Distance Education Students’ Perceptions of Library Support Services: Mississippi Public Community and Junior Colleges

2005 ◽  
pp. 79-112
Author(s):  
Pamela Kindja Ladner
Keyword(s):  
Distance Education ◽  
Support Services ◽  
Junior Colleges ◽  
Education Students ◽  
Library Support

Evolving Technology, Evolving Roles for Distance Education Librarians

2013 ◽  
pp. 197-212
Author(s):  
Lisa Abbott ◽  
Martha Kreszock ◽  
Louise Ochoa ◽  
Geraldine Purpur
Keyword(s):  
Distance Education ◽  
Continuing Education ◽  
Library Science ◽  
State University ◽  
Education Students ◽  
Job Responsibilities ◽  
Virtual Reference ◽  
Education Decisions ◽  
Library Support ◽  
Science Curricula

This chapter explores technologically driven changes to distance education librarianship and their impact on the job responsibilities of librarians. It examines the necessary skills in the areas of technology, communication, networking, and roles that have emerged in distance education librarianship both globally and at Appalachian State University (ASU). These include: virtual reference librarian, Web librarian, course-integrated and/or instructional librarian, avatar librarian, and marketing librarian. Also discussed are collaboration and leadership opportunities for distance education librarians within the library and campus-wide, as a result of knowledge and expertise gained from providing library support to distance education students. This chapter will be relevant to administrators and practitioners as they make choices concerning library science curricula, hiring, and continuing education decisions.

scholarly journals Postgraduate Distance Education in University of Cape Coast, Ghana: Students’ Perspectives

2020 ◽  
Vol 21 (2) ◽  
pp. 118-135 ◽  
Author(s):  
Raphael Papa Kweku Andoh ◽  
Robert Appiah ◽  
Paul Mensah Agyei
Keyword(s):  
Distance Education ◽  
Support Services ◽  
Student Support Services ◽  
Student Support ◽  
The Other ◽  
Education Students ◽  
Cape Coast ◽  
Other Hand ◽  
Study Centre ◽  
Students Satisfaction

The study explored perceptions of postgraduate distance education students of University of Cape Coast (UCC). Specifically, associations between UCC postgraduate distance students’ characteristics and satisfaction, as well as students’ perceptions of physical facilities, staff-students relationship, facilitator quality, and student support services were examined. Determinants of students’ satisfaction regarding physical facilities, staff-students relationship, facilitator quality, and student support services were also investigated. A census was used for the study, whereby a questionnaire was used to collect data from 125 students. It was revealed that satisfaction was not dependent on age, gender, or programme of study but was significantly related to study centre location and semester of study. The students were generally satisfied with physical facilities, staff-students relationship, and facilitator quality but were unimpressed with student support services. The three domains that students were impressed with were deemed to be determinants of their satisfaction. It was recommended that those aspects of the programme that received satisfactory responses should be maintained but improved on with time. Those aspects with unfavourable responses, on the other hand, were to be critically considered for immediate improvement.

scholarly journals Beyond Access: Student Perspectives on Support Service Needs in Distance Learning

2013 ◽  
Vol 24 (1) ◽  
Author(s):  
Judith Potter
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Support Services ◽  
Support Service ◽  
Student Perspectives ◽  
Distance Learners ◽  
Service Needs ◽  
Education Students ◽  
Student Profile ◽  
Further Development

This paper describes a study of the support service needs and assessments of distance learners at three Canadian bi-modal universities (i.e., offering degree-credit courses both on-campus and through distance education). A student profile is developed and compared with previous descriptions. From student data, a model of support services for distance learners emerges. Recommendations for the further development of support services for distance education students at Canadian bi-modal universities are also included.

ANALYSIS OF THE APPLICATION OF DISTANCE EDUCATION IN UNIVERSITY EDUCATION IN THE STATE OF AMAZONAS

2020 ◽  
pp. 37013-37019
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
University Students ◽  
Teaching Method ◽  
Communication Technologies ◽  
The State ◽  
University Education ◽  
Capital City ◽  
Education Students

No teaching method has evolved as much as distance education, in the state of Amazonas this would not be different, especially in higher education. Distance Education is a modality where the student is separated from the teacher and uses several communication technologies around all his learning. The methods used were bibliographic, documentary and quantitative. The researched environment was the capital city of Manaus and the municipality of Maués, with the application of the closed questionnaire aimed at higher education students. Our objective was to question certain nuances as their benefits and challenges for those who study Distance Education in the different locations of the State of Amazonas. The result was the realization that among its many advantages in the execution of education, time is considered the main one, and the loss of deadlines its greatest disadvantage, besides the concept of distance education is already well known by university students. Thus, it is well known that with the passing of time and with the progress of the state's modernization, distance education is gradually becoming the most practical means of teaching.

scholarly journals Sustainable Teacher Training via Distance Education: The Effect of Study Centers, Gender and Economic Demographics on Academic Performance

2021 ◽  
Vol 13 (14) ◽  
pp. 7965
Author(s):  
Hong Zhang ◽  
Wilson Osafo Apeanti ◽  
Paul Georgescu ◽  
Prince Harvim ◽  
Dianchen Lu ◽  
...  
Keyword(s):  
Teacher Education ◽  
Distance Education ◽  
Academic Performance ◽  
Education Program ◽  
Teacher Education Program ◽  
Policy Implications ◽  
Education Students ◽  
Traditional Mode ◽  
The University ◽  
Better Than

We examine the effectiveness and sustainability of the distance teacher education program established by the University of Education, Winneba, Ghana, by investigating the differences in the academic performance of students who are trained in the teacher education program via traditional and distance education modes, respectively, from 2011 to 2015. Close attention is paid to the factors that affect the academic performance of students in the distance mode. Our findings confirm that traditional mode students perform better than their distance mode counterparts in terms of cumulative GPAs. Gender and economic demographics of distance study centers are found to affect the academic performance of distance education students significantly. The policy implications of these findings are discussed and directions of further action are outlined.

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