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Distance education: The readiness of...

Morgan State University.

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Distance education: The readiness of the nation's historically Black colleges and universities.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Distance education: The readiness of the nation's historically Black colleges and universities./
作者:	Moore, BiAunca.
面頁冊數:	169 p.
附註:	Adviser: Sylvester E. McKay.
Contained By:	Dissertation Abstracts International69-07A.
標題:	Black Studies. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoeng/servlet/advanced?query=3322438
ISBN:	9780549736592

Distance education: The readiness of the nation's historically Black colleges and universities.
Moore, BiAunca.

Distance education: The readiness of the nation's historically Black colleges and universities. - 169 p.

Adviser: Sylvester E. McKay.

Thesis (Ed.D.)--Morgan State University, 2008.

Across the country, institutions of higher learning are experiencing a revolution. Advancements in technology have transformed the traditional landscape of teaching and learning to a model of anytime, anywhere mode of instruction described as distance education. Distance education has experienced a rebirth. With the marriage of technology, it has the ability to fully globalize educational instruction. Yet, the progression of distance education has not been the same for all institutions. This study investigated the technological trends at HBCUs by examining three areas: infrastructure, climate and programs as it related to distance education. The study attempted to determine if there is a difference in the level of implementation of distance education between these historic institutions and other institutions of higher education.

ISBN: 9780549736592Subjects--Topical Terms:

1017673
Black Studies.

Distance education: The readiness of the nation's historically Black colleges and universities.
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520 $a Across the country, institutions of higher learning are experiencing a revolution. Advancements in technology have transformed the traditional landscape of teaching and learning to a model of anytime, anywhere mode of instruction described as distance education. Distance education has experienced a rebirth. With the marriage of technology, it has the ability to fully globalize educational instruction. Yet, the progression of distance education has not been the same for all institutions. This study investigated the technological trends at HBCUs by examining three areas: infrastructure, climate and programs as it related to distance education. The study attempted to determine if there is a difference in the level of implementation of distance education between these historic institutions and other institutions of higher education.
520 $a A causal comparative research design with a quantitative survey was used comprised of four-year degree-granting HBCUs and a matched sample of TWIs four-year degree-granting institutions. An analysis of the dependent variables demonstrated that the HBCUs surveyed have the infrastructure and programs in place for distance education. The data further determined that level of implementation of distance education at HBCUs and TWIs were very similar. Yet they differed in the emotional tone in the learning environment. Fifty-seven percent of HBCUs have technology competency requirement compared to the 28.6% of TWIs. Less than 25% of students and administration at HBCUs use or bring their own computer to campus. The numbers at TWIs are noticeably higher. As it was, and so it is today, these points continue to be concern for these historic institutions. The results of this study can be applied to policies to strength financial aid particularly for distance education, so this mode of instruction can be available to other segments of the population such as non-traditional students and working adults. Further analysis can be performed to measure these variables with 2-year degree granting HBCUs and other community colleges.
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