Browsing by Subject "online learning"
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Item A Qualitative Examination of the History of E-Extension (eXtension), Implementation of Moodle (A Course Management System) and Associated Strengths, Weaknesses, Opportunities and Threats(2011-08-08) Hightower, Tayla EliseAccording to research by Tennessen, PonTell, Romine and Motheral (1997), the Extension System has been educating the nation for over 96 years, and the idea of using technology as a medium for education has been in the minds of Extension educators for over 40 years. The National E-Extension (eXtension) Initiative is being adopted at a rapid pace, and the history of this impact requires documentation in order to assist others in similar adoption and diffusion processes. The purpose of this historical study was to describe how and why eXtension was established and the implementation of Moodle as a Course Management System (CMS) within eXtension. The researcher was able to determine that the eXtension system is becoming an accepted form of education for Extension. However, barriers to adoption do exist. The study revealed that online education is becoming part of Extension through eXtension, but as awareness grows and develops the eXtension system must do the same. Technology is offering new ways to reach clientele, and as such, Extension continues to strive to take advantage of these technologies. This study consisted of two parts. The first part sought to document the history of eXtension and the implementation of Moodle as a Course Management System (CMS) in Extension. The second part sought to identify the strengths, weaknesses, opportunities and threats (SWOT) related to the use of Moodle as a Course Management System within eXtension. Interviews were conducted with five individuals knowledgeable of the history of eXtension and the implementation of Moodle concerning their experience. For the second part, interviews were conducted with nine individuals currently serving as instructors within one or both eXtension Moodle websites. The researcher was able to document the history of eXtension and Moodle and determine 11 emerging themes within the predetermined areas of strengths, weaknesses, opportunities and threats. Findings revealed that those involved in using Moodle within Extension have knowledge of the innovation, have formed an attitude toward the innovation, and have decided to adopt or reject the innovation based on the stages of Rogers' innovation-decision process. Completion of the implementation of the innovation and confirmation of the decision stage of the process will be most effectively completed through the work of eXtension at the national level.Item Communities of practice: the utility of web-based communication tools in assisting new, adult, online learners' transition to formal distance education(2009-05-15) Miller, Rene PatriciaInstitutions of higher education are harnessing the communication ability of the Internet to offer classes and academic degree programs. This study investigated adult students during their first semester in a distance delivered doctoral program. The purpose of the study was to examine the use of web-based communication tools and their ability to establish a community of practice enabling the new students to share solutions related to distance doctoral study. This case study included the entire cohort of a distance delivered Ed.D. in Agricultural Education administered jointly by Texas Tech and Texas A&M Universities. Data collection methods included a semi-structured telephone interview, containing an adapted Sense of Community Index and postings on a Wiki (editable web page). Data analysis produced a participants? profile and their use of web-based communication tools. This study found that (a) a variety of web-based tools enabled the students to connect with their cohort on a routine basis, (b) it is possible to establish a community of practice using a variety of web-based communication tools, (c) after one semester the cohort is an embryonic community of practice (d) the students were able to assist each other with concerns that helped them acclimate to learning online and their doctoral program, (e) students appreciate the flexibility that distance education offers but some prefer a traditional education, (f) students were frustrated with the technology during the first few weeks of their program, (g) new doctoral students desire instruction in the use of the course management system, the online library, and scholarly writing, (h) the students feel a strong sense of community, (i) use of web-based communication tools are vital as they assist in the student?s learning, (j) students felt isolated from their cohort until they participated in a group project even though they had the use of web-based communication tools at their disposal. The results of this study suggest that opportunities for students to engage socially with their peers should be built into the design of online classes and degree programs. Future research is recommended to examine the sustainability and desirability of virtual communities of practice.Item Professionals' Perceptions of the Effectiveness of Online versus Face-to-face Continuing Professional Education Courses(2011-10-21) Ke, JieWith the increasing use of the computer and the Internet in the training sector, there are constant debates about the effectiveness of e-learning versus traditional face-to-face (FTF) education since the early 1990s. However, limited empirical studies have been conducted for this purpose in the field of Continuing Professional Education (CPE), on which the flexibility in time and place of e-learning have made and will potentially make a greater impact. Even fewer such studies were situated in a non-academic context for professions other than nursing or healthcare. Moreover, the learners? voice is often absent in the debates. This exploratory study was designed to a) obtain professionals? perceptions concerning the effectiveness of online versus FTF CPE courses from two pedagogical aspects of adult learning: professional knowledge and practice development and technology context link, and b) assess if professionals? perceptions varied as a function of their sociocultural and professional contexts. Self-reported perception data were collected through an online survey. Professionals (n=399) from Texas Engineering Extension Service (TEEX) participated in the study. The professional units where the participants worked included Fire Service, Utilities and Public Work, Homeland Security, Safety and Health, Public Safety and Security, Technology, and Search and Rescue. Exploratory factor analysis (Principle Component Analysis), descriptive statistics, t-tests, multivariate analysis and ANOVAs were run for the purpose of data analysis. It was found that the professionals who participated in the study (a) perceived that online CPE courses were less effective in enhancing their professional knowledge and practice development when compared to traditional FTF CPE courses; (b) perceived that online CPE courses were more effective in linking what they had learned to technology contexts that they were in; (c) perceived that online CPE courses were less effective than FTF courses in general; (d) who were female perceived online CPE courses? ability in improving their professional knowledge and practice less negatively than male participants; and (e) who were firefighters favored the online CPE courses compared to professionals from the other units in TEEX, while the professionals from Safety and Health were most negative about the effectiveness of online CPE courses. The responses to the two open-ended questions provided information on the measures recommended by surveyed professionals to improve the effectiveness of online and FTF CPE courses.