Learners’ perceptions of instructional delivery systems: Conventional and television

Distance Learning In Accounting Courses From The Students Perspective (1999-2006)

“…Non-traditional older students in two quantitatively oriented accounting courses reported a lower degree of satisfaction with course instruction via distance learning (ITV) at remote sites, consistent with the findings of Egan, Welch, et al (1992), Gunawardena (1992), Kochman (1998) and Clow (1999). Time and place bound nontraditional older students in one quantitatively oriented accounting course reported a higher degree of satisfaction with course instruction via distance learning (ITV) at their remote site, consistent with the findings of Thomerson (1995) and Zarghami (1998) who found a higher degree of student satisfaction with distance learning (ITV) at remote sites due to convenience.…”

“…They report that existing research on ITV shows mixed results, with Johnson (1990 and1992) showing no significant difference in student satisfaction (live vs. remote), while other studies, Egan, Welch, et al (1992), Gunawardena (1992), and Kochman (1998) show less student satisfaction at remote sites due to limited instructor interaction. Additional inconclusive research cited includes Thomerson (1995) and Zarghami (1998) finding remote site students more satisfied with distance learning due to convenience, while Clow (1999) reports that remote site students are less satisfied due to lack of instructor enthusiasm or awareness of student problems.…”

Designing Effective Electronic Distance Education Programs for K-12 Staff Development

“…Research by Chute (1986), Graham and Wedman (1989), Parec and Benson (1988), and Egan, Welch, Page, and Sebastian (1992) identified seven characteristics that can be considered "best practices" for college courses and professional development. These practices, which, in fact, also make traditional face-to-face inservice programs "effective," include scheduling, location, goals and objectives, content, administrative support, follow-up activities, and attitude of teachers toward inservice.…”

Constructs that contribute to student satisfaction for participating in graduate level courses delivered by full motion interactive fiber optic communications network

“…In ITV courses the students should be active participants in the learning process, work together on group presentations and role-playing activities, and be involved in group discussion (Egan, Welch, Page, & Sebastin, 1992;Hegge, 1993Shepard, 1992Willis, 1989).…”