Current Search: Distance education (x)
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- Title
- Remote laboratories for distance education.
- Creator
- Anandapuram, Sudeep Hari., Florida Atlantic University, Alhalabi, Bassem A.
- Abstract/Description
-
In the past few years many US institutions of higher education have established virtual classrooms where learners pursue higher education via the Internet. The true challenge in Distance Education however remains; how do students perform real lab experiments--such as electronics over the Internet? To examine this challenge, a survey was conducted on over fifty Web-based educational environments, to assess the shortcomings of laboratory facilities currently available on the Internet. The...
Show moreIn the past few years many US institutions of higher education have established virtual classrooms where learners pursue higher education via the Internet. The true challenge in Distance Education however remains; how do students perform real lab experiments--such as electronics over the Internet? To examine this challenge, a survey was conducted on over fifty Web-based educational environments, to assess the shortcomings of laboratory facilities currently available on the Internet. The survey revealed that contemporary labs touted to be virtual environments are merely software simulations. Hence the new idea of a facility that will realistically provide lab experiments over the Internet. With this aim, an innovative system is designed using object-oriented methodologies in Unified Modeling Language to include all aspects of software and hardware. Java/RMI is used as the system's development tool. An experiment to measure the "VI characteristics of a Resistor" is built using National Instruments' DAQ systems. The students can logon through the Internet, register, and perform experiments by sending various current values, and measure the corresponding voltages across a resistor. The results are submitted for grade and the teaching assistant can grade the student after observing the input and output values over the Internet.
Show less - Date Issued
- 1999
- PURL
- http://purl.flvc.org/fcla/dt/15636
- Subject Headings
- Distance education, Virtual reality
- Format
- Document (PDF)
- Title
- Simulation analysis of the IBM Subsystem Control Block architecture in a network file server environment.
- Creator
- Anumulapally, Ranga R., Florida Atlantic University, Khoshgoftaar, Taghi M.
- Abstract/Description
-
Advanced system bus architectures such as the Micro Channel and the EISA bus support what is called bus-mastering that allows the I/O subsystems attached to the bus to arbitrate and take control of the bus to perform data transfers independent of the system processor. I/O subsystems that can control/master the system bus are called Bus-Masters. The IBM Subsystem Control Block (SCB) architecture defines interrupt-driven as well as peer-to-peer I/O protocols for performing data transfers to...
Show moreAdvanced system bus architectures such as the Micro Channel and the EISA bus support what is called bus-mastering that allows the I/O subsystems attached to the bus to arbitrate and take control of the bus to perform data transfers independent of the system processor. I/O subsystems that can control/master the system bus are called Bus-Masters. The IBM Subsystem Control Block (SCB) architecture defines interrupt-driven as well as peer-to-peer I/O protocols for performing data transfers to/from the bus-masters. In previous studies, the performance of the SCB protocols is evaluated in network server environments using simulation models. The main drawback of these studies is that the server system is modeled in considerable detail but the network and the clients are not considered. In this study, we developed models to simulate a complete network file server environment where a single file server based on the SCB architecture provides file service to a variable number of clients on a token-ring network. We then evaluate the performance of the SCB protocols using the results obtained from the simulations.
Show less - Date Issued
- 1994
- PURL
- http://purl.flvc.org/fcla/dt/15057
- Subject Headings
- Distance education, Virtual reality
- Format
- Document (PDF)
- Title
- SoftBoard: A Web-based application sharing system for distance learning.
- Creator
- Adusumilli, Krishna K., Florida Atlantic University, Chung Hsu, Sam
- Abstract/Description
-
The thesis describes the development of SoftBoard, a Web-based application sharing system. The main goal is to create a convenient tool for conducting virtual office hours for distance education over the Internet. It has been reported in the recent research papers that the current Internet is still not suitable for supporting collaborative tools such as audio/video conferencing and some advanced application sharing features as proclaimed by developers. However the Internet can be used to a...
Show moreThe thesis describes the development of SoftBoard, a Web-based application sharing system. The main goal is to create a convenient tool for conducting virtual office hours for distance education over the Internet. It has been reported in the recent research papers that the current Internet is still not suitable for supporting collaborative tools such as audio/video conferencing and some advanced application sharing features as proclaimed by developers. However the Internet can be used to a lesser degree to fulfill needs of smaller application sharing systems which are not very network bandwidth intensive. SoftBoard is designed to be used over today's Internet, and can be easily invoked from a standard Web browser. It is developed in Java and is implemented using Java's Remote Method Invocation (RMI) for networking. A light pen can be used with SoftBoard to provide a convenient way for creating non-textual contents free hand. The thesis is part of the ongoing research work at Florida Atlantic University's Center for Innovative Distance Education Technologies (CIDET). Research work has been done to validate the present Internet for its capabilities to hold a true distance education program using various available collaborative tools.
Show less - Date Issued
- 1999
- PURL
- http://purl.flvc.org/fcla/dt/15705
- Subject Headings
- Internet in education, Distance education
- Format
- Document (PDF)
- Title
- Influences upon higher education faculty use of distance education technology.
