Distance Learning Programmes as Alternative Learning

2022 ◽  
pp. 49-69
Author(s):  
Luis Miguel Dos Santos
Keyword(s):  
Distance Learning ◽  
Teaching And Learning ◽  
The United States ◽  
Case Study Methodology ◽  
College And University ◽  
University Development ◽  
Study Methodology ◽  
Learning Behaviours ◽  
Students Satisfaction

This study aims to understand the satisfaction and experience of programme-seeking students in a community college in the United States. In order to improve the satisfaction, experience, and teaching and learning procedures of distance learning courses and programmes, it is important to understand the students' feedback and ideas. Based on the case study methodology, the researcher collected data from 1,857 inductive surveys and 11 focus group activities. This research allowed the researcher to gain knowledge and understanding about students' satisfaction, experience, and potential enrolment in degree programmes during and after the COVID-19 pandemic. More importantly, the results provide recommendations to school leaders, instructors, government leaders, and policymakers about current and future college and university development regarding changes in teaching and learning behaviours.

Information Sharing in an Interorganizational GIS Environment

10.1068/b2652 ◽  
2000 ◽  
Vol 27 (3) ◽  
pp. 455-474 ◽  
Author(s):  
Zorica Nedović-Budić ◽  
Jeffrey K Pinto
Keyword(s):  
The United States ◽  
Digital Data ◽  
Data Sets ◽  
Case Study Methodology ◽  
Efficiency And Effectiveness ◽  
Private And Public ◽  
Study Methodology ◽  
Federal Initiatives ◽  
Gis Environment

The increased acceptance and use of computerized GIS and digital data sets in private and public organizations in the United States has been in recent years further encouraged by the Federal initiatives which promote sharing of geographic data. In spite of the obvious benefits in terms of efficiency and effectiveness to be derived from sharing geographic information both within and between organizations, the idea continues to be resisted, leading to inefficiencies from duplication of data collection and storage. Using case-study methodology, we examine in this research the mechanisms and behavioral factors that can facilitate or inhibit the willingness of organizations to share GIS and databases. Five cases, including organizations with varied levels of joint GIS and database activities, were studied to determine the characteristics underlying successful interorganizational GIS. Our findings offer a number of suggestions for organizations seeking to derive maximum benefits from the interorganizational GIS activities.

scholarly journals Motivations and Experiences in a Distance Learning-Based Degree Programme: A Case Study from a Community College

2021 ◽  
Vol 10 (2) ◽  
pp. 35
Author(s):  
Luis M. Dos Santos
Keyword(s):  
Community College ◽  
Distance Learning ◽  
Associate Degree ◽  
Teaching And Learning ◽  
Social Cognitive ◽  
Research Question ◽  
The United States ◽  
Learning Approaches ◽  
Degree Programme ◽  
Learning Behaviours

Due to the development of the technologically-assisted teaching and learning approaches and the change of learning behaviours of students, many students decided to start their education in a distance learning-based degree programme at a community college in the United States. Based on the lens of the Social Cognitive Career Theory, the researcher collected qualitative data from 46 traditional-aged students who are currently enrolled in a distance-learning degree programme at a community college. One research question was concerned, which was why would high school graduates (i.e. traditional-aged students) decide to enrol in a distance learning-based associate degree programme at a community college instead of a traditional senior university? The results indicated that financial considerations, and academic and career interests were the biggest concerns of these groups of participants. The outcomes of this study provided the human resources, curriculum development, and workforce plans for government agencies, policymakers, department heads, school leaders, and NGO leaders to reform their policy and regulation in order to absorb the advantages of these groups of future workforces.   Received: 29 November 2020 / Accepted: 25 January 2021 / Published: 5 March 2021

The Types of Case Studies in Research and Career-Based Endeavors

2022 ◽  
pp. 548-567
Author(s):  
Laurie Wellner ◽  
Kathleen Pierce-Friedman
Keyword(s):  
Higher Education ◽  
Case Studies ◽  
Research Design ◽  
Teaching And Learning ◽  
Case Study Research ◽  
Teaching Tool ◽  
Additional Structure ◽  
Case Study Methodology ◽  
Study Methodology

This chapter focuses on the overarching components of the case study methodology in the context of research and career-based teaching and organizational learning settings. More specifically, this chapter, presented in several distinct sections, provides a description of the various types of case studies that can be selected for research purposes as well as for use as a teaching tool for career professionals, higher education faculty, and others interested in employing this type methodology. This chapter is intended to serve as a foundation to the subsequent text in this book pertaining to the detailed descriptions and elements of the case study serving as either a research design or a function of the teaching and learning process in academic and career-based settings. Providing a rich initial presentation of the types and qualities of the case study research design, this chapter will launch additional structure for the later chapters to offer a deeper understanding for the reader.

