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Author: Kathryn S. Atman
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 84
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Book Description
The purpose of this symposium on research in distance education was to continue the process of building the network of scholars and climate of cooperation and communication necessary for further development of distance education and to provide an opportunity for discussion. Four main areas of focus for the symposium were learning and characteristics of learners; course design and communication; instruction and learner support; and theory, policy, and management. There are eight papers in this collection: "Conative Capacity and Attention Control Implications for Distance Education" (Kathryn S. Atman); "Boundary Articulation, Domain Determination, and Organizational Learning in Distance Education: Practice Opportunities and Research Needs" (Joe F. Donaldson); "Collaborative Learning and Group Dynamics in Computer-Mediated Communication Networks" (Charlotte N. Gunawardena); "Identifying Performance Improvement Prescriptions for Distance Learning and Teaching: Quantitative and Qualitative Approaches" (M. Winston Egan, Joan Sebastian, Marshall Welch, and Brent Page); "Designing Policy Tools for the Third Generation of Distance Education" (Gary E. Miller); "Research-Based Approaches to Dealing with Student Attrition: Experiences at the American College" (John W. Bajtelsmit); "Synergistic Model for Statewide Telecommunications Success" (Robert B. Leiter); and "Theory of Distance Education" (Michael G. Moore). Most of the papers contain references. (JLB)
Author: Kathryn S. Atman
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 84
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Book Description
The purpose of this symposium on research in distance education was to continue the process of building the network of scholars and climate of cooperation and communication necessary for further development of distance education and to provide an opportunity for discussion. Four main areas of focus for the symposium were learning and characteristics of learners; course design and communication; instruction and learner support; and theory, policy, and management. There are eight papers in this collection: "Conative Capacity and Attention Control Implications for Distance Education" (Kathryn S. Atman); "Boundary Articulation, Domain Determination, and Organizational Learning in Distance Education: Practice Opportunities and Research Needs" (Joe F. Donaldson); "Collaborative Learning and Group Dynamics in Computer-Mediated Communication Networks" (Charlotte N. Gunawardena); "Identifying Performance Improvement Prescriptions for Distance Learning and Teaching: Quantitative and Qualitative Approaches" (M. Winston Egan, Joan Sebastian, Marshall Welch, and Brent Page); "Designing Policy Tools for the Third Generation of Distance Education" (Gary E. Miller); "Research-Based Approaches to Dealing with Student Attrition: Experiences at the American College" (John W. Bajtelsmit); "Synergistic Model for Statewide Telecommunications Success" (Robert B. Leiter); and "Theory of Distance Education" (Michael G. Moore). Most of the papers contain references. (JLB)
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 380
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Author: Ellen D. Wagner
Publisher:
ISBN: 9781877780172
Category : Distance education
Languages : en
Pages : 120
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Book Description
Author: Becky S. Duning
Publisher: American Center for the Study of Distance Education
ISBN: 9781877780141
Category : Education
Languages : en
Pages : 100
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Author: Ellen D. Wagner
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 120
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Author: Michael F. Beaudoin
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 84
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Book Description
The purpose of a symposium on research in distance education was to continue the process of building the network of scholars and climate of cooperation and communication necessary for further development of distance education, and to provide an opportunity for discussion. Four main areas of focus for the symposium are identified in a brief preface by Michael G. Moore: Learning and Characteristics of Learners; Course Design and Communication; Instruction and Learner Support; and Theory, Policy, and Management. There are five papers in this collection: (1) "Researching Practice and Practicing Research: Critique of Distance Education Research and Writing" (Michael F. Beaudoin); (2) "Education for Each: Learner Driven Distance Education" (Connie Dillon and Dana Blanchard); (3)"Changing Perceptions of Learners and Learning at a Distance: A Review of Selected Recent Research" (Chere Campbell Gibson); (4) "Responding to Change: Designing a Flexible Learning Organization for Distance Education" (Andrew Woudstra and Stephen Murgatroyd); and (5) "Research on Selected Aspects of Learner Support in Distance Education Programming: A Review" (Stephen J. Wright). Each paper contains an extensive bibliography. (ALF)
Author:
Publisher: Study of Distance Education Pennsylvania State University
ISBN:
Category : Education
Languages : en
Pages : 138
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Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 316
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Author: Paula B. Doherty
Publisher: Universal-Publishers
ISBN: 1581121067
Category : Education
Languages : en
Pages : 238
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Little is known about student success in online learning environments, especially how the predisposing characteristics that the learner brings to the learning environment may differentially affect student outcomes. This study explored the question of whether a student's "readiness" to be a self-directed learner is a predictor of student success in an online community college curriculum. The specific goal of this investigation was to determine whether there was a significant relationship between self-directed learning readiness-as measured by Guglielmino's (1977) Self-Directed Learning Readiness Scale (SDLRS)- and student success-as measured by course completion, grade point average (GPA) and student satisfaction, the latter assessed by student responses to an opinion poll. The subjects of this study were community college students in the state of Washington, enrolled in one or more transfer-level online courses delivered via WashingtonONLINE (WAOL) during fall quarter 1999. Students who voluntarily chose to respond to two elective surveys comprised the study sample. A correlational research design was used to test the explanatory power of self-directed learning readiness and to describe the relationships between variables. Since this study was designed to test hypothesized relationships, the resulting correlation coefficients were interpreted in terms of their statistical significance. The expected outcome of this study was to confirm or disconfirm a statistically significant relationship between self-directed learning readiness and student success in an online community college curriculum. The findings of this study failed to achieve this outcome due to (1) the lack of statistical reliability of the SDLRS among the subject population; (2) the resulting lack of validity of the SDLRS among the study sample; (3) a nonresponse effect; and (4) a self-selection effect. The unanticipated outcome of this study was evidence that student perception of student/instructor interactions is a single variable predictor of student success among community college students in an online learning environment. Recommendations for further study include Web-specific research methodologies that address the potentially deleterious effects of nonresponse and self-selection in cyber-research environments and continued exploration of the multiple facets of student success in asynchronous learning domains.
Author: British Library. Document Supply Centre
Publisher:
ISBN:
Category : Conference proceedings
Languages : en
Pages : 844
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