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The significance of face-to-face and...

Pan, Ingrid Y.

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The significance of face-to-face and independent learning in distance education: A study of the Open University in Taiwan.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The significance of face-to-face and independent learning in distance education: A study of the Open University in Taiwan./
作者:	Pan, Ingrid Y.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 1991,
面頁冊數:	125 p.
附註:	Source: Dissertations Abstracts International, Volume: 53-07, Section: A.
Contained By:	Dissertations Abstracts International53-07A.
標題:	Adult education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9205991

The significance of face-to-face and independent learning in distance education: A study of the Open University in Taiwan.
Pan, Ingrid Y.

The significance of face-to-face and independent learning in distance education: A study of the Open University in Taiwan. - Ann Arbor : ProQuest Dissertations & Theses, 1991 - 125 p.

Source: Dissertations Abstracts International, Volume: 53-07, Section: A.

Thesis (Ph.D.)--University of California, Los Angeles, 1991.

This item must not be sold to any third party vendors.

This dissertation presents an analytical framework for studying distance education. The study investigated Taiwan's National University students' study habits and the impact of such habits on learning and grade achievement. The structure of face-to-face instruction was examined and as were the perspectives of students involved in higher education. In addition, the gains achieved through independent study were explored. The problem under investigation was related to a possible conflict of interests existing between students and administrators regarding NOU's unstructured model of instruction. To a degree, this contention was associated with the assumption that distance education eliminates the need for instructors and classroom meetings completely. Three findings of the study are relevant to NOU. First, the study showed that independent learning habits had an impact on the grade achievement of independent, self-directed students of NOU. Second, the study established that an independent learner tends to participate less in face-to-face instruction or group meetings. Third, the study indicated that Taiwan's Open University traditional educational methods did not encourage adult learning in choosing what students studied and did not encourage self-motivation or provide avenues for self-evaluation. This study recommends that a re-examination of the justification for study centers as applied to NOU be undertaken and that students who demonstrate the aptitude for working alone and independently should be encouraged and rewarded. Attendance at weekend meetings should be made optional for independent learners.Subjects--Topical Terms:

543202
Adult education.
Subjects--Index Terms:

China

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520 $a This dissertation presents an analytical framework for studying distance education. The study investigated Taiwan's National University students' study habits and the impact of such habits on learning and grade achievement. The structure of face-to-face instruction was examined and as were the perspectives of students involved in higher education. In addition, the gains achieved through independent study were explored. The problem under investigation was related to a possible conflict of interests existing between students and administrators regarding NOU's unstructured model of instruction. To a degree, this contention was associated with the assumption that distance education eliminates the need for instructors and classroom meetings completely. Three findings of the study are relevant to NOU. First, the study showed that independent learning habits had an impact on the grade achievement of independent, self-directed students of NOU. Second, the study established that an independent learner tends to participate less in face-to-face instruction or group meetings. Third, the study indicated that Taiwan's Open University traditional educational methods did not encourage adult learning in choosing what students studied and did not encourage self-motivation or provide avenues for self-evaluation. This study recommends that a re-examination of the justification for study centers as applied to NOU be undertaken and that students who demonstrate the aptitude for working alone and independently should be encouraged and rewarded. Attendance at weekend meetings should be made optional for independent learners.
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