DTheses (Athabasca University)
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An evalutation of the British Columbia rural health video network link. Master of Distance Education project, Athabasca University
No full textThe British Columbia Rural Health Video Network Link initiative strove to provide quality educational experiences, clinical consultations, and clinical service support to the population of nine physicians in Vanderhoof during the period from November 1, 2001, to November 30, 2002. The purpose of this study was to perform an evaluation of the project with a particular focus on the continuing medical education component (CME). A needs assessment, two focus groups, six CME rounds delivered via videoconference, and a final site visit, were the foci for evaluating project effectiveness. Participants reacted positively to all six sessions, reporting a moderate to high level of agreement that the videoconference medium provided the best way of delivering CME material. The findings suggest that the needs-based CME rounds were effective in fulfilling the educational requests of physicians, positively influencing their clinical practices, and improving patient care. However, the only way this group of physicians will welcome the technology again is in the form of a sustainable initiative with guaranteed funding and 24-hour, highly reliable access. Therefore, future telehealth delivery into other rural communities should follow the Telehealth Uptake Strategy, first described in this paper, with a funding guarantee for three to five years, which includes the provision of a project coordinator and identification and cooperation of a local "change agent" with administrative support. The Shared Provincial Access Network/Provincial Learning Network is underutilized and offers an opportunity to bridge the CME access gap between rural and urban physicians. The network was very reliable between the hours of 0730-0900 and 1500-2000, exceeding 95% problem-free connectivity. The evaluation produced 23 recommendations.200
Interaction in satellite-based corporate distance training. Master of Distance Education thesis, Athabasca University.
No full textMaintaining an educated, high performance workforce has become a particularly daunting challenge in the highly volatile knowledge-based economy. A growing number of companies currently use one-way video, two-way audio satellite technology to make training more accessible to employees in different locations, shorten the time lag between course development and course delivery, and to provide real-time interaction. However, the provision for live interaction makes satellite one of the most expensive, complex, and difficult of instructional technologies to implement effectively. Although the general benefits of interaction in education are well documented, few studies have attempted to apply theoretical frameworks of interaction to the substantive area of corporate distance training. This study was undertaken using the grounded theory method of qualitative inquiry. Its purpose was two-fold: to examine, through empirical data, the importance of interaction in corporate satellite training, using constructs for interaction proposed by Moore (1989). Hillman et al. (1994) and others in order to generate a theoretical framework to guide distance training practitioners; and to apply an Instructional Systems Design (ISD) approach in identifying instructional strategies for maintaining learner interest and involvement in one-way video, two-way audio satellite-based training. The study's prime focus was to understand learners'perceptions of four types of interaction and their relationship to learner satisfaction with the overall training experience. Qualitative and quantitative methods of data collection and analysis were used, including a Flanders-type interaction analysis of five satellite training sessions and semi-structured interviews with 19 learners. The study describes the defining features and instructional strategies employed in the practice of satellite training at a Bank. It discusses advantages and limitations in designing interaction in satellite training and concludes that different types of training applications are characterized by different interaction profiles. This study identifies five factors which impact learners'motivation to participate in interactive activities and proposes a theoretical framework to allow distance training professionals control over the structure and process of interaction in satellite training.200
A comparative study of multi-media enhanced distance education and conventional instruction of a core paramedical psychomotor skill. Master of Distance Education thesis, Athabasca University
No full textEmergency Medical Service (EMS) organizations are turning to distance education as an alternative to the traditional face-to-face classroom setting. EMS employees require a broad range of core competencies to perform their job effectively and the majority of these skill sets fall within the psychomotor domain of learning. Traditionally these psychomotor skill sets have been taught in the classroom with an instructor providing a demonstration followed by coached practice and instructor feedback. The purpose of this study was to compare two types of instruction for a paramedical psychomotor skill: distance instruction versus face-to-face instruction. The application of a pre-hospital fracture management device (Sager Traction Splint) was the psychomotor skill that was assessed. Forty-two recruits entering into the British Columbia Ambulance Service were randomly assigned into control and treatment groups and taught the application of the Sager Traction Splint by either a face-to-face or distance education instructional methodology. Results of student performance show that there was no significant difference in the effectiveness of either instructional method in teaching the psychomotor skill. Beneficial ramifications to EMS organizations as a result of this study could be cost savings accrued from using a distance education delivery model, as opposed to the face-to-face model, and more extensive access to consistent skill based training.200
