DTheses (Athabasca University)
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The lived experience of being a distance learner. Master of Distance Education thesis, Athabasca University
No full textThe intent of this study is to explore purposefully the “being and becoming” a distance learner. The aim is to inquire into the meaning and significance of distance learning by asking “what?” is distance learning as experienced by four learners (myself, Louise, Axel, and Meg). We examine the moments of a distance learner and pass through the moments themselves as lived experiences. The purpose of explicating the distance learning experience is to discover meanings and communications that could affect the learners’ well-being. By exploring the phenomenon of being a distance learner, we can gain insights into how the distance learning environment is inhabited or known.
The thesis begins with an introduction that raises the questions: How is distance learning experienced? What is the meaning of distance learning for learners? When we are learning at a distance, what is it we are attempting to do, to accomplish, to gain, to discover? I use personal narratives to begin the phenomenological hermeneutic process of trying to understand the meaning of being a distance learner. There is the underlying assumption that we can learn from other people’s lived experiences, and can even relate to the similarities or differences between our lifeworlds. The second chapter gives a broad overview of the distance learning world, which, because of their connections to distance learning, leads to a discussion of the lifelong learning system and personal development. In addition, there is a detailed account that explains why qualitative research, and in particular, the phenomenological hermeneutic approach, is an appropriate method to use for this particular inquiry. Chapter three describes the methodology, phenomenological hermeneutic research. It serves to explain important phenomenological concepts, which have direct relevance to research methodology, and lays out the approach that is used to investigate the “ lived experience of being a distance learner.” Chapter four is Louise’s chapter. Her narratives are the first ones to lead the way into our study of the lived experiences of distance learners. Chapter five is Axel’s chapter. We attempt to further our understanding of the lifeworlds of distance learners through Axel’s experiences. Chapter six contains an account of Meg’s lifeworld as it relates to distance learning. Our interpretations are shared and summarized in chapter seven. I end with chapter eight, which shares reflections and offers recommendations developed from the study.
This study reveals in depth how distance learners experience distance learning. Their narratives are filled with the relevant details about the moments of their everyday distance learning lifeworld and the significance of these moments as they relate to the meaning of their distance learning experiences. By sharing what they discover and what they gain or lose through their participation in the distance learning world, we are able to explicate and to further our understanding of the unintended and essential outcomes of their distance learning experiences. We come to know some of the advantages and disadvantages of the distance learning format, such as quality control, accessibility, and an environment that fosters self- responsibility and independent learning, which in turn promotes the development of increased self-confidence and levels of competence. We learn that learners who are given more control over their learning situation become more self-directed and take ownership of their learning. Although the distance learning format requires learners to deal with content, they face the extra challenge of using advanced learning tools. This study shows that the risk factor and the stimulation that this extra challenge entails should not be viewed as a disadvantage, but rather as an opportunity to enhance personal and professional development. This study also elucidates for us the qualities of limitless lived time and the boundaryless lived space of the distance learning world and how these qualities add to the sense of freedom, hope, opportunity, and empowerment that exist within the distance learning experience. There exists a feeling of expanding and broadening one’s world, and of incorporating lifelong learning as an ongoing reality in one’s life. This study enlightens our understanding of the balance between isolation and connections or relatedness that distance learners struggle with. The narratives speak loudly of the essential issues that relate to the distance learner’s sense of well-being, opportunity for actualization, and ultimately tell us that being a distance learner means living and experiencing a personal transformation.199
Adaptation and application of a transcript analysis tool to analyze a computer-mediated communication (CMC) distance education course transcript. Master of Distance Education thesis, Athabasca University
No full textTraditionally, individuals engaged in correspondence course study were isolated in that they had no venue to communicate with fellow students. They used the telephone if and when they needed assistance from the instructor. Computer-mediated communication (CMC) has changed distance education study. Students are now engaged in computer conferences as part of the course requirements. The students are now able to interact with fellow students and the instructor. Most computer systems have the capability of producing a transcript of these interactions. The transcript becomes a valuable resource in charting patterns of interaction within the course conference(s). This study utilized a content analysis research design to determine the patterns of interaction in one computer-mediated conference from a graduate-level distance education university course. The Computer Mediated Communication Transcript Analysis Tool (CMC TAT) was used to conduct the content analysis. The CMC TAT has four categories: Questioning, Statements and Supports, Reflecting, and Scaffolding. Sixteen subjects (fifteen students and the instructor) in one graduate -level distance education course agreed that their postings to this course conference could be analyzed but not quoted. Summaries of the coding sessions using the CMC TAT are presented and the coding disagreements are outlined. Additional tables summarize the postings of each subject in the research study. Limitations of the study are described and further research questions are suggested.199
Distance Education in Alberta public colleges. Master of Distance education thesis, Athabasca University
