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Perceptions of university-level dist...

Cook-Wallace, Mary Kathleen.

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Perceptions of university-level distance education agents with respect to commitment, administration and technology.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Perceptions of university-level distance education agents with respect to commitment, administration and technology./
作者:	Cook-Wallace, Mary Kathleen.
面頁冊數:	165 p.
附註:	Adviser: Clora Mae Baker.
Contained By:	Dissertation Abstracts International68-05A.
標題:	Education, Adult and Continuing. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3264790
ISBN:	9780549032724

Perceptions of university-level distance education agents with respect to commitment, administration and technology.
Cook-Wallace, Mary Kathleen.

Perceptions of university-level distance education agents with respect to commitment, administration and technology. - 165 p.

Adviser: Clora Mae Baker.

Thesis (Ph.D.)--Southern Illinois University at Carbondale, 2007.

The purpose of this study was to examine perceptions of agents with respect to three categories of relevance in distance education: institutional commitment, administrative commitment, and commitment to technology. The 2005 Peterson's Guide to Distance Learning Programs was used to select institutions in which distance education programs reside by type of Carnegie classification. Within the three basic Carnegie classifications, 374 state and private four-year institutions with existing distance education programs were included in this study. Information was gathered of agents from an online survey designed and developed by the researcher.

ISBN: 9780549032724Subjects--Topical Terms:

626632
Education, Adult and Continuing.

Perceptions of university-level distance education agents with respect to commitment, administration and technology.
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245 1 0 $a Perceptions of university-level distance education agents with respect to commitment, administration and technology.
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500 $a Source: Dissertation Abstracts International, Volume: 68-05, Section: A, page: 1903.
502 $a Thesis (Ph.D.)--Southern Illinois University at Carbondale, 2007.
520 $a The purpose of this study was to examine perceptions of agents with respect to three categories of relevance in distance education: institutional commitment, administrative commitment, and commitment to technology. The 2005 Peterson's Guide to Distance Learning Programs was used to select institutions in which distance education programs reside by type of Carnegie classification. Within the three basic Carnegie classifications, 374 state and private four-year institutions with existing distance education programs were included in this study. Information was gathered of agents from an online survey designed and developed by the researcher.
520 $a The study employed a descriptive research methodology. Three hundred and seventy-four agents employed at institutions offering distance education were administered the survey yielding an initial sample of 129 respondents. The final sample obtained was 118 with an overall response rate of 32%. The agents provided insight into the relationship between levels of importance and effectiveness in institutional commitment, administrative commitment and commitment to technology of distance education.
520 $a Five important conclusions were reached: (1) Policies set in place for a successful distance education program were perceived to be important as well as effective. (2) Educational technology standards set by distance education organizations were perceived to be important as well as effective. (3) Full-time equivalent (FTE) of online courses was perceived to be the same as traditional on-campus courses. Respondents perceived this effective as well. (4) Technical support availability was perceived to be important as well as effective. (5) Agents of distance education perceived importance and effectiveness of 27 components of distance education. If it was important, it was also considered effective. All components were significant.
520 $a Based on findings of this study, several recommendations for practice and for additional research were made. The most critical of these recommendations was for emphases to be placed upon policies, standards, full-time equivalency and technical support.
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