- Creator
- Bebko, Phyllis Ruth, Florida Atlantic University, Galbraith, Michael W.
- Abstract/Description
-
The purpose of this study was to describe the influences that impact upon an individual faculty member as he or she makes the decision whether or not to participate in technology-based distance education. A two-site, qualitative case study design was used and the primary sources of data were interviews, document analysis, and researcher non-participant observations. The sample of 20 included ten higher education faculty members who currently are teaching courses using distance learning...
Show moreThe purpose of this study was to describe the influences that impact upon an individual faculty member as he or she makes the decision whether or not to participate in technology-based distance education. A two-site, qualitative case study design was used and the primary sources of data were interviews, document analysis, and researcher non-participant observations. The sample of 20 included ten higher education faculty members who currently are teaching courses using distance learning technology and ten who are not, five from each category at each of the two sites. Findings were grouped and addressed by seven areas of influence: trappings of the job, instructional quality, pioneering spirit, leadership, student needs and capabilities, supporting students, and competition and image. Within the seven areas, 21 specific influences were identified and described. Strong enhancers were an interest in emerging technology, desire to improve the current situation, changing student demographics, need for increased flexible access to educational opportunities, technology training and assistance for students, student to student support systems, distance-friendly student services, competition with other institutions, and collaboration. Detractors included extra workload, tenure and job security fear, love of the traditional classroom paradigm, lack of a reliable technology infrastructure, lack of administrative direction and support, and a negative image of distance education. Acting both as enhancers and detractors were student readiness, match of technology with learning sought, ability to create an interactive learning community, and ability of students as independent learners. The conclusion is drawn that faculty members at these two institutions are more likely to decide to use technology-based distance education if they hold four primary beliefs: (1) that it can produce a quality learning experience, (2) that it will better meet student needs, (3) that they personally are capable of developing and/or delivering it effectively, and (4) that it is to their advantage to develop and/or deliver it. These four beliefs are in their order of importance as voiced by the participants in this study. Recommendations are offered to administrators, in the form of specific actions to take to encourage participation by faculty members at their institution.
Show less - Date Issued
- 1998
- PURL
- http://purl.flvc.org/fcla/dt/12548
- Subject Headings
- Distance education, Educational technology, University extension
- Format
- Document (PDF)
- Title
- Computer self-efficacy, academic self-concept and other factors as predictors of satisfaction and future participation of adult learners in Web-based distance education.
- Creator
- Lim, Christina Kyounghee., Florida Atlantic University, Guglielmino, Lucy M.
- Abstract/Description
-
The purpose of this study was to develop a predictive model for satisfaction of adult learners enrolled in a Web-based distance education course and intent to participate in other Web-based distance education courses. Implicit in this purpose was an examination of the relationships between and among the personal and experiential variables which are potential predictors. Personal variables examined include: age, gender, computer self-efficacy, academic self-concept, and academic status (e.g.,...
Show moreThe purpose of this study was to develop a predictive model for satisfaction of adult learners enrolled in a Web-based distance education course and intent to participate in other Web-based distance education courses. Implicit in this purpose was an examination of the relationships between and among the personal and experiential variables which are potential predictors. Personal variables examined include: age, gender, computer self-efficacy, academic self-concept, and academic status (e.g., undergraduate, graduate, and continuing education student). Experiential variables examined include: years of computer use, frequency of computer use per week, computer training, Internet experience in a class, and participation in a workshop for a Web-based distance education course. The subjects (n = 235) of this study were adult learners who were currently taking a Web-based distance education course from five universities. The instrument used in this study consisted of four sections: Background Information, Attitude Toward Computers (Computer Self-Efficacy Scale), Reaction to Web-based Distance Education Courses, and Academic Self-Concept Scale. Predictive models for satisfaction (p < .001) and future participation (p = .003) of adult learners in Web-based distance education were developed based on the results of multiple regression analyses. Further analyses were performed to investigate relationships between and among predictor variables and criterion variables. Computer self-efficacy was the only predictor variable which was statistically significant in both predictive models. This study also demonstrated a positive relationship between adult learners' satisfaction with their Web-based distance education courses and their intent to participate in additional Web-based distance education courses.
Show less - Date Issued
- 2000
- PURL
- http://purl.flvc.org/fcla/dt/12635
- Subject Headings
- Distance education, Internet in education, Adult education, Computer literacy
- Format
- Document (PDF)
- Title
- Remote labs: Design and implementation issues.
- Creator
- Aoudi, Samer M., Florida Atlantic University, Alhalabi, Bassem A.
- Abstract/Description
-
This thesis proposes the use of remote laboratory experiments in distance education as a tool to add a reality factor to the distance learning process, thus combining the convenience of distance education with the effectiveness of the traditional physical campus, through its laboratories and technological resources. Moreover, this research studies the different aspects of distance education and remote labs and then provides a proposition to develop an effective remote laboratory setup....
