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Web-based distance education: Studen...

Calloway, Nathaniel Roy.

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Web-based distance education: Student acceptance of an asynchronous learning network as an educational paradigm.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Web-based distance education: Student acceptance of an asynchronous learning network as an educational paradigm./
作者:	Calloway, Nathaniel Roy.
面頁冊數:	180 p.
附註:	Source: Dissertation Abstracts International, Volume: 65-01, Section: A, page: 0029.
Contained By:	Dissertation Abstracts International65-01A.
標題:	Education, Administration. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3118883

Web-based distance education: Student acceptance of an asynchronous learning network as an educational paradigm.
Calloway, Nathaniel Roy.

Web-based distance education: Student acceptance of an asynchronous learning network as an educational paradigm. - 180 p.

Source: Dissertation Abstracts International, Volume: 65-01, Section: A, page: 0029.

Thesis (Ph.D.)--Walden University, 2004.

This study was designed to seek and evaluate the perceptions of graduate and undergraduate business management students regarding the acceptability of a Web-based education paradigm. The industrialism concept work by Peters was used as a theoretical basis. Additionally, the study discussed the Fordism concept by Farnes, the Neo-Fordism concept by Raggatt, and the skills development work by Humphrey and Stokes.Subjects--Topical Terms:

626645
Education, Administration.

Web-based distance education: Student acceptance of an asynchronous learning network as an educational paradigm.
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500 $a Source: Dissertation Abstracts International, Volume: 65-01, Section: A, page: 0029.
500 $a Adviser: John Vinton.
502 $a Thesis (Ph.D.)--Walden University, 2004.
520 $a This study was designed to seek and evaluate the perceptions of graduate and undergraduate business management students regarding the acceptability of a Web-based education paradigm. The industrialism concept work by Peters was used as a theoretical basis. Additionally, the study discussed the Fordism concept by Farnes, the Neo-Fordism concept by Raggatt, and the skills development work by Humphrey and Stokes.
520 $a A survey instrument was developed and e-mailed to 624 graduate and 980 undergraduate management students. The respective return rates were 57% and 51%. Significant differences in perception were determined based upon chi-square testing at the .05 level of confidence.
520 $a Findings were varied concerning the perceived learning value found within Internet course elements. Management skills development expectations were perceived as met by respondents. The results also revealed a slight preference for the Internet model when comparing the Web-based modality to traditional education. Relevant research issues are recommended which will further the investigation of Web-based and traditional paradigms, create a better understanding of gender and age-based learning system issues, and facilitate future higher education decisions that can meet student learning value and skills development needs.
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