Satisfaction with distance education: Evaluation of a service template

Long, Peter; Tricker, Tony; Rangecroft, Margaret; Gilroy, Peter

doi:10.1080/09544120050007850

Cited by 13 publications

(5 citation statements)

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“…As noted by Long, Tricker, Rangecroft and Gilroy (2000), "the rise in student numbers and the increasing need for documentation have led to a need for more formalised quality assurance procedures. Nowhere is this more clearly the case than in distance education, where there is much less direct contact with tutors than in more traditional courses" (p.530).…”

Section: Course Content or The Instructormentioning

confidence: 99%

“…Unquestionably, there is a need for research concerning the effectiveness of on-line courses as well as a determination of factors that are most important in achieving overall effectiveness in this teaching medium. As noted by Long, Tricker, Rangecroft and Gilroy (2000), "the rise in student numbers and the increasing need for documentation have led to a need for more formalised quality assurance procedures. Nowhere is this more clearly the case than in distance education, where there is much less direct contact with tutors than in more traditional courses" (p.530).…”

Section: )mentioning

confidence: 99%

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Course content or the instructor: which is more important in on‐line teaching?

Drago

Peltier

Sorensen

2002

Management Research News

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The purpose of this study is to explore the impact and relative importance of course content and the role of the instructor on measures of effectiveness for on-line courses. Items from a standard student evaluation questionnaire are used to form measures of the quality of course content, the instructor's role in facilitating the course, and a number of 'global' effectiveness measures. Results from a number of stepwise regression analyses suggest that the impact and importance of these two dimensions of teaching effectiveness vary depending on the specific global effectiveness measure being assessed. Generally, both can be seen as strong predictors of global effectiveness of on-line courses, explaining from 0.569 to 0.743 of the variance in different global effectiveness measures. Further, the study identifies those standard questions used to form the course content and instructor's role indices that are of greatest importance in predicting global teaching effectiveness of on-line courses.Recent years have seen a tremendous increase in university courses taught over the Internet. Clark (1999) reported that over two-thirds of the 3,200 accredited colleges and graduate schools in the U.S. offer such courses. In 1999, Fornnaciari & Forte reported that 40 accredited U.S. business schools offered complete MBA programmes through distance education. More recently, U.S. News and World Report surveyed 2,000 institutions and noted their top 25 on-line programmes in the U.S. Although on-line education is here to stay, a key question is whether this new form of teaching can offer a quality learning experience. In describing the development of on-line courses and programmes, Marchese (2000) stated that "the action today, and most of the press coverage, goes to much larger-scale endeavours-institutional and corporate based-often for profit, aimed at capturing market share and creating new revenue streams. There is lots of striving and 'reach' out there, but little attention to 'richness' and learning itself"(p.4).This study seeks to determine the importance of two dimensions in the delivery of high quality on-line MBA courses: the content of the course and the role of the instructor. The research question addressed, as suggested by the title of this article is, "which is most important in achieving effectiveness in on-line courses, the instructor or the content of the course being offered?" Answering this question is important for a number of reasons. First, many

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Section: Course Content or The Instructormentioning

confidence: 99%

Section: )mentioning

confidence: 99%

Course content or the instructor: which is more important in on‐line teaching?

Drago

Peltier

Sorensen

2002

Management Research News

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“…Os alunos não se matriculariam novamente em uma disciplina a distância na instituição em que estudam (média 1,55), e também não recomendariam a nenhum colega a realização de uma disciplina a distância na instituição (média 2,05). Em consonância com estes resultados, um estudo teórico-empírico (Long, Tricker, Rangecroft & Gilroy, 2000) verificou que alunos que realizavam uma disciplina de graduação a distância explicitaram a existência de um hiato significativo, de valência negativa, entre o que esperavam de um curso a distância e o que efetivamente vivenciaram. Uma hipótese que pode ser levantada para compreender a atitude negativa com relação à experiência de cursar uma disciplina a distância está relacionada com o pequeno grau de presença social, identificado na categoria professor.…”

Section: Discussão Dos Resultadosunclassified

Atitudes com relação à educação a distância em uma universidade

Steil¹,

Pillon²,

Kern

2005

Psicol. estud.

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RESUMO. Este artigo descreve os resultados de uma pesquisa exploratória que investigou as atitudes de alunos com relação à educação a distância. A população-alvo foi de 22 alunos matriculados em uma disciplina a distância do curso Ciência da Computaç ão de uma instituição de ensino superior do Sul do Brasil, oferecida no primeiro semestre de 2003. A pesquisa foi de natureza descritiva e aplicada, realizada sob uma perspectiva predominantemente quantitativa. Os resultados revelaram atitudes negativas dos alunos, especialmente nas categorias desempenho, flexibilidade e conveniência, preparação para a educação a distância, material didático e dinâmica de grupo na lista de discussão. Esses resultados indicam que o impacto positivo esperado da educação a distância pode não se efetivar quando a instituição desconsidera tanto a complexidade do processo educacional a distância quanto as variáveis envolvidas no processo de adoção e aceitação de inovações educacionais pelos alunos. Palavras-chave: atitudes, educação a distância, inovações educacionais.

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“…delivery system is used to facilitate distance learning rather than the age-old method of correspondence course curriculum. These virtual delivery systems 2,9,10,11 have similarities around the globe. These virtual delivery systems hold student autonomy and creativity as essential attributes.…”

Section: Distance Learning Archetypementioning

confidence: 99%

The Continuum Of Distance Learning In Engineering Education

Martin¹,

Haque²

2001 Annual Conference Proceedings

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Distance education has rapidly emerged in the global university. The American Council of Education estimated that 85 percent of traditional colleges and universities offered, or soon would offer distance accessible classes. China alone produces more than 100,000 graduates, with more than half of China's 92,000 engineering and technology graduates having attained their degrees through distance education. As engineering education moves toward distance learning it is likely that the virtual engineering classroom will become much more student centered. The traditional classroom will likely be replaced with an intimate virtual environment. The student centered distance learning archetype will include dynamic demonstrations of theoretical engineering models allowing students to manipulate, experiment, and translate theories into realworld applications. These innovative engineering models will be virtual pedagogical adaptations suited to autonomous learners, individualized experience, and active participation. One such dynamic virtual engineering model is presented. The distance learning curriculum in engineering will emerge from the creative use of virtual technologies, theoretical adaptation, and the incorporation of comprehensive evaluation of student performance.

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Satisfaction with distance education: Evaluation of a service template

Cited by 13 publications

References 5 publications

Course content or the instructor: which is more important in on‐line teaching?

Course content or the instructor: which is more important in on‐line teaching?

Atitudes com relação à educação a distância em uma universidade

The Continuum Of Distance Learning In Engineering Education

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