No full textThe intent of this study was to analyse and describe the attitudes and decision making criteria utilized by senior decision makers within Alberta's public colleges and how they affect the adoption or rejection of distance education within these institutions. The analysis into the attitudes and decision making criteria was conducted using five central research questions: 1.How aware or knowledgeable are senior decision makers of distance education within their institution? 2.Have feelings towards distance education changed or evolved? 3.What are the future intentions for distance education within each institution? 4.What are the main sources of information that are utilized by senior decision makers to make decisions regarding distance education? 5.How do senior decision makers evaluate the sources of information they use to make decisions? This study will provide an understanding and focus for present and future distance education programs that would be similar in nature. The insights gained from this study will have significant implications for the planning, development, and design of distance education curricula and systems within Alberta's public colleges. The thesis begins with an introduction into the current contextual conditions present within the province of Alberta which describes the changes occurring in the economic climate, technology, increased public demand and changes in Alberta’s demographics. Chapter two consists of four sections: Competition and Demand in Alberta’s Public Colleges, Innovation Decision Process, Forces that Influence Decision Making Processes and Leaders as Change Agents. These four sections serve to provide a framework for an inquiry into previous research related to this study, and contextual insight into the present technological, social and political climate within Alberta. Chapter three serves to describe and inform the reader of how the study was conducted. Chapter four presents the analysis of the results obtained from the information collected as well as the findings in relation to these results. The analysis of the findings is guided by the five themes presented in the five central research questions. In chapter five the conclusions, implications, and recommendations for the findings derived from in chapter four are discussed. The principle conclusions that can be drawn from this study are: 1.Attitudes towards distance education by senior decision makers in Alberta's public colleges is generally positive, however, there is a significant amount of ambiguity regarding distance education. 2.There are significant external pressures forcing Alberta’s public colleges to get involved in distance education. 3.Distance education within Alberta’s public colleges will grow in the future. 4.There is an overriding technocratic view of distance education. 5. There is a pre-occupation with economic efficiencies rather than effectiveness as it relates to distance education.199
Attention deficit disorder in adults and distance education. Master of Distance Education thesis, Athabasca University
No full textAttention Deficit Disorder (ADD) affects not only children but adults; one third to one half of children with ADD do not outgrow this disorder. The number of adults with ADD (ADDults) will increase as the children diagnosed with ADD become adults and as more adults are diagnosed with ADD. At the present time no documented research is available on ADDults as distance learners. Based on the literature on recommended learning strategies for ADDults, this preliminary study examined the relationship between ADDults’ learning preferences, motivation and the instructional strategies of distance education. A questionnaire was developed to analyze the demographics, learning preferences and reasons for participating in distance education between an independent sample group of ADDults and a random independent control group of distance learners. Demographic data of the ADDult and control group suggested that the two groups were comparable. The learning preference results indicated that the ADDults preferred a learning environment that was structured, free of distractions and allows for mobility as recommended in the literature. Reasons for participating in distance education courses suggested ADDults preferred instructional strategies that allowed flexibility of time/pacing, control over the environment and instruction, and technology. This preliminary study demonstrated that the instructional strategies of distance education may be important in facilitating a learning environment that meets the needs of ADDults. It also established the need for further research of ADDults as learners and distance learners.199
Interactive instructional television (IITV) classroom system design: an application and cost comparative analysis. Master of Distance Education thesis, Athabasca University
No full textThis study identified conditions under which IITV might be an appropriate choice of technology for delivering instruction in the K-12 environment; presented an analysis of different IITV classroom system design applications and corresponding transmission systems; and provided estimates of the typical costs associated with the creation, as well as ongoing usage, of such systems. Three instruments, developed based on literature review and validated through expert review and external feedback, were used to collect data relevant to the research questions. Study participants consisted of the Superintendents and IITV Coordinators in three Manitoba school divisions which utilize IITV. The findings indicate that, first, IITV is chosen as an instructional technology primarily as a mechanism for ensuring that rural students receive the same educational opportunities as do their urban counterparts. A by-product of this is the assurance that rural school districts survive. Second, each IITV system design has its own set defining characteristics. However, underlying these unique attributes some common elements are found which are fundamental to the delivery of two-way audio and video interactive instructional television. Data analyzed in relation to a total of 81 design considerations revealed that of this total, 24 design considerations are common across all three designs, while 57 design considerations are uncommon. Third, costs to remodel a standard classroom into a basic IITV classroom system are minimal; and costs to remodel a standard classroom into intermediate and deluxe IITV classroom systems at approximately 3 1/2 times and 5 times, respectively, the cost required to remodel a standard classroom into a basic IITV classroom system. It costs 1 1/2 times as much to equip an intermediate IITV classroom system as it does to equip a basic IITV classroom system; and more than 2 times as much to equip a deluxe IITV classroom system as it does to equip a basic IITV classroom system. It costs almost 3 times as much to establish a multi-point transmission system for an intermediate IITV classroom system as it does to establish one for a basic IITV classroom system; and that establishing a leased fiber optic system costs approximately 1/6th of the cost to establish a multi-point transmission system for an intermediate system. However, the ongoing lease cost of fiber is 20 times that of the costs associated with the ongoing usage of microwave. Two limitations of this study were: it did not conduct a comparative analysis of the costs for specific services associated with microwave transmission system design, construction and installation and costing information was not obtained for a purchased fiber optic system.199
