DTheses (Athabasca University)
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Factors influencing acceptance and resistance to elearning in small-to medium-sized enterprises.Master of Distance Education thesis, Athabasca University
No full textThe increased sophistication of telecommunications technology during the past decade, especially with the incorporation of the use of the Internet into the mainstream of Canadian society, has resulted in a convergence of focus for the training and business sectors. The purpose of this study was to investigate what influences acceptance and resistance to a corporate elearning initiative provided by X Company to its dealer network to identify the factors affecting participation. The research used a survey design to gather both qualitative (interview instrument) and quantitative (questionnaire instrument) data to examine the factors affecting learner interest in, and resistance to, training and elearning. The results provided insight into the attitudes and perceptions of X Company employees about the training and identified areas for further attention to facilitate a ‘best practices’ approach for increasing participation. The research question explored was: “What barriers and enticers emerge regarding elearning in a group of employees offered an elearning training opportunity.” Lewin’s Force Field Theory was used to examine the driving and restraining forces that influence an individual’s ‘fields’ and was used as the framework to apply the findings to gain a clearer understanding of the factors that supported or detracted from participation in this elearning initiative. Lewin suggests that consideration of what encourages learners to embrace new methods for learning is important but equally, the factors that cause resistance to learning must be thoroughly examined. If an employee, in this instance, is motivated to try new methods of learning then participation will be high however, if they are resistant to learning their level of participation will be low. Supporting factors for elearning in this study indicated appreciation for being provided with work related training, with increased product knowledge and stronger customer service skills that were formally recognized by the employer, being the others. Detractors which appeared to cause resistance were insufficient time to complete the lessons, insufficient coaching and support, incentives that did not hold meaning and, in some cases, lack of remuneration for lesson completion. Additional detractors were inadequate technology (server freezes, incompatible plug-ins, inaccessible links to testing, inability to access using dial-up connections) and no practical assessments of learning on the store floor after lessons were completed.200
Audio teleconferencing: examination of instructional strategies for teachers of adult learners. Master of Distance Education thesis, Athabasca University
No full textThis thesis examines instructional strategies available to teachers of students enrolled in college-level audio teleconferencing courses delivered by distance education. Using the techniques of qualitative research, this case study design explored student lived-experiences in an audio teleconferencing classroom. Using a questionnaire, focus groups, and personal interviews data were gathered, examined and analyzed. The findings were discussed under four categories: learning strategies, teaching strategies, positive experiences and negative experiences. Five clustered instructional strategy themes emerged as students expressed a need for visual stimulation, interaction, and effective communication, as well as competent teachers and operational technology. Practical implications of these results suggested ways in which adult educators can use audio teleconferencing technology effectively to enhance the learning experience for their students.200
Gendered interactions in computer mediated conferencing: participation, purposive differences, and "list effects". Master of Distance Education thesis, Athabasca University
No full textComputer mediated conferencing (CMC) has been widely viewed as a valuable forum for providing opportunities for interaction amongst learners in a distance education setting. This interaction has been identified as a critical element in achieving learning objectives; however, interaction in distance contexts is not well understood. It has been argued that social markers are cued in online communications and that gender influences interaction processes and participation. Previous research has identified two discourse types, epistolary and expository, that have been associated with gender. This study examined 64 students (37 females, 27males) involved in a graduate course that utilized computer conferencing. These students were divided into three groups, the composition of each meeting one of the following conditions, predominantly male, predominantly female, and a relatively balanced population of males and females. The Transcript Analysis Tool (TAT) was used to examine the discourse patterns and styles of men and women. Predicted patterns of discourse were found where women tended to use more epistolary or aligned type statements, and men tended to use more expository type statements. An unexpected finding occurred, however, with a greater participation rate found for males than for females. The patterns of discourse use were also utilized to determine whether evidence of a “list effect” would be found, where the discourse patterns of the majority tend to become characteristic of the group as a whole. No evidence of these effects was found in the study of interactions. At the end of this course, students were given a survey to complete that explored issues surrounding their experience with the computer conferencing. An investigation of satisfaction, commitment, and purpose for interaction was conducted, comparing these with results from the transcript analysis and survey items. Results indicated that there was evidence of gender-related purposive differences. Satisfaction with interactions was similar, although the higher participation rates of men showed evidence of higher commitment. Questions raised by this study included issues surrounding the influence and role of moderators in conferencing activity, and the need for further research into the influence of gender and gender compositions in online interactions and experiences in CMC.200