Design and support strategies for learning in virtual communities of practice. Master of Distance Education thesis, Athabasca University
No full textTo face the challenges of their profession, individuals need to learn quickly to meet new issues, to develop new knowledge in their organizations and to share the knowledge with others in their community. Increasingly, corporate trainers and educational specialists are integrating distance education instructional and information technologies to offer individuals a means by which information may be easily accessed, support may be received and given, and advice and experience may be shared. What we are witnessing in this information era is the emergence of new social communities created by the application of information technologies. Knowledge sharing and learning in communities of practice is currently receiving a great deal of attention in both academic and business circles. There is also much discussion regarding design and support strategies for co-located and visual communities of practice. However, it is unclear how knowledge creation and communication in globally distributed communities can contribute to effective professional practice. The purpose of the study was to examine how information technology can be used to increase the skills and knowledge of professionals and how it can support interaction in communities of practice. The study’s prime focus was to develop a design framework for how information technology can be used by distance education practitioners to support learning and the sharing of knowledge in globally distributed communities of practice. The grounded theory methodology provided the basis for the findings reported in this study. The theoretical framework and interpretations presented are grounded in the quantitative and qualitative data of historical documents, 102 online surveys and 15 telephone interviews. This study describes communication practices and the use of technologies in a globally distributed community of financial sector supervisors. It discusses 10 elements which impact knowledge sharing and learning within a community of practice and proposes a theoretical framework for the implementation and diffusion of technologies within the community. This study identifies three key considerations for distance education practitioners: (a) the context or elements of the community, (b) how technologies can be turned into virtual learning spaces that meet the needs of the community, and (c) a strategy for encouraging the adoption of technologies within the community.200
The effect of web survey design features on user response. Master of Distance Education thesis, Athabasca University
No full textThe purpose of this study was to determine the effect of two web survey designs on the response time of novice and of expert computer users. This thesis replicated two studies: (1) Dillman, Tortora, Conradt, and Bowker (1998), an investigation of plain versus fancy web survey design on response rates, and (2) Bowker and Dillman (2000), a study of the effect of left versus right screen alignment in web surveys on user preference. The sample (N = 40) consisted of Masters of Distance Education (MDE) students of Athabasca University during the academic year of 2001 - 2002. The design was a 2 x 2 (type by ability) factorial post-test only design. A pre-test served as a selection method to classify the "novice" and "expert" computer user. Forty subjects were assigned to two groups. While the experimental group was assigned a fancy survey with sophisticated alternative attributes, the control group was assigned a plain survey with a traditional design. A post-test comprised of subjective indicators was designed to evaluate user preference on the survey attributes. A two-way ANOVA analysis was carried out and, although there was no significant main effect of the ability factor, there was a significant effect of the type factor and a significant interaction. Possible explanations for this interaction were drawn from the results of the objective and subjective indicators. Implications and recommendations for future research were made.200
Participants' perceptions of the effectiveness of a competency-based apprenticeship progam. Master of Distance Education thesis, Athabasca University
No full textThis study examined a Competency-Based Apprenticeship Training (CBAT) Program providing Alberta electrician apprentices with self-paced training within set times parameters, on a classroom or distance delivery basis, encompassing self-study modules, computer-managed learning, skills labs, and tutoring. Theory classes were added for classroom-based apprentices. Program characteristics included elements from Mastery Learning, Keller's Personalized System of Instruction, and Computer-Managed Learning (CML). A personal interview with 40 participating apprentices and 25 instructors identified factors that were deemed to promote or inhibit the success of CBAT and its apprentices. Recommendations support the self-paced program and the importance of the tutorial component. Full-time students may benefit from removing compulsory lectures and providing more freedom to select quiet study, lab skills, computer study and other areas when needed. Distance and full-time students will benefit from increasing access to instruction and tutorial using computers, providing tools beyond e-mail and telephone for asynchronous or synchronous communications between students and instructors. Opportunities exist to take CBAT beyond the limited availability of human tutorial to computer-based tutorial, reducing the demand on resources for classroom-based CBAT apprentices and increasing access to tutorial services for those studying at a distance.200
