scholarly journals Master’s Students’ Perceptions and Expectations of Good Tutors and Advisors in Distance Education

2019 ◽  
Vol 20 (2) ◽  
Author(s):  
Mehmet Kara ◽  
Gülfidan Can
Keyword(s):  
Distance Education ◽  
Graduate Students ◽  
Learning Experience ◽  
Transactional Distance ◽  
Master's Students ◽  
Mixed Methods Approach ◽  
Transactional Distance Theory ◽  
Basic Technology ◽  
Perceptions And Expectations ◽  
Student Centred Learning

The purpose of this study was to explore non-thesis Master’s students’ perceptions and expectations of good tutors and advisors in distance education programmes. It also examined whether these perceptions and expectations are related to student characteristics including age, gender, university, programme, semester, and previous online learning experience. The current study was conducted within the framework of Transactional Distance Theory. Using a mixed methods approach, a questionnaire was administered to 143 students in four programmes in two universities in Turkey and interviews were conducted with 11 of these students. Results showed that good tutors and advisors in distance education provide a stimulating student-centred learning environment, have a caring and individualised interaction and communication with students, and have subject expertise and basic technology skills. The results of this study will improve distance education tutors and advisors’ practices in supporting graduate students’ education and research.

scholarly journals Policy Deficit in Distance Education: A Transactional Distance

2009 ◽  
Vol 10 (4) ◽  
Author(s):  
Sushita Gokool-Ramdoo
Keyword(s):  
Distance Education ◽  
Policy Development ◽  
Student Persistence ◽  
Personal Development ◽  
Transactional Distance ◽  
Transactional Distance Theory ◽  
African Context ◽  
Sub Saharan ◽  
Institutional Vision ◽  
Resource Deployment

This paper innovatively extends the application of transactional distance theory (TDT) to evidence-based policy development in Mauritius. In-depth interview data on student persistence from a range of stakeholders is used to understand the implications of distance education (DE) policy deficit. Policy deficit has surfaced as another dimension of transactional distance and student persistence as an appropriate measuring instrument. Transactional distance is salient in the non-alignment of national and institutional DE planning. Associated results are myopic institutional vision, stagnating national plans, poor resource deployment, and ill-understood opportunities for personal development. This research validates TDT as an instrument for policy development and concludes that supporting advocacy plans will help to achieve sustainable distance education in the region. Lessons from the field in Mauritius can be usefully adapted to the sub-Saharan African context (SSA). These preliminary indications require further research and discussion.

scholarly journals Adapting Structuration theory as a Comprehensive Theory for Distance Education: The ASTIDE Model

2016 ◽  
Vol 19 (1) ◽  
pp. 19-35 ◽  
Author(s):  
Md Aktaruzzaman ◽  
Margaret Plunkett
Keyword(s):  
Distance Education ◽  
Structuration Theory ◽  
Developed Countries ◽  
Transactional Distance ◽  
Comprehensive Model ◽  
International Level ◽  
Transactional Distance Theory ◽  
Comprehensive Theory ◽  
Instructional Dialogue ◽  
Developing And Developed Countries

Abstract Distance Education (DE) theorists have argued about the requirement for a theory to be comprehensive in a way that can explicate many of the activities associated with DE. Currently, Transactional Distance Theory (TDT) (Moore, 1993) and the Theory of Instructional Dialogue (IDT) (Caspi & Gorsky, 2006) are the most prominent theories, yet they still do not represent a unified and comprehensive theory for DE. This paper provides a review of the existing literature on DE theories and identifies potential gaps in theorising distance education. Building on Giddens’ (1984) work, an innovative approach to theorising DE is proposed through the conceptualisation of the Adapting Structuration Theory In Distance Education (ASTIDE) model as a means to explicate DE operations and practices at the institutional and national/international level. It also presents evidence, from a larger study, of the necessity of a comprehensive model such as the ASTIDE constructed through an investigation into the DE systems of developing and developed countries.

scholarly journals (139) Enhancing Professional Development of Graduate Students through a Scientific Writing Course

HortScience ◽  
2005 ◽  
Vol 40 (4) ◽  
pp. 1043B-1043
Author(s):  
Kent D. Kobayashi
Keyword(s):  
Professional Development ◽  
Graduate Students ◽  
Graduate Program ◽  
Technical Writing ◽  
Learning Experience ◽  
Scientific Paper ◽  
Scientific Writing ◽  
Student Survey ◽  
Master's Students ◽  
Writing Assignments

