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Alfred P Rovai - One of the best experts on this subject based on the ideXlab platform.
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a practical framework for evaluating online Distance Education programs
Internet and Higher Education, 2003Co-Authors: Alfred P RovaiAbstract:The case is presented for Distance Education administrators that evaluation is an essential element of successful Distance Education programs. A synthesis of the program evaluation and Distance Education research literature is used to form a framework for conducting evaluations of online programs. Evaluators should assess student performance, determine program and cost effectiveness, monitor quality to include technology and support services, evaluate course design and instruction, and ascertain teacher and student satisfaction. Strategies tailored to obtain such information are described within the context of an open-systems approach. An inventory of potential evaluation questions for input, process, output, and impact evaluations that respond to the potential needs of internal and external stakeholders are listed along with quantitative and qualitative data requirements that can be helpful in responding to these questions.
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in search of higher persistence rates in Distance Education online programs
Internet and Higher Education, 2003Co-Authors: Alfred P RovaiAbstract:Tinto's [Rev. Educ. Res. 45 (1975) 89; Tinto, V. (1987). Leaving college. Chicago: The University of Chicago Press; Tinto, V. (1993). Leaving college: rethinking the causes and cures of student attrition. Chicago: The University of Chicago Press] student integration model and Bean and Metzner's [Rev. Educ. Res. 55 (1985) 485] student attrition model have been influential in explaining persistence and attrition in higher Education programs. However, these models were developed with on-campus programs in mind and, although they are broadly relevant to Distance Education programs, their ability to explain the persistence of online students is limited. Distance Education students have characteristics and needs that differ from traditional learners and the virtual learning environment differs in important ways from an on-campus environment. This article draws chiefly from Tinto's and Bean and Metzner's models and the results of research into the needs of online Distance Education students in order to synthesize a composite model to better explain persistence and attrition among the largely nontraditional students that enroll in online courses.
Rob Kling - One of the best experts on this subject based on the ideXlab platform.
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students distress with a web based Distance Education course an ethnographic study of participants experiences
The Turkish Online Journal of Distance Education, 2003Co-Authors: Noriko Hara, Rob KlingAbstract:Many advocates of computer-mediated Distance Education emphasize its positive aspects and understate the kinds of communicative and technical capabilities and work required by students and faculty. There are few systematic analytical studies of students who have experienced new technologies in higher Education. This article presents a qualitative case study of a web-based Distance Education course at a major U.S. university. The case data reveal a topic that is glossed over in much of the Distance Education literature written for administrators, instructors and prospective students: students' periodic distressing experiences (such as frustration, anxiety and confusion) in a small graduate-level course due to communication breakdowns and technical difficulties. Our intent is that this study will enhance understanding of the instructional design issues, instructor and student preparation, and communication practices that are needed to improve web-based Distance Education courses.
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students distress with a web based Distance Education course
Information Communication & Society, 2000Co-Authors: Noriko Hara, Rob KlingAbstract:Many advocates of computer-mediated Distance Education emphasize its positive aspects and understate the kinds of communicative and technical capabilities and work required by students and faculty. There are few systematic analytical studies of students who have experienced new technologies in higher Education. This article presents a qualitative case study of a small graduate-level web-based Distance Education course at a major US university.This paper examines students' distressing experiences due to communication breakdowns and technical difficulties. This topic is glossed over in much of the Distance Education literature written for administrators, instructors and prospective students. The intent is that this study will enhance understanding of the instructional design issues, instructor and student preparation, and communication practices that are needed to improve web-based Distance Education courses.
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students frustrations with a web based Distance Education course
First Monday, 1999Co-Authors: Noriko Hara, Rob KlingAbstract:Many advocates of computer-mediated Distance Education emphasize its positive aspects and understate the kind of work that it requires for students and faculty. This article presents a qualitative case study of a Web-based Distance Education course at a major U.S. university. The case data reveal a taboo topic: students' persistent frustrations in Web-based Distance Education. First, this paper will analyze why these negative phenomena are not found in the literature. Second, this article will discuss whether students' frustrations inhibit their Educational opportunities. In this study, students' frustrations were found in three interrelated sources: lack of prompt feedback, ambiguous instructions on the Web, and technical problems. It is concluded that these frustrations inhibited Educational opportunities. This case study illustrates some student perspectives and calls attention to some fundamental issues that could make Distance Education a more satisfying learning experience.