Investigating Inquiry-Based, Technology-Rich Global Education Through Action Research

2021 ◽  
pp. 245-263
Author(s):  
Nada Zaki Wafa ◽  
Meghan McGlinn Manfra
Keyword(s):  
Action Research ◽  
Global Education ◽  
Teaching And Learning ◽  
School Teacher ◽  
Case Study Methodology ◽  
Rich Description ◽  
Study Methodology ◽  
New Challenges ◽  
Leverage Action

As teachers increasingly face new challenges related to the COVID-19 pandemic and instructional adjustments related to digital and online learning, action research may provide a more effective approach for bringing about change. In this chapter, the authors provide an example of an innovative project in which a university-based researcher worked alongside an elementary school teacher to implement and assess a technology rich, global education program. The case followed the global education teacher from the initial stages of the curriculum implementation through teaching a complete unit. Using a collaborative inquiry model, the authors merged action research with qualitative case study methodology to develop a rich description of instruction. The aim was to understand teacher and student outcomes, while also exploring the benefit of engaging practitioners as co-researchers. The authors offer this project as a representative example of the myriad ways educators can leverage action research to develop innovative approaches to teaching and learning global education.

scholarly journals Learning Circles: A Collaborative Technology-Mediated Peer-Teaching Workshop

10.28945/2176 ◽  
2015 ◽  
Vol 14 ◽  
pp. 063-083
Author(s):  
Kevin Sullivan ◽  
Kevin Marshall ◽  
Brendan Tangney
Keyword(s):  
Teaching And Learning ◽  
Learning Experience ◽  
Learning Experiences ◽  
Peer Teaching ◽  
Curriculum Content ◽  
Case Study Methodology ◽  
Expert Teacher ◽  
Innovative Learning ◽  
Study Methodology

This research study explores peer teaching and learning without a domain expert teacher, within the context of an activity where teams of second level students (~16 years old) are required to create a learning experience for their peers. The study looks at how participants would like to be taught and how they would teach their peers if given the opportunity and examines the support they require, their motivation levels, and if they actually learn curriculum content using this approach. An exploratory case study methodology was used, and the findings suggest that students want varied learning experiences that include many of the elements which would fall under the heading of 21st century learning, that with some support and encouragement they can create innovative learning experiences for their peers, and that they can learn curriculum content from the process.

scholarly journals Case Study Methodology: Flexibility, Rigour, and Ethical Considerations for the Scholarship of Teaching and Learning

2015 ◽  
Vol 6 (3) ◽  
Author(s):  
Marion L Pearson ◽  
Simon P Albon ◽  
Harry Hubball
Keyword(s):  
Teaching And Learning ◽  
Ethical Considerations ◽  
Scholarship Of Teaching ◽  
Case Study Methodology ◽  
Curricular Practices ◽  
Collecte De Données ◽  
Study Methodology ◽  
The Many ◽  
Cas A

Individuals and teams engaging in the scholarship of teaching and learning (SoTL) in multidisciplinary higher education settings must make decisions regarding choice of research methodology and methods. These decisions are guided by the research context and the goals of the inquiry. With reference to our own recent experiences investigating pedagogical and curricular practices in a pharmacy program, we outline case study methodology as one of the many options available for SoTL inquiry. Case study methodology has the benefits of flexibility in terms of the types of research questions that can be addressed and the data collection methods that can be employed. Conducted with proper attention to the context of the case(s) selected, ethical treatment of participants, and data management, case studies also have the necessary rigour to be credible and generalizable. In the matter of generalization, however, we recommend that the readers of a case study draw their own conclusions about the applicability of the findings to other settings. Les particuliers et les groupes qui sont actifs dans le haut savoir en matière d’enseignement et d’apprentissage (ACEA) dans les milieux pluridisciplinaires de l’enseignement supérieur doivent prendre des décisions en ce qui concerne le choix des méthodologies et des méthodes de recherche. Ces décisions sont guidées par le contexte de la recherche et par les objectifs de l’interrogation. En nous basant sur nos propres expériences récentes quand nous avons examiné des pratiques pédagogiques et curriculaires dans un programme de pharmacie, nous décrivons la méthodologie des études de cas comme l’une des nombreuses options disponibles pour les interrogations en ACEA. La méthodologie des études de cas a l’avantage d’être souple en ce qui a trait aux types de questions de recherche qui peuvent être étudiées et aux méthodes de collecte de données qui peuvent être employées. Quand elles sont menées avec l’attention requise pour le contexte des cas choisis, le traitement éthique des participants et la gestion des données, les études de cas présentent également la rigueur nécessaire pour être crédibles et généralisables. Toutefois, en ce qui concerne la généralisation, nous recommandons que les lecteurs d’une étude de cas tirent leurs propres conclusions concernant le caractère applicable des résultats à d’autres situations.

