaching In Maryland(2013) Thompson, Tiffany; Spaid, Robin L.; Higher Education Program; Doctor of PhilosophyThe purpose of this correlational study was to examine whether or not the four constructs (organizational change; technical expertise, support, and infrastructure; faculty compensation and time; and technology threats) are perceived to be barriers for HBIs faculty to teaching online courses. The researcher also investigated the faculty characteristics associated with the perceived barriers. The participants in this study were permanent, full-time faculty members from the four HBIs in Maryland. This quantitative study employed correlational methods to analyze data from a survey instrument derived from Berge's (1999) original research and modified to meet the needs of this study. The major findings of this study indicated that the biggest barrier by faculty was faculty compensation and time. The study found strong to minimal interrelationships among the four barrier constructs. A weak, though significant relationship was found between the barrier of technology threats and faculty age, and technology threats and faculty years of tenure. A weak inverse relationship found between organizational change and the number of courses faculty taught online as well as a weak inverse relationship with technical expertise, support, and infrastructure and the number of courses faculty taught online. Years of teaching experience was not related to the four barrier constructs. There was also a strong positive correlation found between faculty years of teaching experiences and tenure status. Only organizational change and technical expertise, support, and infrastructure were found to relate to online teaching (yes vs. no). Finally, the perceived barrier of technical expertise, support, and infrastructure was the only significant predictor of online teaching. Explicitly, for every one unit increase in perceived technical, expertise, support, and infrastructure the odds of not teaching an online course increases 1.72 times. The results presented in this study have contributed new information to the educational literature about the barriers HBI faculty members have in relation to teaching online.Item Mobile Learning: New Tools Flying in the Face of the Same Old Schooling(Educational Technology Publications Inc., 2013-02) Berge, Zane L.Currently mobile learning is making headlines in the educational press as a possible path for transforming education, just like it has significantly changed communication in business and society generally. Technology in American schools has a decades-long history of failure compared with its use outside schooling. Until the structure and political goals of schooling change, educational technology will not have a sustained impact on learning in schools.Item Staying Connected: MPA Student Perceptions of Transactional Presence(National Association of Schools of Public Affairs and Administration, 2009) Naylor, Lorenda Ann; Wilson, Laura AOnline education has increased exponentially in the past five years and is now considered part of mainstream higher education. It has significantly changed bricks and mortar institutions, but has the change been effective? One of the most common concerns regarding online education is the physical separation between teachers and students (Robertson, Grant, & Jackson, 2005; Moore, 1997). In order to bridge the physical distance of online education, Shin (2003, 2002) argues that universities should enhance transactional presence. However, little is known about transactional presence and online public administration courses. This study examines Master's of Public Administration (MPA) student perceptions of transactional presence with two groups: faculty and peers. Findings support previous research of no significant difference between teaching mediums in regards to student perceptions. Contrary to previous studies, neither ethnicity nor gender appear to play a prominent role in whether students are satisfied with the contact they have with peers or with faculty.Item The Effect Of Quality Matters Certification On Student Satisfaction, Grades, And Retention At Florida International University(2014) Miner, Allison G.; Linck, Henry F.; Community College Leadership Program; Doctor of EducationThe rate of college graduation is dismal in the US. Less than half of college freshmen that started college in 2004 graduated within six years. The new knowledge economy requires an educated populace, and online learning has the potential to solve the problem of ready access to higher education. Many educators, administrators, parents, and potential employers have a low opinion of online learning. Part of the concern is lack of quality assurance. Quality assurance through external validation can confirm the effectiveness of online learning and student success. The Quality Matters, Inc. program and process can provide the quality assurance the online industry need. A study seeking to confirm the effectiveness of Quality Matters, Inc. through the use of the Community of Inquiry questionnaire was administered to students enrolled in 12 before and after QM certified online courses at Florida International University. Grade and retention data from an additional 23 online courses were analyzed to determine differences before and after QM certification. No significant differences were found in student satisfaction, grades, or retention between before and after QM certified online courses. Results indicate student success measures such as satisfaction, grades or retention may not be predicated on Quality Matters certification of online courses, the Community of Inquiry framework may not be an adequate tool to measure the effect of Quality Matters certification on student satisfaction, and factors impacting student success are much too varied and complex to use one instrument to ascertain an effect.Item The impact of learning environment on student success in developmental math(2013-06-04) Ashby, Jean M.; Sadera, William A.; Towson University. Department of Educational Technology and LiteracyIncreasing enrollments in community colleges has led to an increase in distance education courses. The developmental coursework necessary for many community college students is being offered both in online and hybrid environments. These students face challenges with the content and now find themselves needing to learn in a virtual classroom. Current research (Chernish, DeFranco, Lindner, & Dooley, 2005; Frederickson, Reed, & Clifford, 2005; Herman & Banister, 2007; Kromrey & Purdom, 1995; Scheetz & Guntner, 2004) shows that there is no difference in student success based on the learning environment, but this was completed primarily with upper-class and graduate students. This study investigated student success in a developmental math course taught in the face-to-face, hybrid, and online environments at a mid-Atlantic community college. Cognitive Load Theory was used during the design of the course and its principles were maintained in all of the learning environments. The sample was 167 students with an average age of 25 years, 58% were female, 49% were Caucasian and 43% were African-American. The focus was on student success, but the impact attrition had on the results of the study is discussed. The study also investigated student characteristics and their relationship to success. Age, gender, race, student status, placement scores, financial aid, learning style, locus of control, and technology skills are all compared between successful and unsuccessful students to determine if specific traits were more beneficial within a particular environment.Item The Impact That Technology And Social Systems Have On African American Student Enrollment Growth In Totally Online, Hybrid/Blended Online, And Face-To-Face Undergraduate Degree Programs(2015) Williams, Kasi; McKay, Sylvester E.; Higher Education Program; Doctor of PhilosophyThe purpose of this quantitative causal-comparative study was to examine the relationship between institution characteristics (public 2-year, public 4-year, private nonprofit 4-year and private for-profit institution), student characteristics (age, gender and enrollment status, job type, and dependency status), program type (traditional face-to-face, hybrid/blended online or totally online), and the dependent variable African American enrollment growth rate. The study describes the demographic profile of African American distance education learners and compares this profile with that of non-distance learning African American students who attend HBCUs and non-HBCUs. This pointed to a more specific target market for recruiting new students to HBCUs. Private-for-profit institutions and public 2-year institutions showed the greatest significant increase in enrollment growth rate amongst African American enrolled in hybrid/blended online, totally online, and face-to-face online undergraduate degree programs. The marketplace is shifting and HBCUs should recognize the opportunity for enrollment growth amongst both totally online and hybrid/blended online undergraduate degree programs.