Going the Distance: Are There Common Factors in High Performance Distance Learning? Research Report. Hawksley, Rosemary; Owen, Jane.
Common factors among high-performing distance learning (DL) programs were examined through case studies at nine further education colleges and two nonsector organizations in the United Kingdom and a backup survey of a sample of 50 distance learners at five of the colleges. The study methodology incorporated numerous principles of process benchmarking. The study established that, in terms of planning, monitoring, and managing provision, good practice for DL has much in common with good practice for any program delivered through other modes of attendance. The data strongly suggested a correlation between meeting quality criteria in the planning, resourcing, and supporting of DL programs and the successful outcomes achieved by learners and the DL organization itself. The following factors were identified as critical success factors for DL:
integration of program planning, monitoring, management, and resources;
a good understanding of the DL operation's costs;
tutor and other contact with learners;
pre-entry guidance;
well-established procedures for selecting learning materials and monitoring their use; and
procedures to obtain customer feedback and a process to incorporate feedback survey results into future program planning.
(The DL provider questionnaire and background summary are appended, along with the student questionnaire.) 2002. 78pp. ED 464 231
Evaluation of Web-Based Flexible Learning. McKavanagh, Charlie; Kanes, Clive; Beven, Fred; Cunningham, Alan; Choy, Sarojni.
The effectiveness of World Wide Web-based flexible learning practices in Australia was examined. Online vocational education and training (VET) offerings were reviewed, and two Web-based VET modules were examined in case studies that involved observations and semi-structured interviews with teachers and students. According to the survey, approximately 120 modules were offered in a Web-based flexible mode in Australia in 1998. Together, the modules served about 2,300 students, with a median of 31 students involved in each module. The findings suggested that Web-based programs have the potential to support and enhance lifelong learning with an emphasis on learner-directed learning and adaptability. It was concluded that designers of Web-based programs should take advantage of the capabilities offered by technology in ensuring that content materials encourage rich “conversational” interactions and that student self-directedness and reflection are encouraged. The research led to development of data collection and data analysis tools for evaluating Web-based flexible learning in VET. The study findings’ implications for the following areas of VET research and practice were discussed: “conversations” in Web-based flexible learning; delivery; the knowledge economy; course design; evaluation; and further research. (Twenty-one tables/figures are appended. The bibliography lists 39 references. The survey questionnaires and a project brochure are appended.) 2002. 66pp. ED 462 604
Assessment of Student Learning in an Educational Administration Online Program. Hoban, Gary; Neu, Beverly; Castle, Sidney R.
This study was conducted to determine how to know what online students learned in an educational administration program and whether it was comparable to what students learned in traditional (on ground) classes. The focus was on the educational administration program at National University, California. Surveys of 21, 47, and 11 online students were completed to measure consistency of student attitude toward online learning in relation to traditional courses. Scores on a comprehensive exit examination were compared for on-ground (n = 125) and online (n = 11) students. Students were also asked to assess their own learning in both conditions. Nine online instructors completed a survey that gave their perspectives of the online courses and their effects on students. Results suggest a high degree of comparability in the quality and rigor of the online and on-ground educational administration courses. Online students were generally satisfied with the quality of instruction in their program, Students in both types of courses performed comparably academically. Online instructors were quite positive about the educational administration program. Overall, findings show that students enrolled in online courses, even if they have concerns, like the flexibility the course gives them and plan to take more courses in this form. (Contains 11 tables, 8 graphs, and 15 references.) 2002. 28pp. ED 464 146
Faculty Perceptions of Factors That Facilitate the Implementation of Online Programs. Ensminger, David C.; Surry, Daniel W.
This paper describes the results of a study into the conditions that facilitate the implementation of innovations. This study originated from an earlier paper on the employment of the following eight conditions during the instructional design process: dissatisfaction with the status quo; skills and knowledge; adequate resources; rewards or incentives; adequate time; participation; commitment; and leadership. This study employed an online survey to assess faculty members’ perceptions of the relative importance of these eight conditions when implementing an online degree program. The current study used case-based scenario questions in order to operationalize the eight conditions. The purpose of this study was to determine which of the eight conditions faculty in higher education perceived as the most influential when implementing an online degree program. Results of the study can assist universities in implementing online degree programs. The results provide information concerning the perceived importance of the eight conditions that facilitate implementation. A copy of the questionnaire is appended. 2002. 9pp. ED 464 622
Effects of Learning Styles and Class Participation on Students’ Enjoyment Level in Distributed Learning Environments. Du, Yunfei; Simpson, Carol.
This paper reports on a study that examined students’ self-reported enjoyment level as an indication of student success. A total of 169 subjects who were learning totally via the Internet were chosen from master's students in the School of Library and Information Sciences at the University of North Texas. The following questions were addressed:
What is the relationship between learning styles, class participation, and students’ enjoyment level in distance learning?
If there are relationships between these variables, what is the magnitude of the relationships?
What predictors are most important in explaining enjoyment level variance? and
Among the three indicators of class participation (pages accessed, pages read, and postings), do some variables explain the dependent variable more than others?
The students were asked to complete the Kolb's Learning-Styles Inventory during a face-to-face training session on World Wide Web-based learning. Subjects also reported their performance and enjoyment level of the course near the end of the term. Web Course Tool (WebCT) courseware automatically recorded student participation in terms of pages accessed, pages read, and total postings made. Multiple regression analysis found that learning styles and class participation explain students’ enjoyment level. 2002. 17pp. ED 463 755
Does Personality Type Effect Online versus In-Class Course Satisfaction? Daughenbaugh, Richard; Ensminger, David; Frederick, Lynda; Surry, Daniel.
This study sought to determine if different personality types express more or less satisfaction with courses delivered online versus those delivered in the classroom. The methodology employed two online surveys—the Keirsey Temperament Sorter (KTS) and a course satisfaction instrument. The participants were 146 college students taking online and in-class courses in the College of Education at the University of South Alabama. The four hypotheses were that Introvert, Intuition, Thinking, and Perceiving personalities express greater satisfaction than Extrovert, Sensing, Feeling, and Judging personalities. Both descriptive and inferential statistics were used in the study. (Contains 20 references.) 2002. 13pp. ED 464 631
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