What is Important to Distance Education Students?

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

doi:10.1080/0268051990140104

Cited by 8 publications

(6 citation statements)

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“…Studies found that students valued the online learning experience (Schoech & Helton, 2002;Wright, Marsh, & Miller, 2000). Prompt feedback and the ability to interact with the tutor were found to be the most significant contributors to student satisfaction in online instruction (Arbaugh, 2000;Swan, 2001), in addition to convenience and flexibility (Arbaugh, 2000;Burnett, 2001;Motiwalla & Tello, 2000;Rangecroft, gilroy, Long, & Tricker, 1991). Perceptions of the level of institutional technical-support services also affected behavioural intention (Lee, 2010;Rangecroft et al, 1991).…”

Section: Satisfaction With the Quality Of Servicementioning

confidence: 99%

“…Prompt feedback and the ability to interact with the tutor were found to be the most significant contributors to student satisfaction in online instruction (Arbaugh, 2000;Swan, 2001), in addition to convenience and flexibility (Arbaugh, 2000;Burnett, 2001;Motiwalla & Tello, 2000;Rangecroft, gilroy, Long, & Tricker, 1991). Perceptions of the level of institutional technical-support services also affected behavioural intention (Lee, 2010;Rangecroft et al, 1991). In fact, one of the most important barriers to e-learning was found to be the lack of technical support (Schifler, 2000;Shannon & Doube, 2004).…”

Section: Satisfaction With the Quality Of Servicementioning

confidence: 99%

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Syrians’ acceptance of digital lectures: a case study

Ramadan

2016

Open Learning: The Journal of Open, Distance and e-Learning

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The Internet is changing the concept of distance education and universities through its increased involvement in education (Burnett, 2001). Distance education and online instruction have dramatically increased over the last 20 years due to technological advances in the Internet and the prevalence of sophisticated course management systems (Beqiri, Chase, & Bishka, 2010; Wang, 2007). Communication technologies, including the Internet, are facilitating learning through, providing higher education institutions the ability to deliver and receive learning information in a more flexible manner (Concannon, Flynn, & Campbell, 2005). An electronic approach is normally facilitated and supported by teleconferencing, chat rooms and discussion boards through Skype technologies (Lin, 2009). Nowadays, Skypeis regarded an essential tool in academia (Jayanthi, Srivatsa, & Ramesh, 2007). The severe political conflict in Syria affected higher education by the loss of many of its academics through the increased and significant level of immigration among university professors, thus resulting in very limited expertise in the Syrian market, especially for emerging faculties, such as the Faculty of Tourism. Limited financial resources at Damascus University, and the high risk of travel to Syria imposed further challenges. Moreover, visa restrictions ABSTRACT Technology-based learning modules are mostly challenged by their acceptance. A single-case study and mixed research method are used to explore a unique situation of applying digital lectures at the postgraduate Programmes at the Faculty of Tourism at Damascus University as a solution for brain drain in the Syrian higher education system. Results indicate that Performance Expectancy, Effort Expectancy (EE), Personal Innovativeness and Satisfaction with the Quality of Services have a significant effect on students' Behavioural Intention to accept digital lectures. This effect was stronger for males. However, EE was a better predictor for students under 30. In addition, students regarded the use of digital lectures as an alternative plan to continuing their postgraduate studies abroad within the current restrictions on Syrians. For the future successful implementation of e-learning modules, infrastructure-related issues should be taken into account. The study recommends universities going through brain drain and similar crisis situations to utilise digital lectures.

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Section: Satisfaction With the Quality Of Servicementioning

confidence: 99%

Section: Satisfaction With the Quality Of Servicementioning

confidence: 99%

Syrians’ acceptance of digital lectures: a case study

Ramadan

2016

Open Learning: The Journal of Open, Distance and e-Learning

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“…Hay multitud de estudios que se han dedicado a buscar similitudes y diferencias entre el aprendizaje presencial y el aprendizaje virtual (Freitas et al, 1998;Rangecroft et al 1999;Powers y Guan, 2000;Barberà et al, 2001, y Wilson y Weiser, 2001). Muchos de ellos se han dedicado, en parte, a identificar los aspectos diferenciales entre la presencialidad y la virtualidad y, más específicamente, a caracterizar los factores del contexto virtual que van a condicionar el proceso de aprendizaje del estudiante.…”

Section: El Estudiante Competente En La Educación Virtualunclassified

The educational use of emerging virtual classrooms in higher education

Barberà¹,

Badia²

2005

RUSC. Univ. and Know. Soc.

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“…The first major decision we had to make was which aspects to include on the template pro forma. To counter a common criticism of evaluation instruments that they measure only what the providers think important about their service or product (see Rangecroft et al, 1999), an extensive exercise was undertaken to produce a comprehensive list of factors that students considered important about a distance education course. This involved brainstorming with several groups of students to produce a long list of factors.…”

Section: Msc Inmentioning

confidence: 99%

Evaluation and the invisible student: theories, practice and problems in evaluating distance education provision

Gilroy

Long

Rangecroft

et al. 2001

Quality Assurance in Education

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If you would like to write for this, or any other Emerald publication, then please use our Emerald for Authors service information about how to choose which publication to write for and submission guidelines are available for all. Please visit www.emeraldinsight.com/authors for more information. About Emerald www.emeraldinsight.comEmerald is a global publisher linking research and practice to the benefit of society. The company manages a portfolio of more than 290 journals and over 2,350 books and book series volumes, as well as providing an extensive range of online products and additional customer resources and services.Emerald is both COUNTER 4 and TRANSFER compliant. The organization is a partner of the Committee on Publication Ethics (COPE) and also works with Portico and the LOCKSS initiative for digital archive preservation. AbstractMaking sure that a higher education distance learning course meets student expectations is critical to ensuring the quality of the student experience. Judging whether a course delivers to its promise is a particular challenge when the course is delivered by distance learning and there is no regular face-to-face contact with students, the more so when courses are faced with alternative conceptions, and external audits, of quality. The paper identifies the contested nature of quality, examines models of evaluation, relates them to existing forms of evaluation facing education courses, and offers an alternative constructivist approach based on the notion of a service template. Electronic accessThe research register for this journal is available at http://www.mcbup.com/research_registersThe current issue and full text archive of this journal is available at http://www.emerald-library.com/ft Our thanks to the anonymous referees whose detailed suggestions were much appreciated by the template team.

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What is Important to Distance Education Students?

Cited by 8 publications

References 7 publications

Syrians’ acceptance of digital lectures: a case study

Syrians’ acceptance of digital lectures: a case study

The educational use of emerging virtual classrooms in higher education

Evaluation and the invisible student: theories, practice and problems in evaluating distance education provision

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