Student perspectives on distance learning with interactive television

TechTrends ◽  
1997 ◽  
Vol 42 (1) ◽  
pp. 41-47 ◽  
Author(s):  
Drew Tiene
Keyword(s):  
Distance Learning ◽  
Interactive Television ◽  
Student Perspectives

scholarly journals Accounting Chairpersons Compare Distance Learning Delivery Methodologies

2011 ◽  
Vol 20 (4) ◽  
Author(s):  
Gary Saunders
Keyword(s):  
Higher Education ◽  
Distance Learning ◽  
Interactive Television ◽  
Traditional Learning ◽  
The Internet ◽  
American Higher Education ◽  
Delivery Vehicles ◽  
Educational Paradigm ◽  
E Mail ◽  
Internet Courses

Distance learning delivery methodologies have evolved over the last 100, or so, years since the educational paradigm was formally used in American higher education. Several different approaches to distance learning, where the student is in a location remote from their instructor, have been used. During the decade of the 90s developments in technology offered new delivery vehicles for distance learning and terms like “interactive television” “E mail,” and “Internet courses” have been added to the academic lexicon. Internet courses, where the interaction between faculty and student occurs primarily over the Internet, represent a substantial departure from the traditional learning model.

Interactive Television and Distance Learning

1995 ◽  
Vol 82 (2) ◽  
pp. 21-25 ◽  
Author(s):  
Fred J. Rees ◽  
Dennis A. Downs
Keyword(s):  
Distance Learning ◽  
Interactive Television

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

2007 ◽  
Vol 4 (12) ◽  
Author(s):  
James P. Beaghan
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Student Satisfaction ◽  
Real Time ◽  
Student Perception ◽  
Interactive Television ◽  
Technological Advances ◽  
Wide Range ◽  
Accounting Courses ◽  
Remote Sites

Universities throughout the nation are faced with the reality of an increase in demand from placebound, adult working students who live and work in locations that may be hundreds of miles from traditional college campuses, and require a less centralized mode of course instruction.  At the same time technological advances are now available that provide universities with a wide range of instructional modes of instruction that include interactive television (ITV) with real time audio and visual at a number of decentralized classroom sites, live and remote.  Distance learning/distance education (DE) technologies currently allow an instructor to deliver university course instruction to several remote sites in real time via live ITV, while teaching a class to students in a traditional university classroom setting.  While there are a growing number of studies on distance education, there are relatively few research studies on student satisfaction, with existing research showing mixed results (Anderson, Banks and Leary, 2002, Beaghan, 2006), and very little research on the effect of two-way ITV on university accounting and business course instruction (Arndt and Lafollette, 1991, Pirrong and Lathen, 1990, Seay and Milkman, 1994).  University accounting course instruction may involve a number of different modes of instruction that include live instruction, online instruction and distance education.  This research study looks at differences in student perception of value and satisfaction with quantitatively oriented courses delivered via ITV between groups of students in accounting courses taught between 1999 and 2006.  Specifically this study looks at differences in attitudes between two groups of students, live and remote, and whether students who receive course instruction at remote sites via ITV perceive the same degree of value and satisfaction as do students receiving the same course instruction live and in real time.

Distance Education: Linking Traditional Classroom Rehabilitation Counseling Students with their Colleagues Using Hybrid Learning Models

2012 ◽  
Vol 26 (4) ◽  
pp. 315-320 ◽  
Author(s):  
Main Doug ◽  
Dziekan Kathryn
Keyword(s):  
Distance Learning ◽  
Management System ◽  
Rehabilitation Counseling ◽  
Learning Management System ◽  
Interactive Television ◽  
Evaluation Study ◽  
Hybrid Models ◽  
Traditional Classroom ◽  
Research Strategies ◽  
Learning Management

Current distance learning technological advances allow real and virtual classrooms to unite. In this program evaluation study, focus group, participatory action, and qualitative research strategies (Yin, 1994) were used to explore the quality and benefits of infusing elements of three distance learning modalities into the traditional rehabilitation counseling classroom. Participants were students with multiple experiences in hybrid classes in which in-person instruction was integrated with at least one distance learning modality. The distance learning alternatives involved were interactive television, web-conferencing using a live stream from interactive television, the learning management system (e. g., Blackboard) and/or the collaboration platform or enhancement to learning management system (e. g., Elluminate). Student feedback was generated on the quality and effectiveness of hybrid models, as well as on the benefits and advantages of these models for rehabilitation education in the rural area served. Results indicate that the modalities can be integrated while maintaining discernible quality and learning effectiveness. Most notably, hybrid models may have distinct advantages over the traditional classroom in isolated rural regions and students who for a variety of reasons find it difficult to meet in traditional classrooms. Students with specialized interests can be linked to each other and to needed resources.

Dissertation Proposal Defense - "High-Tech Style:" A Student's Perspective on Another Use of Distance Learning Technology

Public Voices ◽  
2017 ◽  
Vol 5 (3) ◽  
pp. 55
Author(s):  
Danielle Hollar
Keyword(s):  
Distance Learning ◽  
Interactive Television ◽  
High Tech ◽  
Learning Technology ◽  
Educational Setting ◽  
University Campuses ◽  
Academic Courses ◽  
Dissertation Committee ◽  
Year 2000

Most discussions of the increased use of distance learning focus on using distance learning technology for providing academic courses, a natural response to the high number of students taking distance learning courses.  In fact, by this year (2000) it is expected that 11.6 million students will have taken one or more distance learning courses (Goldberg, 1998 in Banas and Emory, 1998).  However, there are other uses for this technology within the educational setting.  One such use of distance learning technology in the graducate educational setting is for dissertation proposal defenses, particularly when dissertation committee members are located on university campuses that are geographically separated.  This paper is a case study describing such an event: a dissertation proposal defense facilitated by the use of interactive television (I-TV) distance learning technology.  Included in this case study is the presentation of a student's perspective on using distance learning technology, supplemented by faculty responses to a survey distributed by the student soliciting feedback on their experiences in participating in the I-TV facilitated proposal defense.

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