Browsing by Subject "Distance Education"
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Item Case study: copyright issues in distance education(Texas A&M University, 2006-10-30) Huddleston, Michael BOver the years, much attention has been given to copyright law in literature and as it pertains to textbooks and other original academic works. However, as the focus is narrowed to the copyright law as it relates to distance education within higher education, very little information or precedents can be looked to for guidance. For an institution of higher education involved in distance education, the problem demands that a model be developed specifically for universities to follow as they embrace distance education programs and course development. As the likelihood of lawsuits and grievances clearly exists, the motivation of faculty to create original works is potentially compromised when there is conflict between themselves and the universities who employ them. In addition, a set of guidelines in the form of a model lends a structural basis to university educators and administrators alike on which to formulate the process of developing distance education programs with a greatly reduced chance of legal incident. A case study design was chosen because it adds strength to what is known and deepens understanding of complex issues. According to Lincoln and Guba in their 1985 book, qualitative research involves the studied use and collection of a variety of empirical materials: case study, personal experience, introspective, life story, interview, observational, historical, interactive, and visual texts that describe routine and problematic moments and meanings in individualsItem Leadership competencies and perceptions of students following a traditional or web-based graduate academic leadership course(Texas A&M University, 2005-08-29) Koch, Sharon ElaineThe intent of this study was to determine if leadership competency levels of the students enrolled in a graduate level leadership course were different when taught in Web-based versus traditional classroom settings. Specifically studied were leadership competency scores based on self-perceived leadership skills, leadership expertise, and Web-based and traditional classroom style. The population for this study consisted of students enrolled in a graduate level leadership course in the Spring semester of 2003. The participants completed a questionnaire to ascertain how much they remembered and used the competencies taught in the leadership course. They also responded to how their leadership perceptions and practices changed after completing the course. In addition, the participants completed a section that assessed their self-perceptions of leadership skills. This study found that the instructional format of a graduate level leadership course did not affect how much the students remembered or used the competencies presented. However, it was discovered that women in the Web-based section had a stronger perception of themselves than women enrolled in the traditional section. Furthermore, Web-based instruction combined with high perceptions of leadership expertise had a positive affect on the Decision Making Scale score.Item Scaffolding and Enhancing Learners? Self-Regulated Learning: Testing the Effects of Online Video-Based Interactive Learning Environment on Learning Outcomes(2013-07-11) Delen, ErhanOnline learning often requires learners to be self-directed and engaged, and I designed an online video-based interactive learning tool to support or scaffold students? self-regulated or self-directed learning aimed at keeping students actively engaged with the content. Using an experimental design, this study investigates the effects of a newly designed online video-based interactive learning environment with embedded supports for self-regulation strategies on students? learning behaviors and outcomes. In addition, correspondence between students? self-regulation strategies in traditional learning environments and observed self-regulated learning behaviors in the video-based interactive learning environment were examined. Lastly, the unique or joint contributions of the embedded supports for self-regulation strategies to students? learning performance were examined. A cross-sectional experimental research design with systematic random assignment of participants to either the control condition (non-interactive video environment) or the experimental condition (interactive video environment) was utilized. Undergraduate and graduate students participated in the study (N = 80). Study results indicate that the newly designed online video-based interactive learning environment was a superior instructional tool than the non-interactive video-based learning environment in terms students? learning performance. In addition, there was correspondence between graduate students? self-reported self-regulation and observed self-regulation, with those high on seeking/learning information and managing their environment/behavior more likely to engage more in interactive note-taking Importantly, these findings suggest that specific self-regulation strategies in traditional education settings may transfer and become enacted as specific learning behaviors in the online learning environment. Finally, the use of embedded self-regulatory functions did not have a significantly unique contribution to students? performance in the interactive learning environment. In other words, although the interactive learning environment succeeded in scaffolding and supporting students? learning process that resulted in superior performance than the non-interactive learning environment, none of the embedded functions appear to uniquely or individually contribute to this superior performance. In sum, students benefited from the online video-based interactive learning environment by using embedded self-regulatory functions. However, use of the embedded self-regulatory functions did not uniquely contribute to learning outcomes. Nonetheless, results support the view that interactivity based on self-regulation strategies supports active and engaged learning, which contributes to superior learning outcomes.Item Student Users' Perceptions of Second Life as an Educational Tool(2012-07-16) Shepperd, ChristopherSecond Life (SL) is gaining popularity in an educational context. Based on the need for educators to understand emerging technologies and their potential for use in the classroom, this study explored student users? perceptions of the use of SL in an educational setting. Student?s enrolled in a traditional classroom, that had a SL component merged into the curriculum, were surveyed to determine their perceptions on the use of SL in education. A modified version of Li and Bernoff?s (2008) Social Technographic? Ladder was used to classify students based on their use of technology. Findings indicated that while students did not perceive the value of the use of SL as it was used in the traditional classroom, they agreed on its potential for use in education, predominantly in a virtual classroom setting. Students agreed on the potential of SL for collaboration, simulations, team building, and interaction with peers, among other things. A key implication of this study is that educators need to utilize SL to move outside the walls of the classroom and offer opportunities not afforded in the traditional classroom setting, rather than simply replicating the traditional classroom in a virtual format.