An exploration of the potential of music and narrative song as an instrument for learning, with a focus on distance education. Master of Distance Education thesis, Athabasca University
No full textThis thesis uses the qualitative research methodologies of Educational Criticism and Grounded Theory to explore whether expressive culture in the form of popular narrative song can play a constructive role as an instrument or agent for learning in the context of distance adult education. In chapter one, the author provides a theoretical framework for incorporating popular narrative song into the distance adult learning experience. Chapter two reviews the research literature related to the themes discovered through the interview process involving eighteen individuals that served as the foundation for this study and the research literature associated with several theories of adult learning. In chapter three, the methodology of Educational Criticism and Grounded Theory is explained, the informants and the research sites are described. In chapter four, the themes that evolved as a result of the researcher’s interviews are analysed and presented. Chapter five provides an examination of the relationship between the eight themes that were discovered through analysis and several adult learning theories. In the final chapter, the author reflects on the implications of the relationship between popular narrative song and distance adult learning, and draws conclusions regarding the use of popular narrative song and distance adult education. Conclusions drawn from the research are discussed in portions entitled “Theme 8: Overcomes Distance,” and “Implications of this Research to the Field of Distance Adult Learning.” The chapter closes with recommendations for further study and with reflections on the research. The author suggests that there is sufficient justification, supported by research literature, and brought to life by the experiences, thoughts and reflections of those with an intimate knowledge of song for incorporating popular narrative song into appropriate distance adult learning experiences. Also included are the lyrics to twenty-two songs either connected in some way to the comments made by, or specifically cited by the informants of this study.200
Application of Evolutionary Algorithm Strategies to Entity Relationship Diagrams. Master of Science thesis, Athabasca University.
No full textThe purpose of this study is to examine programming techniques incorporating evolutionary strategies. It has been proposed that evolutionary strategies may provide alternative programming paradigms for finding solutions to problems of polynomial or NP-complete complexity. Disciplines such as Emergent Behaviour, Cognitive Science, Artificial Life, Complexity, and Bio-Informatics are working out the mechanics of how these systems operate. An attempt is made to demonstrate some of these evolutionary strategies through the creation of a program incorporating a genetic algorithm. The goal of the program is to generate aesthetically pleasing entity relationship diagrams. The crux of any genetic algorithm is to develop an appropriate fitness function. This task proves to be surprisingly difficult. Ironically, the task of finding the appropriate balance in the weighting of different fitness factors is in itself a problem that may be best addressed by an evolutionary algorithm. As a practical tool for the generation of aesthetically pleasing entity relationship diagrams, the ERD Viewer application was not overly successful. However, the implementation did provide a great deal of insight into the difficulties of specifying the rules when attempting to guide evolution. There are many suggestions for further development including a potential method to implement learning. Evolutionary strategies hold promise for exploring problem spaces where the number of potential solutions grows exponentially. The proof that these de-centralized, non-global, emergent processes do actually work surrounds us in the natural world. The prime examples are the two stochastic processes: evolution and learning. We are still in the early stages of determining how these techniques can be practically utilized in a programming environment.2004-0
The evolution of the ABE e-merge/BCcampus initiative. Master of Distance Education thesis, Athabasca University
No full textThe evolution of the Adult Basic Education (ABE) e-merge initiative in British Columbia (BC) is the focus of this historical-comparative analysis. To place this research in context, the ABE e-merge initiative’s design, development, and implementation is compared to the Applied Business Technology (ABT) and the Associate of Arts (AA) programs that initially formed the greater e-merge /BCcampus initiative. This case study provides a taxonomy of the history of adult distance education in BC to provide a framework in which to place the evolution of the ABE e-merge /BCcampus initiative. This research will add to the current literature on adult distance education and ABE, and it will open the door to further research as this analysis attempts to explain the forces that determine the direction of BC’s public post-secondary system.200
Learning plans and motivation of adult learners. Master of Distance Education thesis, Athabasca University