Show moreThis thesis proposes the use of remote laboratory experiments in distance education as a tool to add a reality factor to the distance learning process, thus combining the convenience of distance education with the effectiveness of the traditional physical campus, through its laboratories and technological resources. Moreover, this research studies the different aspects of distance education and remote labs and then provides a proposition to develop an effective remote laboratory setup. Furthermore, it introduces and discusses the different components of a general remote lab experiment and applies the proposed process to an actual remote lab experiment, namely 'The Characteristics of a Resistor'. Remote labs is an invention of creativity in the world of distance education. This thesis is based on the pioneering work of Dr. Alhalabi and Dr. Hamza.
Show less - Date Issued
- 2001
- PURL
- http://purl.flvc.org/fcla/dt/12737
- Subject Headings
- Distance education, Internet in education, Java (Computer program language)
- Format
- Document (PDF)
- Title
- A predictive model of student performance in Internet-based distance learning courses at the community college.
- Creator
- Coleman-Ferrell, Tunjarnika Lowell, Florida Atlantic University, Bryan, Valerie
- Abstract/Description
-
The purpose of this research study was to develop a predictive model of student performance in Internet-based distance learning courses at the community college level. The predictor variables included socioeconomic status as it relates to age, gender, marital status, income, and race, as well as, level of education, computer proficiency, motivation, academic support, and grade received in the course. The survey used in this study was the Internet Based Distance Learning Courses Questionnaire ...
Show moreThe purpose of this research study was to develop a predictive model of student performance in Internet-based distance learning courses at the community college level. The predictor variables included socioeconomic status as it relates to age, gender, marital status, income, and race, as well as, level of education, computer proficiency, motivation, academic support, and grade received in the course. The survey used in this study was the Internet Based Distance Learning Courses Questionnaire (IBDLQ). The survey was administered to a sample of 291 completers of Internet-based distance learning courses at the end of the Summer 2000 and Fall 2000 school semesters at Palm Beach Community College. One hundred respondents returned completed surveys, indicating a return rate of 34%. Multiple linear regression analysis was used to test each hypothesis and to provide a model that was predictive of student performance. Nine null hypotheses were formed to determine if there were significant relationships between student performance and the aforementioned variables. The results of the tests of the nine null hypotheses showed that the hypotheses that involved student performance and marital status, age and motivation-self pace were rejected. In this study, the final model indicated that the predictor variables accounted for 14.2% of the variance in student performance. The correlation matrix showed that the older students in this population were less often currently married than were younger students and appeared only marginally less likely to be motivated by self-paced courses. The correlation between being motivated by self-paced courses and being married showed that married students were a little more likely to be motivated by self-paced courses. Analysis of responses to the open-ended question on course satisfaction revealed four main themes that influence student performance: academic support from the instructor, flexibility, socioeconomic status specific to family responsibilities that include marital status, whether or not the student has dependents, and age. Suggestions for future research included increasing sample size, adding variables such as frequency of student computer use, whether or not the respondent has dependents, and surveying the instructors of the courses for frequency of availability online, levels of expertise, and instructor perception of barriers.
Show less - Date Issued
- 2001
- PURL
- http://purl.flvc.org/fcla/dt/11949
- Subject Headings
- Community college students, Internet in higher education, Distance education
- Format
- Document (PDF)
- Title
- A Qualitative Exploratory Single Case Study of Faculty of a College of Business: Attitudes, Perceptions, and Concerns Related to Distance Learning.
- Creator
- Taylor, Stephanie D., Wright, Dianne A., Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
-
With the ever-evolving advancements in technology, public not-for profit higher educational institutions have experienced a significant increase in the demand for distance learning. As a result, with the changing needs of students and institutions’ ambition to remain competitive and relevant in the industry of higher education, public not-for profit higher education institutions are continuously thriving to ensure that they are offering the best quality of education that can be provided for...
Show moreWith the ever-evolving advancements in technology, public not-for profit higher educational institutions have experienced a significant increase in the demand for distance learning. As a result, with the changing needs of students and institutions’ ambition to remain competitive and relevant in the industry of higher education, public not-for profit higher education institutions are continuously thriving to ensure that they are offering the best quality of education that can be provided for purposes of distance learning. When considering faculty, faculty play a significant role in making certain that the quality of education is maintained and reflected throughout curriculums and programs despite the instructional method selected. Therefore, understanding their thoughts and perceptions of distance learning is paramount to uncover areas for improvement since they are the ones that experience the impact of distance learning first hand. Therefore, the results of this qualitative case study of a college within a major four-year public not-for profit higher education institution were used to determine the attitudes, perceptions, and concerns of faculty members who teach in a distance learning environment. Uncovering and bringing clarification to underlying perspectives that faculty grapple with is imperative for institutions to improve organizationally. As a result, removing obstacles that can hinder change can assist institutions’ administration to discover innovative approaches that foster an atmosphere where distance learning can thrive and increase a greater embrace by faculty.
