Student satisfaction in distance learning classes /
The purpose of this study was to understand the y Microfilm Inc. experiences of graduate students in local and remote sites of courses delivered using a two-way, audio/video distance learning system. Data were derived from interviews with 37 Texas A&M University students pursuing master's a...
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| Format: | Thesis Book |
| Language: | English |
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[Place of publication not identified] :
[publisher not identified] ;
1998.
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| Subjects: | |
| Online Access: | http://proxy.library.tamu.edu/login?url=http://proquest.umi.com/pqdweb?did=733038781&sid=1&Fmt=2&clientId=2945&RQT=309&VName=PQD |
| Summary: | The purpose of this study was to understand the y Microfilm Inc. experiences of graduate students in local and remote sites of courses delivered using a two-way, audio/video distance learning system. Data were derived from interviews with 37 Texas A&M University students pursuing master's and doctoral degrees. The students were enrolled in three courses offered during the fall semester of 1997.The study revealed that students constructed understandings of the distance learning situation that influenced their satisfaction with the courses. The students indicated that strong interpersonal relationships with the instructor and other students were critical to student satisfaction. Students reported that strong relationships result from face-to-face contacts and cannot be developed over the distance learning system. Scheduling of distance learning classes typically provided little time for informal contacts between sites. The lack of informal contacts also impeded the formation of relationships. Because of their separation from the instructor, remote-site students were subject to feelings of isolation. The technology of distance learning contributed to these feelings of isolation. Video limitations restricted viewing of facial expressions and body language and the audio delay that is characteristic of teleconferencing systems inhibited interaction between sites. Use of felicitators or automated cameras was suggested to reduce some of these problems. Class protocols made interaction easier and reduced the problems imposed by the audio delay. Instructional methodology and instructional style combined to provide the most satisfying distance classes. Personalization and immediacy techniques used by the instructors strengthened the feelings of relationship and involvement among students at remote sites. There were times when remote-site students became disaffected with These withdrawal episodes were often the result of misunderstandings that went unnoticed over the distance learning system. The withdrawal episodes occurred quickly and were difficult to overcome without face-to-face intervention. Students at the on-campus site were affected by distance learning more than has been acknowledged. They felt that they lost time to system malfunctions, they had to make special accommodations to involve remote students, and remote students often used the mute function to cover inattention. |
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| Item Description: | Vita. "Major Subject: Educational Human Resource Development". |
| Physical Description: | x, 268 leaves ; 28 cm. |
| Bibliography: | Includes bibliographical references (leaves 245-257). |