Santos, Larissa Medeiros Marinho Dos - One of the best experts on this subject based on the ideXlab platform.
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Preconceito e educação a distância: atitudes de estudantes universitários sobre os cursos de graduação na modalidade a distânciaPrejudice and Distance Education: university student’s attitudes against Distance Education undergraduate courses
Universidade Estadual de Campinas, 2009Co-Authors: Corrêa, Stevan De Camargo, Santos, Larissa Medeiros Marinho DosAbstract:A educação a distância constitui uma modalidade de ensino-aprendizagem ainda considerada nova e a cada dia mais atual. Hoje a educação a distância utiliza novas tecnologias da informação e se torna mais difundida a cada ano, tendo dentre seus objetivos tornar o processo educacional mais inclusivo. A nova legislação e o crescimento da oferta de cursos a distância, inclusive de graduação, faz com que sejam necessárias mais pesquisas sobre essa modalidade. Uma das maiores barreiras para a implementação de cursos de graduação na modalidade semi-presencial (a distância) é o preconceito que se diz existir contra a EaD. Com o objetivo de identificar se existem atitudes preconceituosas da população acadêmica em relação a EaD foram realizados 90 questionários, com questões abertas e fechadas, focando a cognição e afetividade, com estudantes de cursos presenciais da Universidade de Brasília. Os resultados foram analisados de forma qualitativa, sendo identificada uma atitude geral de preconceito contra a EaD dentro do ambiente acadêmico estudado, apresentada principalmente sob um ceticismo quanto a qualidade dos cursos na formação do estudante, sentimento justificado pela percepção de uma falta de formação específica dos educadores para a atuação na modalidade e a má utilização dos recursos de informática disponíveis. Palavras-chave Educação a distância; Preconceito; Cursos de graduação; Universidade Abstract The Distance Education is a current issue but also a new way of teaching-learning. Today, Distance Education uses new information and communication technologies becoming more disseminated an each year and taking under its goals, the main objective to make the Educational process more inclusive. The new laws about this subject and the growth on the number of Distance Education courses, including graduation, demand more research over this modality. One of the drawbacks for the implementation of graduate programs in semi-presential mode is the prejudice against Distance Education. In order to identify if there are prejudiced attitudes about Distance Education among the students of presential courses were conducted 90 questionnaires, with open and closed questions, focusing on the cognitive and affective perceptions. Qualitative analyses were conduct and identified a general attitude of prejudice against the Distance Education courses, within the researched academic environment, made mainly from a skepticism about the quality of courses in the training of students, feeling justified by the perception of a lack of specific training of educators to act in manner and misuse of Distance Education typical computer resources. Keywords Distance Education; Prejudice; Undergraduate courses; Universit
Larissa Medeiros Marinho Dos Santos - One of the best experts on this subject based on the ideXlab platform.
