General Education and Distance Education: Two Channels in the New Mainstream

Miller, Gary E.

doi:10.1353/jge.2001.0028

Cited by 18 publications

(11 citation statements)

References 1 publication

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“…The last two decades has witnessed a significant increase in alternative education formatting and delivery and also new globally impacting providers due to the technological developments (Stella & Gnanam, 2004). The birth of university-level distance education (DE) has been dated back to the 1800"s when the University of Chicago, the University of Wisconsin, and the Pennsylvania State University launched their first correspondence study programs (Miller, 2001). Parker (2003) states that DE as an alternative to face-to-face instruction has witnessed steady growth since that time.…”

Section: Distance Education V Traditional Learning Environmentsmentioning

confidence: 99%

“…Parker (2003) states that DE as an alternative to face-to-face instruction has witnessed steady growth since that time. Miller (2001) couples general education and DE as catalysts that "have been affected by, and help effect, higher education"s response to the shifting currents of American society" (Miller, 2001, p. 314). Miller 2001believes three factors have brought DE into a new prominence in higher education: 1) the change in standards for professional education, 2) the emergence of the adult learner as a significant percentage of the student population, and 3) the rise of computer-based technologies that offer new instructional tools.…”

Section: Distance Education V Traditional Learning Environmentsmentioning

confidence: 99%

“…It also permits collaborative projects between students because of the wide range of information and learning resources available. Emphasis on inquiry, independent use of information resources, case studies, and individual and small-group problem solving and decision making are encouraged through this active, collaborative, and resource-rich learning environment (Miller, 2001). In an online, asynchronous environment, students are able to read comments and reflect before offering their own comments.…”

Section: Distance Education V Traditional Learning Environmentsmentioning

confidence: 99%

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Differences in learning styles and satisfaction between traditional face-to-face and online web-based sport management studies students

West

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Each student has a unique learning style or individual way of perceiving, interacting, and responding to a learning environment. The purpose of this study was to identify and compare the prevalence of learning styles among undergraduate Sport Management Studies (SMS) students at California University of Pennsylvania (Cal U). Learning style prevalence was determined for traditional face-to-face students and online web-based students and differences in learning style prevalence between these two groups were explored. Finally, differences in student satisfaction between program delivery methods were examined by using an online questionnaire designed by the researcher. The population for this study included 247 Cal U undergraduate SMS students enrolled in the fall 2009 semester. Through an online survey 101 face-to-face students and 146 on-line students were identified into one of four learning style groups (Accommodators, Divergers, Assimilators, and Convergers) utilizing Kolb"s Learning Style Inventory 3.1 (2005). The data from the study were analyzed and yielded a trend toward significance for learning style preference by delivery method. The comparison of the four learning styles for the face-to-face participants indicated a statistically significant difference. The comparison of the four learning styles for the on-line participants indicated a statistically significant difference. The follow-up analysis consisted of comparison of each of the four learning styles separately by delivery method (face-to-face and on-line) yielded no statistical significant difference. Four satisfaction questions were found to have statistical significance in ratings between face-to-face and on-line students. On-line respondents were significantly more satisfied with the challenge and demand of Sport Management Studies courses, significantly more satisfied with the Sport Management Studies major setting high expectations for student performance, significantly more satisfied with the program finding connections between what students are learning in the classroom, relating it to their past experiences, and applying it to their daily lives, and significantly more satisfied with the quality of their academic experience within the program when compared to the face-to-face respondents. The results of this study can help educators and academic administrators better understand the needs of their students and better develop or structure teaching methods in both on-campus and web-based instruction. Colleges and universities will need to implement changes to meet the advancement of the technological revolution at hand. As educators (virtual and live) are faced with an increasingly diverse population of learners with a wide range of expectations, there is a need to continually seek to understand what factors constitute excellent delivery to promote effective learning. By recognizing different learning styles, educators may better engage students, work in conjunction with their universities to meet demands of the growing distance education and on...

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Section: Distance Education V Traditional Learning Environmentsmentioning

confidence: 99%

Section: Distance Education V Traditional Learning Environmentsmentioning

confidence: 99%

Section: Distance Education V Traditional Learning Environmentsmentioning

confidence: 99%

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Differences in learning styles and satisfaction between traditional face-to-face and online web-based sport management studies students

West

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show abstract

“…Distance education can be delivered in asynchronous or synchronous formats. Asynchronous learning is available at any time (Welsh and others, 2003; Bernard and others, 2004) and can provide information, access to resources, and opportunities for interaction and collaboration without the restriction of a specific timeframe (Miller, 2000). Synchronous learning demands that all learners and the instructor be present at the same time, whether in the same place or via technology (Welsh and others, 2003;Bernard and others, 2004).…”

Section: Survey Development and Supporting Literaturementioning

confidence: 99%

A study of topics for distance education-A survey of U.S. Fish and Wildlife Service employees

Ratz¹,

Schuster²,

Marcy³

2011

Open-File Report

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“…According to Pagrow (1994), educators need to provide the thinking strategies that permit their students to think critically, make decisions, and solve problems in preparing them to face the real-world challenges. Miller (2001) and Rumble (2001) revealed that a shift in pedagogy has been occurring in today's classroom, moving from a transmission approach to constructivist, sociocultural, and metacognitive models. These models use ICT-based learning and are focusing on students' responsibility for their individual learning.…”

Section: Higher-order Thinking Skillsmentioning

confidence: 99%

Malaysian polytechnic lecturers' teaching practices with ICT utilization to promote higher-order thinking skills

Ali

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General Education and Distance Education: Two Channels in the New Mainstream

Cited by 18 publications

References 1 publication

Differences in learning styles and satisfaction between traditional face-to-face and online web-based sport management studies students

Differences in learning styles and satisfaction between traditional face-to-face and online web-based sport management studies students

A study of topics for distance education-A survey of U.S. Fish and Wildlife Service employees

Malaysian polytechnic lecturers' teaching practices with ICT utilization to promote higher-order thinking skills

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