How do we enhance the learning experience of graduate students in scientific writing, an essential skill in their professional development? A graduate course TPSS 711 “Scientific Writing for Graduate Students” was developed to address this need. Its objectives were to help students write, analyze, and revise parts of a scientific paper; critically evaluate their own writing and the writings of others; and become familiar with types of publications. The diverse topics included purpose of scientific writing; organizing your writing; parts of a scientific paper; data analysis and growth analysis; writing the content of a poster or oral presentation; newspaper articles and popular works; extension publications; technical writing for the general public; thesis/dissertation writing; a journal editor's perspective; and reviewing a manuscript. TPSS 711 had an enrollment of 11 TPSS master's students. Students were in their second through fifth semesters of their graduate program. A student survey showed no student had submitted a manuscript to a peer-reviewed journal, had a peer-reviewed article published, or had a newspaper, trade magazine, or popular work published. Only 9% of the students had a paper published in a conference proceedings or presented a scientific paper outside Hawaii, with only 18% having presented a paper in Hawaii. Writing assignments, in-class activities, and evaluations of the writings of others helped students gain intensive hands-on experience in scientific writing. As a course requirement, students submitted an abstract and presented a paper at our college's annual scientific symposium. Course evaluations indicated this course was important and valuable in helping enhance the students' learning experience.

scholarly journals Remote instruction and distance education: A response to COVID-19

2020 ◽  
Vol 1 (2) ◽  
pp. 53-64
Author(s):  
James Lindner ◽  
Christopher Clemons ◽  
Andrew Thoron ◽  
Nicholas Lindner
Keyword(s):  
Distance Education ◽  
Qualitative Study ◽  
Structured Interview ◽  
Study Data ◽  
Transactional Distance ◽  
Transactional Distance Theory ◽  
Agriscience Teachers ◽  
Education Delivery ◽  
The Impact ◽  
Purposive Sample

The purpose of the qualitative study was to explore how middle and secondary school agriscience teachers define remote instruction and distance education. This research was conducted as a response to the COVID-19 pandemic. Data for the study were collected during the time schools were closed and/or offering remote instruction. A purposive sample of seventeen agriscience education teachers in the States of Alabama and Georgia were selected for this qualitative study. Data were collected using a structured interview questionnaire and analyzed using constant comparisons. The conceptual framework of this study was developed using transactional distance theory and bound by strategic analysis. Findings showed that secondary agriscience education teachers did not collectively define remote instruction and distance education in the same manner. Some defined them similarly, and some noted specific differences in how the terms are defined and used. These teachers identified strengths and opportunities that should be exploited and weaknesses and threats that should be mitigated. Recommendations for training in appropriate use of distance education delivery strategies are provided. Recommendations for additional research into the impact on student learning are provided.

scholarly journals Beyond the Theoretical Impasse: Extending the applications of Transactional Distance Education Theory

2008 ◽  
Vol 9 (3) ◽  
Author(s):  
Sushita Gokool-Ramdoo
Keyword(s):  
Distance Education ◽  
Policy Development ◽  
Independent Study ◽  
Transactional Distance ◽  
Global Theory ◽  
Transactional Distance Theory ◽  
Comprehensive Theory ◽  
Education Theory ◽  
The 1960S ◽  
Transactional Approach

The development of theory in distance education is seen as crucial for its sustainability. Since the 1960s, there have been attempts to theorise distance education activities, to explain underlying initiatives and endeavours. Attempts at theorisation were started in the 1950s (Black, 2007). Wedemeyer (1961, cited in Garrison, 2000) introduced the concept of independent study or learning as opposed to correspondence education. Ever since, theory has been in ebullition, with various emerging tendencies. It has long been argued (for example Moore, 1993; Amundsen, 1993; Moore and Kearsley, 1996; Garrison, 2000; Saba, 2003) that there needs to be a global, comprehensive theory that can explicate all activities pertaining to distance education. While Moore has long claimed that the Transactional Distance Theory (TDT) is one such theory (Moore and Kearsley, 1996), there appears to be hesitance over accepting it as such, despite the fact that a transactional approach seems to be consciously or unconsciously adopted by theorists and practitioners alike. This apparent reluctance to hail the Transactional Distance Theory as a global theory has plunged distance education into a theoretical impasse from whence there was no much development. The emergence of two theoretical synergies has been noted (Saba, 2003, p.4) as has the need to develop a third and more comprehensive synergy. This research paper adopts the view that the theoretical impasse can be crossed with the recognition of Moore’s Transactional Distance Theory as the global theory that can explicate and ensure the sustainability of distance education in a technology-driven world. It further analyses its possible applications beyond simply the educational experience to encompass more general concerns like quality assurance and policy development. It is thus proposed that the Transactional Distance Theory be accepted as a global theory.