Supporting mentoring relationships through distance technology. Master of Distance Education thesis, Athabasca University
No full textThe purpose of this study was to explore the nature of mentoring and the reasons why individuals seek mentoring relationships, and to examine how mentoring may be supported through distance education technology. This study utilized a combined, qualitative and quantitative research design. In this design, the two paradigms were clearly separate, yet associated developmentally. In Phase One, a qualitative approach was utilized to identify key themes and questions. Four focus groups were conducted with a non-probability sample of occupational therapists who have supervised restricted practitioners. In this role, occupational therapists agree to be a mentor to the restricted practitioner. Two focus groups were conducted in rural Health Authorities and the other two in urban Health Authorities. Ethnograph v 5.0 software was utilized to code and analyze the focus group discussions. Common themes and patterns were identified and interpreted. In Phase Two, a quantitative approach was used to answer the research questions and construct knowledge surrounding the themes identified in phase one. A questionnaire was administered to a stratified random sample of occupational therapists to elicit their perceptions of mentoring relationships, mentor and protégé roles and behaviors, reasons for seeking a mentoring relationship, barriers to mentoring, and the feasibility of using distance education technology to support mentoring relationships. SPSS software was utilized to analyze the data. The findings of this study support previous research that indicates mentoring is a complex, multi-dimensional activity, which is complicated to define and categorize. Rather than having only one type of mentoring relationship, it seems that occupational therapists may experience a continuum of mentoring experiences throughout their career. There were three key factors identified as mentor functions: encouraging communicator, practice advisor, and career guide. These three functions comprised twenty-two behaviors, which reflect psychosocial functions and instrumental functions. Previous research is also supported by the findings related to precipitating reasons for seeking a mentoring relationship. The key factors identified in this study align with being new to the profession/practice area, isolation, and role strain. Many barriers impact the initiation and maintenance of mentoring relationships. The top four identified in this study are heavy workload, large client caseload, communication problems, and lack of willingness to mentor. Although many therapists feel a need to have some face-to-face contact with their protégé, the potential of distance education technology appears to be a realistic means of enhancing communication and support within a mentoring experience. The media of choice is e-mail, followed by the telephone, and Telehealth videoconferencing.200
Persistence of adult learners in distance education. Master of distance education thesis, Athabasca University
No full textThe purpose of this thesis was to examine the relationship between persistence in distance education and resilience, life events, and external commitments. Previous studies in persistence in distance education have largely examined withdrawal and identified family, job and life circumstances as major reasons why students dropout or fail to complete courses. Recent literature has described resilience as a quality that characterizes individuals who, though exposed to significant stress and adversity in their lives, do not succumb to the educational and life failures predicted for them. Although resilience has not, to date, been extensively examined in distance education, it was believed to be a major factor affecting persistence and dropout behavior in distance education. The sample consisted of 121 randomly selected undergraduate students, between the age of 30 to 45, who were registered in their first undergraduate course at Athabasca University and who returned the previously mailed questionnaire packets. Data relating to gender and course completion was obtained from student records. Scores from the Resiliency Attitudes Scale (RAS), the Life Events Inventory (LEI), and one questionnaire relating to external commitments completed the data set. Analyses of variance and discriminate analysis revealed that four of the resiliency skills (relationships, general resilience, initiative, insight), and five of the resiliency sub-skills (attaching, persistence, valuing, recruiting, generating) were significantly correlated with persistence. No significant correlation was found for life events, gender, or previous experience with distance courses. Of the six external commitments included in the discriminate analysis, only work commitments was significantly correlated with persistence (p = 0.0247). This study correctly classified 66% of the students as persisters or non-persisters in their Athabasca University distance course.200
Valuing perspectives: a grounded theory of mentoring in a distance education environment. Master of Distance Education thesis, Athabasca University.