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Preconceito e educação a distância: atitudes de estudantes universitários sobre os cursos de graduação na modalidade a distância/Prejudice and Distance Education: university student’s attitudes against Distance Education undergraduate courses
Universidade Estadual de Campinas, 2009Co-Authors: Stevan De Camargo Corrêa, Larissa Medeiros Marinho Dos SantosAbstract:A educação a distância constitui uma modalidade de ensino-aprendizagem ainda considerada nova e a cada dia mais atual. Hoje a educação a distância utiliza novas tecnologias da informação e se torna mais difundida a cada ano, tendo dentre seus objetivos tornar o processo educacional mais inclusivo. A nova legislação e o crescimento da oferta de cursos a distância, inclusive de graduação, faz com que sejam necessárias mais pesquisas sobre essa modalidade. Uma das maiores barreiras para a implementação de cursos de graduação na modalidade semi-presencial (a distância) é o preconceito que se diz existir contra a EaD. Com o objetivo de identificar se existem atitudes preconceituosas da população acadêmica em relação a EaD foram realizados 90 questionários, com questões abertas e fechadas, focando a cognição e afetividade, com estudantes de cursos presenciais da Universidade de Brasília. Os resultados foram analisados de forma qualitativa, sendo identificada uma atitude geral de preconceito contra a EaD dentro do ambiente acadêmico estudado, apresentada principalmente sob um ceticismo quanto a qualidade dos cursos na formação do estudante, sentimento justificado pela percepção de uma falta de formação específica dos educadores para a atuação na modalidade e a má utilização dos recursos de informática disponíveis. The Distance Education is a current issue but also a new way of teaching-learning. Today, Distance Education uses new information and communication technologies becoming more disseminated an each year and taking under its goals, the main objective to make the Educational process more inclusive. The new laws about this subject and the growth on the number of Distance Education courses, including graduation, demand more research over this modality. One of the drawbacks for the implementation of graduate programs in semi-presential mode is the prejudice against Distance Education. In order to identify if there are prejudiced attitudes about Distance Education among the students of presential courses were conducted 90 questionnaires, with open and closed questions, focusing on the cognitive and affective perceptions. Qualitative analyses were conduct and identified a general attitude of prejudice against the Distance Education courses, within the researched academic environment, made mainly from a skepticism about the quality of courses in the training of students, feeling justified by the perception of a lack of specific training of educators to act in manner and misuse of Distance Education typical computer resources
Noriko Hara - One of the best experts on this subject based on the ideXlab platform.
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students distress with a web based Distance Education course an ethnographic study of participants experiences
The Turkish Online Journal of Distance Education, 2003Co-Authors: Noriko Hara, Rob KlingAbstract:Many advocates of computer-mediated Distance Education emphasize its positive aspects and understate the kinds of communicative and technical capabilities and work required by students and faculty. There are few systematic analytical studies of students who have experienced new technologies in higher Education. This article presents a qualitative case study of a web-based Distance Education course at a major U.S. university. The case data reveal a topic that is glossed over in much of the Distance Education literature written for administrators, instructors and prospective students: students' periodic distressing experiences (such as frustration, anxiety and confusion) in a small graduate-level course due to communication breakdowns and technical difficulties. Our intent is that this study will enhance understanding of the instructional design issues, instructor and student preparation, and communication practices that are needed to improve web-based Distance Education courses.
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students distress with a web based Distance Education course
Information Communication & Society, 2000Co-Authors: Noriko Hara, Rob KlingAbstract:Many advocates of computer-mediated Distance Education emphasize its positive aspects and understate the kinds of communicative and technical capabilities and work required by students and faculty. There are few systematic analytical studies of students who have experienced new technologies in higher Education. This article presents a qualitative case study of a small graduate-level web-based Distance Education course at a major US university.This paper examines students' distressing experiences due to communication breakdowns and technical difficulties. This topic is glossed over in much of the Distance Education literature written for administrators, instructors and prospective students. The intent is that this study will enhance understanding of the instructional design issues, instructor and student preparation, and communication practices that are needed to improve web-based Distance Education courses.
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students frustrations with a web based Distance Education course
First Monday, 1999Co-Authors: Noriko Hara, Rob KlingAbstract:Many advocates of computer-mediated Distance Education emphasize its positive aspects and understate the kind of work that it requires for students and faculty. This article presents a qualitative case study of a Web-based Distance Education course at a major U.S. university. The case data reveal a taboo topic: students' persistent frustrations in Web-based Distance Education. First, this paper will analyze why these negative phenomena are not found in the literature. Second, this article will discuss whether students' frustrations inhibit their Educational opportunities. In this study, students' frustrations were found in three interrelated sources: lack of prompt feedback, ambiguous instructions on the Web, and technical problems. It is concluded that these frustrations inhibited Educational opportunities. This case study illustrates some student perspectives and calls attention to some fundamental issues that could make Distance Education a more satisfying learning experience.