Show less - Date Issued
- 2019
- PURL
- http://purl.flvc.org/fau/fd/FA00013268
- Subject Headings
- Distance learning, Distance education--Case studies, Universities and colleges--Faculty--Attitudes
- Format
- Document (PDF)
- Title
- The Relationship Between Undergraduate Instructor Self- Concept and the Degree of Prosocial Behavior Exhibited by Instructors to Online Undergraduate Business First Year Students.
- Creator
- Bain, Bernice, Bryan, Valerie, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
-
The primary goal of this quantitative study was to investigate the connection between instructor self-concept and prosocial behavior and its impact on student learning; thus, gaining more knowledge about assessment of instructor fit for online, undergraduate, business first-year experience (FYE) courses. If an instructor’s selfconcept is related to the degree of prosocial behavior exhibited, then an instructor with a higher likelihood of exhibiting prosocial behavior may be a better fit for...
Show moreThe primary goal of this quantitative study was to investigate the connection between instructor self-concept and prosocial behavior and its impact on student learning; thus, gaining more knowledge about assessment of instructor fit for online, undergraduate, business first-year experience (FYE) courses. If an instructor’s selfconcept is related to the degree of prosocial behavior exhibited, then an instructor with a higher likelihood of exhibiting prosocial behavior may be a better fit for an online, undergraduate, business FYE course. The study failed to reject all null hypotheses, showing no correlations between faculty self-concept and degree of prosocial behavior exhibited to online business firstyear students. The results did show a correlation between instructor self-concept (RSCQ score) and tendency to exhibit prosocial behavior (PTM score), which is outside of the scope of this study, but informed future research considerations discussed in Chapter 5.
Show less - Date Issued
- 2018
- PURL
- http://purl.flvc.org/fau/fd/FA00013052
- Subject Headings
- Online learning and distance education., Business teachers., Undergraduates.
- Format
- Document (PDF)
- Title
- The impact of students’ choice of time of day for class activity and their sleep quality on academic performance in multidisciplinary distance education courses.
- Creator
- Miles, Jessica A., Bryan, Valerie, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
-
The purpose of this research was to identify the impact of students’ choice of time of day for class activity and their sleep quality on academic performance in multidisciplinary distance education courses at a southeastern U.S. state college. The research addressed the relationship of other individual student characteristics (i.e., age, gender, race/ethnicity, educational background, or course workload) and external factors (i.e., marital status, hours of employment, part-time or full-time...
Show moreThe purpose of this research was to identify the impact of students’ choice of time of day for class activity and their sleep quality on academic performance in multidisciplinary distance education courses at a southeastern U.S. state college. The research addressed the relationship of other individual student characteristics (i.e., age, gender, race/ethnicity, educational background, or course workload) and external factors (i.e., marital status, hours of employment, part-time or full-time status, or caretaker responsibilities represented by the number of children and/or elderly that the student was actively caring for in their home) to the students’ academic performance and to the students’ choice of time of day for class activity and sleep quality. This study analyzed distance education students’ Pittsburgh Sleep Quality Index (PSQI) Global Sleep Quality Scores, their demographic and external factor survey responses, a test grade, and the time of day that the student submitted their test. This study targeted the distance education student population, as they are part of a rapidly growing sector within higher education, and they had previously not served as the primary subjects in research regarding sleep quality and external factor impacts on academic success. Analyses of 208 distance education students resulted in the following research findings: sleep quality was found to be related to academic success, with significant findings of, for example, poorer sleep quality correlating with a lower test grade (r = -0.15; p = .03), likewise the number of hours spent working was related to academic success, with a significant finding of more hours spent working correlating with a lower grade (r = 0.377; p = .008). In this study most other factors were found to have no significant relationship with a students’ grades (age, gender, race/ethnicity, educational background, or course workload, marital status, or caretaker responsibilities). These research findings may enlighten students of the potential impacts of taking distance education classes if they anticipate having to work extensively or if they have, or expect to have, poor sleep quality. Additionally, educational institutions and faculty can learn ways to design better distance education courses and provide improved guidance for students to encourage academic success.
Show less - Date Issued
- 2014
- PURL
- http://purl.flvc.org/fau/fd/FA00004138, http://purl.flvc.org/fau/fd/FA00004138
- Subject Headings
- Academic achievement, Distance education, Performance, Sleep -- Physiological aspects
- Format
- Document (PDF)
- Title
- Investigation of instructional strategies designed to promote achievement and retention in online mathematics classes.
- Creator
- Porro, Ana M., College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
-
The purpose of this study was to investigate the effect of using learner self-assessment and multifaceted instructional strategies on student achievement and retention in online mathematics classes. The study used a quasi-experimental design. The study sample consisted of 35 students who were enrolled during the fall term 2010 in online Precalculus or Trigonometry classes at Palm Beach State College. Both treatment and comparison groups were taught by the researcher. Since the subjects in the...