Mentoring Toward Independent Scholarship

2017 ◽  
pp. 248-270
Author(s):  
Nathan Philip Howe
Keyword(s):  
Graduate Students ◽  
Online Education ◽  
Asynchronous Communication ◽  
Transactional Distance ◽  
Mentoring Programs ◽  
Mentoring Relationships ◽  
Transactional Distance Theory ◽  
Technological Advances ◽  
Academic Mentoring ◽  
Mentor Attributes

The proliferation of online degree program offerings has necessitated new approaches to academic mentoring. This chapter discusses best practices in mentoring for online graduate students, focused through the lens of transactional distance theory. Synchronous and asynchronous communication approaches are discussed, using the context of formalized faculty-led mentoring programs. Unique needs of graduate students and unique attributes of online education require mentoring approaches that optimally apply mentor attributes in the psychosocial and academic domains. Attributes of communication and competence are especially important. Mentors should also help students to develop self-regulatory behaviors that lead toward independent scholarship. The chapter provides practical suggestions for initiating, building, maintaining, and concluding effective mentoring relationships. A brief discussion of impacts of technological advances on the future of mentoring is also provided.

Perception of translation graduates on translation internships, with mixed-methods approach

Babel ◽  
2017 ◽  
Vol 63 (4) ◽  
pp. 580-599 ◽  
Author(s):  
Christy Fung Ming Liu
Keyword(s):  
Mixed Methods ◽  
Grade Point Average ◽  
Learning Experience ◽  
Workplace Communication ◽  
Grade Point ◽  
Content Type ◽  
Mixed Methods Approach ◽  
Internship Experience ◽  
Perceptions And Expectations ◽  
Internship Programs

In recent years an increasing number of institutions have provided translation students with internships and/or placement as part of the curriculum. This paper presents findings from an empirical study in which a mixed-methods approach was employed to examine the perceptions and expectations of translation graduates on internships and to investigate the learning experience of translation graduates who had an internship experience. The findings suggest that internship programs for translation undergraduates should develop students’ translation skills and language skills. Whether or not internships should be paid and be counted towards the grade point average were given the least importance. It was found that “career aspirations” are the most important factor when translation students select an internship agency, followed by “the reputation of the organization”. A discrepancy between classroom learning and workplace practice was revealed, and this poses challenges for translation interns, who attribute the problems they encountered to the fact that the knowledge and skills they gained in university could not fulfil the needs required in the workplace. In addition, they coped with obstacles in workplace communication which are unlikely to be learnt in translation courses. Internships are thus seen to serve as a bridge between classroom knowledge and real-world practice.

Management of e-resources in academic libraries in Ghana: Copyright implications

IFLA Journal ◽  
2021 ◽  
pp. 034003522110271
Author(s):  
Theresa L Adu ◽  
Thomas B van der Walt
Keyword(s):  
Distance Education ◽  
Mixed Methods ◽  
Distance Learning ◽  
Academic Libraries ◽  
Online Courses ◽  
Qualitative Interviews ◽  
Digital Resources ◽  
Mixed Methods Approach ◽  
Sequential Mixed Methods ◽  
Library Staff

This study investigated the copyright issues surrounding the management of e-resources in academic libraries in Ghana. Forty-seven library staff and head librarians from four academic libraries were engaged using questionnaires and qualitative interviews in a sequential mixed-methods approach to generate data for this study. The findings indicate that in all four institutions copyright issues arose with the provision of distance learning, online courses and e-reserves services. All the respondents stated that they or their colleagues had had faculty ask questions on copyright issues. However, the professional librarians indicated that the library was not consulted and the instructors for online courses or distance education programmes did not cooperate with librarians; rather, the department posting the materials made the decisions on copyright regarding the usage of digital resources for distance learning, online courses or e-reserves. This does not augur well for the management of copyright of e-resources in academic libraries in Ghana.

Getting My Feet Wet: A Student Educator's Perspective on a Successful Learning Experience

1997 ◽  
Vol 20 (1) ◽  
pp. 47-50 ◽  
Author(s):  
Diane Gifford
Keyword(s):  
Graduate Students ◽  
Learning Community ◽  
Graduate Student ◽  
Social Issues ◽  
Learning Experience ◽  
Holistic Education ◽  
Unexpected Events ◽  
School Buses ◽  
Master Of Science ◽  
Strongly Connected

I am a third-semester graduate student at the Audubon Expedition Institute (AEI), a college based in Belfast, Maine. This is a unique, fascinating, and sometimes crazy educational experience in which we travel around a different bioregion of the country each semester. Our method of transport is two converted school buses; we camp out every night and become strongly connected with the land around us. Our degree will be a master of science in environmental education; we study ecosystems and environmental and social issues through self-directed education. Our program emphasizes experiential and holistic education within a strong learning community, and sometimes we have the opportunity to turn unexpected events to our advantage. As a learning community we are each other's roommates, teachers, students, and peers. We cook and eat together and live in an intense, closely knit environment. This semester our community consists of 27 graduate students and four faculty.

Sign in / Sign up

Export Citation Format

Share Document