Education Commons^™

Exploring Pre- And Post-Admission Characteristics Of Retained First-Year Students Enrolled In Non-Proximal Distance Learning Programs Within Public, 2-Year Colleges, Laurie Hillstock

All Dissertations

The primary purpose of this study was to explore pre- and post-admission characteristics of retained first-year students enrolled in non-proximal distance learning programs within a public, 2-year college environment. Pre-admission characteristics included student attributes, such as age, sex, race/ethnicity, GPA, and technology experience. Post-admission characteristics included lifestyle variables (i.e., employment status, family obligations, and finances) and student perceptions regarding institutional variables (i.e., academic integration, commitment and technology access). The sample for this study consisted of 197 first-year students enrolled in non-proximal distance learning programs from among five, public, 2-year colleges in Virginia during the 2008-09 academic year.
A quantitative data …

Considerations Of Distance Education Integration: A Qualitative Study, Jennifer L. Styron, Shuyan Wang, Ronald A. Styron Jr.

Journal of Educational Technology Development and Exchange (JETDE)

As higher education institutions determine whether or not to initiate or expand distance education offerings, there are many considerations and levels of decision making that need to be measured. This study investigated the role of key administrators at the departmental chair and dean levels in expanding distance education offerings. Findings of this study included faculty and student considerations, resources and external support, and integration costs of distance education offerings as major considerations within distance education decision making. Furthermore, the need for realistic timelines, planning for the associated costs of distance education offerings, and current tenure and promotion policies are discussed. …

A Case Study On Graduates From An Online Certificate Program And Their Experiences Related To Engagement Practices, Lorraine Angelino

All Dissertations

The number of students taking online courses increased 146% from fall 2002 through fall 2007. In addition, the number of distance education programs increased 299% from 2000–01 through 2006–07. As the number of students taking online courses continues to increase, institutions of higher education will need to focus on increasing student retention and increasing student success. Low retention rates plague online programs that lack engagement practices. One method to achieving student success is engaging online learners early and often using engagement practices focused on increasing interactions with faculty, other students, course content, and members of the community.
Angelino and Natvig's …

A Survey Of School Psychology Faculty Members' Knowledge, Skills, And Attitudes Regarding Distance Education And Distance Education Technologies, Tonya C. Chacón

Legacy Theses & Dissertations (2009 - 2024)

Research suggests that availability and use of distance education (DE) and distance education technologies (DET, i.e., technological applications) are growing at a prolific rate. Excitement over new technologies stems from their potential to develop new ways of teaching and learning. Yet, whereas the infrastructure necessary to support DE and DET exists, pedagogical applications have not kept pace. A major reason cited in the literature for limited use of DE and DET is mainstream faculty leadership and willingness to adopt these applications. While faculty members have expertise in content and pedagogy, DE and DET adoption may require greater technological competence. In …

Student And Faculty Perceptions Of A University Faith Mission In Courses Using Classroom, Distance, Or Hybrid Instructional Delivery Modes, Susan Esther Odell Draine

Faculty Scholarship – Nursing

This applied research project took place at a faith-based university in the Midwest. The purpose of the study was to determine to what degree students and faculty who participated in face-to-face instruction, distance education, or hybrid modes of instruction perceived that the subject university's mission was integrated into course content and instruction and to determine whether the mission objectives were applied equally to the three types of courses, as required by the regional accrediting body. Survey instruments were used to quantify participants' perceptions.

Equivalency theory formed the basis for comparing the perceptions of three groups of students and faculty--those engaged …