Show moreThe purpose of this study was to investigate the effect of using learner self-assessment and multifaceted instructional strategies on student achievement and retention in online mathematics classes. The study used a quasi-experimental design. The study sample consisted of 35 students who were enrolled during the fall term 2010 in online Precalculus or Trigonometry classes at Palm Beach State College. Both treatment and comparison groups were taught by the researcher. Since the subjects in the study were not randomly assigned, the design was one of nonequivalent groups where the treatment group was compared to a similar group from the previous year. To limit researcher bias, the course exams were the same for both treatment and comparison groups. Five hypotheses were developed to examine the relationships between preferred learning strategies, the use of online tools, and achievement and retention. The five hypotheses were investigated with the following procedures respectively: ANOVA, linear regression, Pearson correlations, t-test and chi-square, and linear regression analysis with dichotomously coded variables. The findings indicated that the ATLAS groups did not show a preference for online tools, except for ebook. In addition, the use of most tools predicts achievement. The ebook is the only tool that is not significantly related to all the other tools. Achievement was not significantly different among treatment and comparison groups, but retention was. Retention for the treatment group surpassed retention for the comparison group by 15%. Results also pointed out that the ATLAS groups moderate the relationship between some of the online tools predicting achievement.
Show less - Date Issued
- 2011
- PURL
- http://purl.flvc.org/FAU/3333313
- Subject Headings
- Computer-assisted instruction, Achievement in education, Distance education, Education, Effect of technological innovations on
- Format
- Document (PDF)
- Title
- A comparison of demographics, motivation, and learning strategies of college students taking traditional campus-based courses and Internet-based distance learning courses.
- Creator
- Maupin, Deborah L., Florida Atlantic University, Cafolla, Ray
- Abstract/Description
-
The purpose of this study was to examine some the differences between students in traditional face-to-face courses and those in distance learning courses. Differences in teaming strategies, motivation, and demographics were examined. The study used an online version of the Motivated Strategies for Learning Questionnaire (MSLQ) to assess the motivation and learning strategies used by college students. The instrument was administered to 111 students at a 4-year, public university in the...
Show moreThe purpose of this study was to examine some the differences between students in traditional face-to-face courses and those in distance learning courses. Differences in teaming strategies, motivation, and demographics were examined. The study used an online version of the Motivated Strategies for Learning Questionnaire (MSLQ) to assess the motivation and learning strategies used by college students. The instrument was administered to 111 students at a 4-year, public university in the southeast region of the United States during the Spring of 2003. The subjects included 64 students enrolled in the traditional campus-based version of Applied Educational Technology and 47 students enrolled in the distance learning version of the same course. The study found significant differences in the demographic characteristics of both groups. Chi-square tests revealed that 6 of the 10 demographic variables (marital status, class level, ethnicity, household income, number of distance learning courses previously taken, and the number of hours per week spent studying for the course) demonstrated statistical significance. Independent samples t tests were used to explore differences in motivation and learning strategies in the two groups. Of the six motivation variables tested (intrinsic goal orientation, task value, control for learning beliefs, self-efficacy, and test anxiety), only two demonstrated statistical significance (p < .01). Distance learning students reported higher levels of intrinsic goal orientation and control for learning beliefs. The study found few differences in the learning strategies reported by the subjects. Of the nine learning strategies tested (rehearsal, help seeking, metacognitive self-regulation, organization, critical thinking, time and study environment, effort regulation, and peer learning), only one demonstrated statistical significance (p <; .01). Students participating in the traditional campus-based course reported higher levels of help seeking behavior than their distance learning peers. A model was developed to predict student choice of distance learning courses using demographic, learning strategies, and motivation variables. Using discriminant analysis, the model correctly classified 75.7% of the cross-validated cases. A second discriminant analysis, using only the variables found to be significant in the t tests and chi-square analysis was also conducted. This model correctly classified 79.3% of the cross-validated groups. As distance learning becomes more prevalent in higher education, it is important to examine the characteristics of students participating in distance education courses. The results of this study indicated that differences existed between the distance learning group and the traditional group. An understanding of those differences may lead to improved design and delivery of distance learning courses.
Show less - Date Issued
- 2003
- PURL
- http://purl.flvc.org/fcla/dt/12064
- Subject Headings
- Distance education, Learning strategies, Motivation in education, Internet in higher education
- Format
- Document (PDF)
- Title
- VCOIN: Virtual Classroom Over the Internet.
- Creator
- Patel, Rajesh Jivanbhai., Florida Atlantic University, Hsu, Sam, College of Engineering and Computer Science, Department of Computer and Electrical Engineering and Computer Science
- Abstract/Description
-
Today we live in the world where geographic distances on this planet are no longer big hurdles for information exchange. This has been possible due to widespread use of the Internet in recent years. Emergence of the Internet and the World Wide Web (WWW) have been significant in the development of low cost distance learning systems. In recent years, technologies for multimedia online publishing and online collaboration have developed significantly. Because of these developments, cost-effective...