No full textThe majority of research on mentoring that has been conducted in academic, business, and health care settings involves examining supportive relationships that have been cultivated in a face-to- face environment. This thesis explores mentoring in a distance education environment, where learners are physically separated, in time and space, from their professors, peers and university. By exploring the perceptions of adult learners in this non face-to-face learning environment, the nature of the phenomenon is discovered. A qualitative research design known as Grounded Theory was employed. Twenty-two participants, who were either recent graduates from a distance education graduate level program or who were currently enrolled in the same program, were interviewed regarding their perceptions of mentoring in a distance education environment. Six categories were identified. The first category explains how a mentoring relationship at a distance may begin. The second category discusses the premise of constancy in a mentoring relationship, where it was perceived that mentors were ‘always there’ for the learners. The third category explains the notion of transformation, whereby learners experience growth within the relationship. The forth category describes transcendence in a distance mentoring relationship, in that the separation in time and space between participants in a mentoring relationship was perceived to be easily traversed. The fifth category explains that a mentoring relationship supports the whole person and learning experience. The sixth category explains that a mentoring relationship in a distance education environment is discovered to be non- formal and therefore is more casual in nature. The core variable, which is at the heart of the theory, is discovered to be ‘Valuing Perspectives’. A definition of mentoring as well as a model of the relationship between the categories and the core variable is proposed.200
A case study in the planning of interaction in the conversion of an existing course for online delivery. Master of Distance Education thesis, Athabasca University
No full textThe purpose of this qualitative case study was to investigate the effects of planning learning activities intended to encourage online student interaction. The investigation targeted several pivotal decision-making points in instructional systems design (ISD) processes during conversion of an existing on-campus face-to-face course for online delivery. The ISD model chosen for use in this study was Training for Improved Performance (TIP), developed by Athabasca University (1990). Effects were investigated in terms of encouraging student interaction through the TIP processes of analysis, design, and development. The research problem posed the question, what design decisions affected interaction that students will ultimately experience? The literature review examined: ISD and the TIP Model; computer conferencing; interaction, collaboration, and constructivism; interaction schemes; guidelines for moderating computer conferences; and changes in online teaching and learning. In this case, the researcher studied an instance of course development involving planning decisions taken while completing TIP processes. The researcher identified interaction strategies (Wagner, 1997) that would be employed as a result of applying these processes. Findings from the analysis described: the design and development of the online course; implementing the course and moderating asynchronous online discussion; planning for online interaction; and the interaction as it actually unfolded. The researcher urged that the teacher employ an instructional design (ID) for online learning that relied on tenets of active learning. Interaction is an essential part of the learning strategy for any online course wrapping around a textbook (Rowntree, 1996). In addition to readings from a textbook, several items had been incorporated in ID, including learning outcomes, overviews, discussion, contrasting viewpoints, alternative examples, and feedback. Computer conferencing offered a venue for this interaction and learning activity; it provided an environment for students and teacher where they could share and build meanings as part of constructivist learning. To more effectively accomplish ID, the researcher had urged the teacher to follow TIP processes in making planning decisions related to the design and development of interaction in online learning. Interaction arises from clearly conceptualized, well-designed, and well-developed instruction.200