Participation and non-participation in computer mediated conferencing: a case study. Master of Distance Education thesis, Athabasca University
No full textInteraction amongst learners has been identified as a critical element in the learning process. It has been argued that distance education practice, because of geographical separation and dependence upon media for communication has been offered limited opportunity for interpersonal interaction. However, with the aid of recently introduced computer communications, distance learners now have the potential to interact with other learners, wherever they are, and whenever it is convenient. Yet, despite the benefits offered by computer mediated communication, there are reports that many of the learners in computer conferences do not actively participate or participate minimally and that the majority of messages are contributed by a disproportionate few. Two hypotheses to explain this phenomenon have been offered in the literature; the absence of critical nonverbal elements that are found in face to face communication; and a perceived higher standard for the written word than the spoken word. Those factors may lead to communication apprehension and non-participation by certain individuals. This study utilized a single case study research design to investigate the reasons for varying levels of participation in computer conferencing and to examine whether there is a relationship between communication apprehension and levels of participation in computer conferences. Fifty-two subjects from a sample of 126 adult learners in three graduate distance education courses responded by completing two questionnaires. Participants answered questions about their general conferencing activity and the extent to which certain factors influenced their frequency of message contribution. Data analyses of questionnaire responses revealed no significant relationships with two exceptions. Low participation students (lurkers) were more likely to report that; a) time limitations related to their jobs influenced their participation to a considerable extent; and, b) that they often found their opinion had already been expressed by another student. Student responses to the questionnaire are discussed and possible explanations are considered. Limitations of the study are described and further research activities are proposed.199
A study of distance education students choosing computer-mediated communications as a function of cultural capital: perceptions, access, and barriers revisited. Master of Distance Education thesis, Athabasca University
No full textDistance education institutions are increasingly using computer-mediated communications (CMC) to deliver undergraduate university courses. It is important that distance educators know who this mode of delivery attracts, who it does not, and who may have difficulty accessing it and why. Without knowing students' perceptions of the inducements for and barriers to registering in CMC-based courses, the barriers they encounter in accessing CMC-based courses, and their demographics, misperceptions and barriers are unlikely to be addressed effectively. With this information, student counseling, marketing strategies, course technology selection, and resource allocation may be performed more effectively. The purpose of this study was to discover the reasons why distance education students choose, do not choose, or cannot choose to study by CMC. The study explored the inducements for and barriers to studying by CMC, those that students articulate and those inferred from demographic information. Additionally, the question of whether a student might choose to study by CMC as a function of their possession of cultural capital (Bourdieu, 1986; Persell & Cookson, 1987) was investigated. Bourdieu's (1977, 1984) theory of social reproduction was used as the theoretical base of the study. The study was designed to gather the required data from ViTAL/CMC and Homestudy/correspondence students in Athabasca University's (AU) Accounting 253 course. Using data provided by AU's student record system, all the current and complete ViTAL students registered between April 30, 1996, and September 30, 1997, and a random sample of current and complete Homestudy students registered in the same period were surveyed by telephone. The sample consisted of 58 participants, 29 in each of the groups, ViTAL (CMC-based) and Homestudy print-based). It was found that ViTAL and Homestudy students differed in their needs and in their ability to access the required equipment to study by CMC. A significant number of Homestudy students did not know what CMC was. Students with more education, higher occupational status, higher income levels, more distance education experience, and who did not declare visible minority status in the telephone interview were more likely to choose CMC. Gender, geographical location, age, and employment status did not act as predictors of choosing CMC. Socio-economic background was not significantly related to choosing CMC, possessing symbolic and instrumental cultural capital, or socio-economic status. Possessing cultural capital and having higher socio-economic status were related to choosing CMC. The results suggest that there are barriers to choosing CMC. Low socio-economic status and a lack of symbolic and instrumental cultural capital appear to be barriers. For distance education institutions to meet the needs of the wider student population and to not reproduce inequities, it is suggested that pre-requisite undergraduate courses should be available by both modes of delivery, correspondence and CMC. Policies should be developed and implemented to enable students without the necessary equipment and skills to access CMC.199