Show moreToday we live in the world where geographic distances on this planet are no longer big hurdles for information exchange. This has been possible due to widespread use of the Internet in recent years. Emergence of the Internet and the World Wide Web (WWW) have been significant in the development of low cost distance learning systems. In recent years, technologies for multimedia online publishing and online collaboration have developed significantly. Because of these developments, cost-effective information exchange and two-way communication across the Internet is possible. This thesis proposes a new virtual classroom model named Virtual Classroom Over the Internet (VCOIN). It also presents a high-level architecture and a implementation of a prototype of VCOIN. VCOIN introduces a new approach towards teaching across the Internet. It also has some unique features that brings it one step closer to being a truly virtual classroom system over the Internet. Lessons learned from various experiments of the VCOIN prototype are described in this thesis.
Show less - Date Issued
- 1998
- PURL
- http://purl.flvc.org/fcla/dt/15530
- Subject Headings
- Internet in education, Telecommunication in education, Distance education--Computer-assisted instruction
- Format
- Document (PDF)
- Title
- FACTORS PREDICTING THE ESTIMATED SUCCESS OF CULTURALLY DIVERSE STUDENTS IN ONLINE COURSES IN POST-SECONDARY EDUCATION.
- Creator
- Dunn, Shernette D., Bryan, Valerie C., Florida Atlantic University, Department of Educational Leadership and Research Methodology, College of Education
- Abstract/Description
-
This mixed methods study sought to uncover the needs of culturally diverse students in the online learning environment. Several of the unexplored factors that may contribute to high attrition rate among online undergraduate students, were also analyzed. The study examined how the variables of prior educational experience, age, gender, ethnicity, country of birth, and first or native language spoken contributed to success in online classes. The research also explored how institutional support...
Show moreThis mixed methods study sought to uncover the needs of culturally diverse students in the online learning environment. Several of the unexplored factors that may contribute to high attrition rate among online undergraduate students, were also analyzed. The study examined how the variables of prior educational experience, age, gender, ethnicity, country of birth, and first or native language spoken contributed to success in online classes. The research also explored how institutional support contributed to the success of online learners. Through the use of survey data collection and interviews, the results of this study indicated that culturally diverse learners reported three skills that are essential to their success in online learning environments: time management, self-directedness, and computer or technical skills. Students also indicated that institutional and instructor support are vital to their success in online classes. Although all variables examined were not significant predictors to the success of online learners, the results of this study provide insight into the needs of culturally diverse learners. These findings may be helpful to educators and policymakers when planning for or designing online courses for culturally diverse learners. These findings may also aid in reducing the high attrition rate of culturally diverse learners in online environments by encouraging more readiness assessments for students enrolling in online courses to determine their level of readiness for online learning.
Show less - Date Issued
- 2020
- PURL
- http://purl.flvc.org/fau/fd/FA00013520
- Subject Headings
- Students, Online learning and distance education, Culturally relevant pedagogy, Postsecondary education
- Format
- Document (PDF)
- Title
- Remote labs: Active element IV characteristics.
- Creator
- Abu-El Humos, Ali M., Florida Atlantic University, Alhalabi, Bassem A.
- Abstract/Description
-
This thesis proposes the use of remote laboratory experiments in distance education. Remote labs combine both the convenience of distance education and the effectiveness of the traditional physical campus labs. Moreover, this research studies the different hardware and software technologies that would make remote lab experimentation feasible in terms of cost and quality. The focus in this thesis is how to use BS2 with Microsoft ASP and COM technologies to build a remote lab experiment with...
Show moreThis thesis proposes the use of remote laboratory experiments in distance education. Remote labs combine both the convenience of distance education and the effectiveness of the traditional physical campus labs. Moreover, this research studies the different hardware and software technologies that would make remote lab experimentation feasible in terms of cost and quality. The focus in this thesis is how to use BS2 with Microsoft ASP and COM technologies to build a remote lab experiment with minimum hardware and software cost, while maintaining satisfactory on-line experiment quality. Remote labs is a creative innovation in the world of distance education. This thesis is based on the pioneering work of Dr. Alhalabi and Dr. Hamza.
Show less - Date Issued
- 2002
- PURL
- http://purl.flvc.org/fcla/dt/12939
- Subject Headings
- Distance education, Internet in higher education, Scientific apparatus and instruments--Computer simulation
- Format
- Document (PDF)
- Title
- SWITCHING LEARNING MANAGEMENT SYSTEMS: COMPARING EFFECTS ON STUDENT PERCEPTION.
- Creator
- Price, Todd, Bryan, Valerie, Florida Atlantic University, Department of Educational Leadership and Research Methodology, Charles E. Schmidt College of Science
- Abstract/Description
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The computer industry does not understand how adults learn (Knowles, 1983). A profound statement made nearly 40 years ago. With the advancement of technology and the tremendous growth of online learning, the learning management system (LMS) has become the tool for delivering distance education. E-learning platforms have witnessed exponential uptake by the education and corporate sectors over the past three to five years (Wadhwani & Gankar, 2020). From this author's experience in the field of...