The Types of Case Studies in Research and Career-Based Endeavors

2019 ◽  
pp. 83-108
Author(s):  
Laurie Wellner ◽  
Kathleen Pierce-Friedman
Keyword(s):  
Higher Education ◽  
Case Studies ◽  
Research Design ◽  
Teaching And Learning ◽  
Case Study Research ◽  
Teaching Tool ◽  
Additional Structure ◽  
Case Study Methodology ◽  
Study Methodology

This chapter focuses on the overarching components of the case study methodology in the context of research and career-based teaching and organizational learning settings. More specifically, this chapter, presented in several distinct sections, provides a description of the various types of case studies that can be selected for research purposes as well as for use as a teaching tool for career professionals, higher education faculty, and others interested in employing this type methodology. This chapter is intended to serve as a foundation to the subsequent text in this book pertaining to the detailed descriptions and elements of the case study serving as either a research design or a function of the teaching and learning process in academic and career-based settings. Providing a rich initial presentation of the types and qualities of the case study research design, this chapter will launch additional structure for the later chapters to offer a deeper understanding for the reader.

scholarly journals Continuous professional development and student support in an open and distance e-learning institution: a case study

2020 ◽  
Vol 7 (1) ◽  
Author(s):  
Mphoentle Puleng Modise
Keyword(s):  
Professional Development ◽  
Distance Education ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Student Support ◽  
Continuous Professional Development ◽  
Case Study Methodology ◽  
E Learning ◽  
Study Methodology

Faced with emerging technologies and a diversity of students entering higher education in South Africa, lecturers must continuously equip themselves with the necessary skills to teach and support today’s learners effectively. This article reports on the lessons learnt and experiences of academics at an open distance learning (ODL) institution who participated for the first time in the fully online teaching and learning programme at an international institution, through a partnership aimed at developing academic capacity in ODL. The author suggests that academics cannot impart and transfer to learners skills they themselves do not possess, and makes recommendations for striving towards an effective student support system through continuous professional development in distance education and e-learning. The study revealed that the participants appreciated the support they received and valued the skills acquired in the programme. They also indicated that they were planning to use the new skills to enhance their own teaching.  The study followed a case study methodology and made use of a range of data collection methods and tools that are in line with qualitative studies.Keywords: continuous professional development (CPD), distance education, e-learning, student support, open and distance e-learning (ODeL), transactional distance, community of inquiry (CoI)

scholarly journals Exploring the Experiences of Faculty-led Teams in Conducting Action Research

2015 ◽  
Vol 6 (1) ◽  
Author(s):  
Qi Zhang ◽  
Cheryl Amundsen
Keyword(s):  
Action Research ◽  
Teaching And Learning ◽  
Project Teams ◽  
Action Research Project ◽  
Case Study Methodology ◽  
Team Members ◽  
Study Methodology ◽  
Learning Development ◽  
Simon Fraser University

Action research has been suggested as a useful way to support university faculty to improve teaching and learning. However, there seems to be little knowledge about how faculty (and those who work with them) experience the process of doing action research. In order to explore team members’ in-depth experience about what they learned and how they experienced conducting action research, this study documented the experiences of two action research project teams supported through an initiative at Simon Fraser University, the Teaching and Learning Development Grants program (TLDG). Using case study methodology, multiple types of data were collected and analyzed through an iterative process. The results showed that all the team members perceived they had developed professional knowledge through participating in the projects. Most team members perceived a positive experience of teamwork as well as satisfaction with the experience of conducting action research. On a suggéré que la recherche-action était un moyen efficace pour aider les professeurs d’université à améliorer l’enseignement et l’apprentissage. Toutefois, on semble ne pas avoir beaucoup de détails sur la manière dont les professeurs (et ceux qui travaillent avec eux) font l’expérience de la recherche-action. Afin d’explorer l’expérience profonde des membres d’un groupe relative à ce qu’ils ont appris et comment ils ont vécu cette recherche-action, cette étude documente les expériences de deux groupes qui ont participé à un projet de recherche-action dans le cadre d’une initiative organisée par le programme des TLDG (Teaching and Learning Development Grants) de l’Université Simon Fraser. Grâce à la méthodologie des études de cas, divers types de données ont été recueillies et analysées au moyen d’un processus itératif. Les résultats ont montré que la participation au projet avait permis à tous les membres des groupes d’acquérir des connaissances professionnelles. La plupart des membres ont indiqué qu’ils avaient vécu une expérience de travail de groupe positive et qu’ils étaient contents d’avoir mené des activités de recherche-action.

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