Validating Factors That Impact on the Success of Distance Learning Initiatives. Goodman, Dean.
This paper reviews an earlier study examining the variables affecting the success of distance learning programs. In 1995, Dr. Ellen Wagner developed a list identifying the following 16 variables which need to be considered if a distance learning program is to be successful: needs assessment, audience analysis, instructional design, course selection, course reconfiguration, lesson planning, interactive instructional strategies, instructional delivery systems, adapting media and materials for distance delivery, developing effective graphics, using facilitators at distance education sites, learner and instructor support services, program evaluation and learner assessment, organized readiness, interinstitutional partnerships, and regulatory environment. Nine case studies and three noncase study journal articles that describe distance learning activities and/or success factors were reviewed to test the validity of these variables. Findings suggest that these variables are generally considered during course design or implementation. The suitability of the factors, however, is dependent on the nature of the organization into which the program is being delivered, and the selection of the delivery mode. (Three tables present study results.) 1999. 22 pp. ED 429 595
Interaction in Interactive Television Instruction: Perception versus Reality. Sorensen, Chris; Baylen, Danilo M.
Distance education is moving toward more interactive environments. Studies of student satisfaction with distance education suggest that the level of interaction in the class is related to perceptions of satisfaction regardless of the instructional medium. This paper reports findings from a study of four graduate research and evaluation courses at a Midwestern public university that were taught using interactive television technology, specifically, a compressed video system. Two of the courses had three delivery sites each and two had two sites each. Data were collected using multiple sources. Data included information on student background and experience with distance education; videotapes of classes; surveys of distance education satisfaction; five-minute feedback forms; student journals; surveys of student perceptions of interactivity; and student achievement data. A particular focus in this study was on “interactivity” in distance education. The results reported focus on data from four sources: (1) surveys of student perceptions of interaction, (2) videotape data from the classes, (3) student journals, and (4) oneminute feedback forms. (Contains 20 references and the interaction survey.) 1999. 21 pp. ED 429 590
Technology Is the Tool, Teaching Is the Task: Student Satisfaction in Distance Learning. DeBourgh, Gregory A.
A study was conducted to determine predictors of student satisfaction in a graduate nursing program taught via fully interactive, multipoint real-time video teleconferencing and World Wide Web/Internet. A correlational research design was used to examine relationships among five learner attributes, three instructional variables, and student satisfaction. The five learner attribute predictors were: (1) previous experience with courses taught via technology; (2) self-ratings of competence with technology; (3) frequency of betweenclass usage of communications technology; (4) age; and (5) remote-site group size. Instructional variables included instructor/instruction, technology, and course management. Regression analyses identified learner attributes and instructional variables predictive of student satisfaction. Of the eight predictor variables regressed on the measure of student satisfaction, only instructor/instruction contributes to explanation of the variance in course satisfaction scores. Overall instructor rating strongly correlated with satisfaction. The most potent finding is that good pedagogy is important to students' perceived satisfaction with distance education. The focus of faculty training and development for those who instruct in distance education courses should be directed to development of effective instructional strategies. (Contains 1 figure and 19 references.) 1999. 8 pp. ED 432 226
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