Show moreThe computer industry does not understand how adults learn (Knowles, 1983). A profound statement made nearly 40 years ago. With the advancement of technology and the tremendous growth of online learning, the learning management system (LMS) has become the tool for delivering distance education. E-learning platforms have witnessed exponential uptake by the education and corporate sectors over the past three to five years (Wadhwani & Gankar, 2020). From this author's experience in the field of instructional design and online instruction, all LMSs are just a "database with a different user interface (Price, 2016)". But are there opposing perceptions from the online learner regarding two different systems of learning? With the migration of one LMS to another LMS at a large public state university, can an assumption be measured to determine significant differences between the two LMSs? This quantitative research aims to answer if there are significant differences in online student perception between two different learning management systems. Using responses to Instructor Evaluation Forms during four academic years (12 semesters), this study determined if a significant difference existed between the perceived quality of two learning management systems. Moreover, this study added to a minimal body of research regarding improving the quality of learning management systems based on the perception of online students.
Show less - Date Issued
- 2021
- PURL
- http://purl.flvc.org/fau/fd/FA00013852
- Subject Headings
- Educational technology, Instructional systems, Online learning and distance education, E-learning, Students
- Format
- Document (PDF)
- Title
- Academic dishonesty in online courses: the influence of students' characteristics, perception of connectedness, and deterrents.
- Creator
- Chase, Artyce-Joy., College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
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The purpose of this study was to explore undergraduate students' behaviors related to academic dishonesty. Additionally, this study examined students' perceptions of their own connectedness within the online classroom, and perceptions of the effectiveness of deterrents to cheating. Participants in the study were enrolled in online courses within the College of Arts and Science at a regionally accredited for-profit university. Students enrolled at the university represent a geographic cross...
Show moreThe purpose of this study was to explore undergraduate students' behaviors related to academic dishonesty. Additionally, this study examined students' perceptions of their own connectedness within the online classroom, and perceptions of the effectiveness of deterrents to cheating. Participants in the study were enrolled in online courses within the College of Arts and Science at a regionally accredited for-profit university. Students enrolled at the university represent a geographic cross section primarily within the U.S. but included students living outside the U.S. Participants were asked about their individual feelings of overall connectedness within the online classroom. Connectedness was determined using five subscales to create an overall connectedness score. The subscales were attachment, bonding, climate, connection, and engagement. Statistical tests were conducted to assess and describe any relationships between connectedness, academic dishonesty, and demographic factors. Additionally, participants provided feedback on various methods used in online classes to encourage academic honesty. This study discovered significant relationships between academic dishonesty and students' feelings of connectedness. Students' academic performance was related also to feelings of connectedness within the online classroom. Additionally, the frequency of engagement in academic dishonesty increased as the students neared graduation. The findings of this study contribute to the body of knowledge related to pedagogy and course design of online classes.
Show less - Date Issued
- 2010
- PURL
- http://purl.flvc.org/FAU/1927306
- Subject Headings
- Cheating (Education), Internet in education, Education, Higher, Moral and ethical aspects, Distance education, Moral and ethical aspects
- Format
- Document (PDF)
- Title
- A comparison of the outcomes of distance learning students versus traditional classroom students in the community college.
- Creator
- Rosenfeld, Georgette., Florida Atlantic University, Guglielmino, Lucy M.
- Abstract/Description
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The purpose of this study was to compare the achievement and completion rates of students in traditional face-to face classrooms to that of students in the same courses, taught by the same instructors, via the Internet using WebCT as the learning management system. The possibility of a mediating effect of subject matter area, student age, race, gender and previous college experience was also examined. Subjects for the study were 796 students enrolled in general education courses that were...
Show moreThe purpose of this study was to compare the achievement and completion rates of students in traditional face-to face classrooms to that of students in the same courses, taught by the same instructors, via the Internet using WebCT as the learning management system. The possibility of a mediating effect of subject matter area, student age, race, gender and previous college experience was also examined. Subjects for the study were 796 students enrolled in general education courses that were offered in the traditional classroom setting and in the distance learning format. The three general education courses chosen were American History, English Composition and Mathematics for Liberal Arts. Approximately half of the students participated in each format; 50.5% were in distance learning courses and 49.5% were in the traditional face-to-face courses. Student achievement was determined by final course grade and tested using an independent two-sample t-test. Completion rates were calculated for both groups and the difference between groups was tested using a two-sample z-test. To study the impact of subject matter, age, race, gender and previous college experience on student achievement and completion rates in both methods of instruction, a series of two-way ANOVAs were conducted for each group and each variable. A post-hoc analysis using the Tukey HSD procedure was conducted on any variables that tested to have a statistically significant effect on the academic achievement or completion rate in either delivery method. The findings of this study indicate that there was no difference in student achievement as measured by final course grade between distance learning and traditional classroom delivery methods. The main effect for age, race, gender and previous college experience was statistically significant on student achievement. The interaction effect was statistically significant for subject matter and previous college experience on student achievement. There was a statistically significant difference between completion rates of students enrolled in traditional face-to-face courses compared to those in distance learning courses. The traditional courses have a higher completion rate than the distance learning courses. The variable with the greatest mediating effect on academic achievement and completion rates between delivery methods was subject matter area.