No full textThis study emerges from past research into learner attributes, individualized learning plans, levels and quality of learner- facilitator interaction, student support, and factors affecting learning outcomes, satisfaction, motivation, and persistence. This study explores and describes the effects of creating and using an online learning plan on motivation of adult learners in distance delivery high school completion programs. Using a case study approach, two facilitators and six female adult learners were observed as they used an interactive learning plan in distance learning environments for one semester of the 2003 school year. Observation, documentation, and interviews provided information on facilitator- learner interactions in order to assess the effectiveness of the learning plan in supporting distance learners and its influence on motivation and decisions regarding persistence and withdrawal. The findings of this study indicate that these decisions are private, and the reasons leading to a decision may never be known by the institution. The influence of the learner’s interpersonal environment has a greater influence over these decisions than institutional factors, although interaction with the facilitator via the learning plan can provide encouragement and motivation to continue. The findings support previous research that links strength of goal commitment, interaction between learner and facilitator, and a positive self-concept to persistence of adult learners in a distance education environment. The online learning plan has the potential to link the learner to her educational program, providing the increased motivation, encouragement, and commitment that are crucial to continued participation and success. However, as noted by the facilitators, time for working on learning plans cannot be left to chance; it must be incorporated into their regular routine, and they must be adequately prepared to engage in learning plan dialogue.200
The prevalence of cohesive learning communities in online health information technology programs. Master of Distance Education thesis, Athabasca University
No full textThe demand for Health Information Management professionals is growing more rapidly than the supply. Existing educational programs cannot keep pace with the workforce needs of current and future healthcare. Expansion of educational delivery methods is required to increase access to appropriate training. Traditional face-to-face educational programs have enjoyed small enrollments and close working relationships between and among faculty and students. However, migration to an online environment does not foretell the sacrifice of these cohesive learning communities. Through the use of computer-mediated conferencing, collaboration and interaction are enhanced. This thesis examined the current learning environment in three online Health Information Technology programs. Ninety-two students from first year and second year classes were surveyed to determine the strength of their learning communities. Cohesive learning communities were reported and significant correlations were discovered between the strength of the learning communities and the students’ experience with computer-mediated conferencing, their satisfaction with their courses and their programs. Hopefully, these results will serve as inspiration to potential online Health Information Technology educators to expand their offerings and open access to non-traditional learners who require or desire the flexibility that distance education can provide.200
Distance education and second language instruction: an analysis and recommendations for integration. Master of Distance Education thesis, Athabasca University
No full textThe following thesis surveyed and examined the fields of distance education and Second Language Acquisition in order to illustrate key theories and assumptions of both fields. This thesis is a synthesis of relevant learning theories and instructional methodologies for each environment, and describes how the two have evolved both individually and collectively. Using this historical review as a basis, recommendations for the development of on-line second language instruction have been generated, as have suggestions as to the direction for the combined future of distance education and Second Language instruction. The goals of this study were to provide a critical overview of second language acquisition, a critical assessment of distance education, and a comprehensive set of guiding principles for the provision of on-line second language instruction.200
Women, Distance Education and Solitude: A Feminist Postmodern Narrative of Women's Responses to Learning in Solitude. Master of Distance Education thesis, Athabasca University
No full textThere is the feminist assumption that connections and relations are the primary method of learning for women as opposed to solitary knowledge-building. In spite of the many articles that assert that distance education is an isolating experience for women, the literature review has also shown that some women learners are not interested in connections/relations, but prefer to study in solitude, and did not experience any negative influences on their learning as a result. The association of solitude, connected learning, and women needs further investigation. Using a postmodern framework, the purpose of my study is to explore the notion of solitude among women distance education students, in contrast to the feminist view that women have a high need for interaction.
Chapter One begins with my experiences as a graduate distance education student. Chapter Two looks at the literature from earlier ideas about the principle method of learning for women to more current research that questions this assumption. Chapter Three discusses the research methodology that utilizes journals as the way of acquiring personal experiences about studying in solitude. Chapter Four presents the themes that emerged from the participants’ experiences, and Chapter Five sums up studying in solitude as a way of knowing. I begin this thesis in solitude and I hope that it ends in community. By writing our personal stories, perhaps the readers may recognize their own stories.200