Show less - Date Issued
- 2005
- PURL
- http://purl.flvc.org/fcla/dt/12148
- Subject Headings
- Computer-assisted instruction, Computer-assisted instruction--Design, Educational technology, Distance education, Internet in higher education, Academic achievement
- Format
- Document (PDF)
- Title
- Student Perception of Online Instructors at a Florida Public University.
- Creator
- Ballard, William Willett, Shockley, Robert, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
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The purpose of this study was to determine differences in online student perception of the quality of instruction between online instructors who did and did not complete faculty training for online instruction. There has been very little research identifying the factors influencing online students perception on quality of instruction, specifically at Florida public institutions. This research is important in establishing if public universities should require some level of training before an...
Show moreThe purpose of this study was to determine differences in online student perception of the quality of instruction between online instructors who did and did not complete faculty training for online instruction. There has been very little research identifying the factors influencing online students perception on quality of instruction, specifically at Florida public institutions. This research is important in establishing if public universities should require some level of training before an instructor can teach online. Experiencing poor quality of instruction can negatively impact an online student academically, which can, in turn, be detrimental to a university’s student retention and graduation rates. This study adds to the current body of research regarding improvement of the quality of instruction in online courses based on the online students perception of faculty and the completion of faculty training for online instruction. The results of this study demonstrated no significant difference overall in student perception of quality of instruction between online instructors who did and did not complete faculty training as measured in courses with five or more student respondents. Additional results revealed that multiple academic colleges demonstrated a significant difference in student perception of quality of instruction. This study also discovered a slight negative effect of online faculty training on other areas of student satisfaction that did not include quality of instruction. Recommendations for future research are provided, including those for the improvement of online faculty training, university policy, and faculty and student preparation for online teaching and learning, respectively.
Show less - Date Issued
- 2018
- PURL
- http://purl.flvc.org/fau/fd/FA00005962
- Subject Headings
- Distance education--Florida, Public universities and colleges, Online teaching, Student evaluation of teachers
- Format
- Document (PDF)
- Title
- IDENTIFYING STRATEGIES FOR PREPARING AND SUPPORTING FLORIDA COLLEGE STUDENTS IN ELEARNING: CASE STUDY OF A FLORIDA PUBLIC STATE COLLEGE’S STUDENT SUCCESS IN ELEARNING.
- Creator
- Edris, David D., Bryan, Valerie, Florida Atlantic University, Department of Educational Leadership and Research Methodology, College of Education
- Abstract/Description
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eLearning continues to be the fasted growing segment of higher education. With this growth, challenges for higher education institutions have arisen. One of these difficulties is preparing students for learning online. A qualitative case study examined what strategies and processes contributed to student success in eLearning at a Florida public college based on the views of eLearning educators, faculty teaching online courses and the students who have taken online courses. The aspects...
Show moreeLearning continues to be the fasted growing segment of higher education. With this growth, challenges for higher education institutions have arisen. One of these difficulties is preparing students for learning online. A qualitative case study examined what strategies and processes contributed to student success in eLearning at a Florida public college based on the views of eLearning educators, faculty teaching online courses and the students who have taken online courses. The aspects reviewed were: 1. what contributed to student success, 2. what hindered student success, 3. what prepared students for learning online, and 4. what assistance was available for students that face challenges with online courses. The interviews and questionnaire were examined and compared from the perspectives of educators (eLearning staff and faculty teaching online courses), and students taking the courses, and documents reviewed from the site chosen, to show what are the most significant contributors and hindrances to eLearning success for participants at a Florida public state college. The findings of this study show what helped student success, what hindered student success, what prepared students for eLearning, and what support was available to students while taking an eLearning course from the data collected through the student questionnaire, faculty and staff interviews, and document review. The data supports the finding that student motivation, student time management skills, eLearning course design, and the responsiveness and supportiveness of faculty contribute to the success of the student in eLearning courses. The data supports the finding that what hinders student success is when the student is overwhelmed, distracted, or lacks motivation or time management skills. Additionally, the design of the eLearning course can hinder the student and if there is a lack of faculty communication. The data supports the finding that what prepared students for eLearning was the College’s free eLearning orientation course that explains how to use the Learning Management System and the best practices of learning online. The data supports the finding that the support available to assist students that are enrolled in eLearning is College “Support”, Tutoring (both online and on campus), and their course professor.
Show less - Date Issued
- 2020
- PURL
- http://purl.flvc.org/fau/fd/FA00013607
- Subject Headings
- College students--Florida, Online learning and distance education, Student success
- Format
- Document (PDF)
