Investigating University Students’ Views on Distance Education at Associate Degree Level

The study aimed to determine the associate degree students’ views on the dimensions of personal suitability, effectiveness, teaching, and predisposition towards teaching offered in distance education environments and examine whether their views differed significantly according to gender, class, and vocational school type. The data of the study were collected from 2061 students studying in vocational schools of a state university located in eastern Turkey. All students in the study population were aimed to be reached; however, 2061 out of 2963 students who participated voluntarily and answered all the questions were included. Among these 2061 students, 1152 were male and 909 were female. When classified according to school type, 1429 participants were studying at vocational schools, 401 at health, 136 at justice, and 95 were studying at tourism. Learners’ Views on Distance Education Scale (LVoDE) was used as the data collection tool. LVODE included 18 items and four factors as personal appropriateness, effectiveness, informativeness and predisposition. The scale was on 5-point Likert rating scale ranging from 1 to 5 indicating 1 (never agree), 2 (rarely agree), 3 (sometimes agree), 4 (usually agree), 5 (always agree). The reliability coefficients of the scale including four sub-dimensions as personal suitability, effectiveness, teaching, and predisposition varied between .81 and .91. The descriptive statistics were used to ascertain the opinions on the sub-dimensions of personal appropriateness, effectiveness, informativeness and predisposition offered to students in distance education environments. A factorial ANOVA test was performed for independent samples to check whether students’ views on teaching offered in distance education settings differed significantly according to gender, grade level, and type of school. According to the research results, it was noticed that the students did not find themselves sufficient for distance education activities in terms of personal convenience and effectiveness and thought that face-to-face education was more effective than distance education. They regarded themselves insufficient in completing their homework and similar tasks given during their online classes by teachers. There was no significant difference in views of the students upon distance education in terms of both gender and grade levels. However, a significant difference was found in their views on distance education according to the types of vocational schools. The opinions of the students studying in health and justice vocational schools were found to be at a more positive level than the ones enrolled in hotel and tourism vocational schools.

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Learning to Teach Online

Educational Leadership and Administration ◽

10.4018/978-1-5225-1624-8.ch096 ◽

2016 ◽

pp. 2092-2113

Author(s):

Christina M. Tschida ◽

Elizabeth M. Hodge ◽

Steven W. Schmidt

Keyword(s):

Professional Development ◽

Distance Education ◽

Online Courses ◽

Rapid Expansion ◽

Pedagogical Issues ◽

State University ◽

Faculty Professional Development ◽

Course Content ◽

Face To Face ◽

Institutions Of Higher Learning

The rapid expansion of distance education in higher education has left a high demand for faculty willing to design and teach online courses, often with little or no training. The path from face-to-face to online courses is not an easy one and can be filled with frustration and doubt for many faculty. Professional development often focuses on technology tools rather than pedagogical issues of online learning or course content. This chapter focuses on research that examines the experience of several faculty from the college of education at a state university in the Southeast United States, as they learned to teach online. It presents their negotiations of issues of online platform and pedagogy and their efforts to find professional development to meet their needs. The implications for institutions of higher learning are important as distance education continues to increase and more and more faculty are asked (or told) to transfer their courses online.

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Perceived Best Practices for Faculty Training in Distance Education

International Journal of Adult Vocational Education and Technology ◽

10.4018/ijavet.2014010105 ◽

2014 ◽

Vol 5 (1) ◽

pp. 48-56

Author(s):

Michael G. McVey

Keyword(s):

Distance Education ◽

Best Practices ◽

Learning Styles ◽

Student Learning ◽

Learning Style ◽

Online Teaching ◽

Teaching Method ◽

Perceived Learning ◽

Face To Face ◽

Significant Difference

Student learning style differences have been widely researched in both traditional face-to-face and online learning environments (Irani, Scherler & Harrington, 2003;Steinbronn, 2007; Williamson & Watson, 2007; Ugur, Akkoyunlu & Kurbanoglu, 2001). After conducting a literature review of adult student learning styles and teaching method analysis, it became apparent that there was not a significant difference in academic performance for students with differing learning styles whether they attended face-to-face or online classroom environments. What was not clearly indicated though, from the review of the literature, was what were the perceived best practices for online teaching from the perspective of experienced distance educators and whether the instructors' perceived learning style was incorporated in training programs to assist faculty to teach online. Thus, the purpose of this qualitative pilot study is to determine the perceived best practices to train faculty to teach in an online environment and how individual instructors' perceived learning style can be incorporated within best practices to foster competence on an individual instructor level. This study also analyzes faculty resistance to distance education and how transformative learning theory may play a role in overcoming this resistance.

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EVALUATION OF MENTORING STRATEGIES AMONG ACADEMICS

International Journal for Innovation Education and Research ◽

10.31686/ijier.vol8.iss4.2293 ◽

2020 ◽

Vol 8 (4) ◽

pp. 329-341

Author(s):

Elizabeth I. D. OFFOR

Keyword(s):

Rating Scale ◽

Policy Decision ◽

Evaluation Study ◽

Current Status ◽

State University ◽

Face To Face ◽

Research Supervision ◽

The Status ◽

Research Networking ◽

The University

Quality of research outputs by young academics in recent times in this country are less than expected. This could be as a result of extent to which young academics are mentored by the more experienced or exposed academics. This study therefore sought to evaluate/ascertain the status and strategies of mentoring young academics for research. This will expose whether there is need for policy decision making toward improvements. This evaluation study is aimed at ascertaining the current status and strategies involved in mentoring amongst academics. A sample of 160 participants (mentors and mentees) were drawn from 372 academics from 6 (six) out of 11 (eleven) faculties of Imo State University, Owerri using proportionate random sampling techniques. They were given a set of strategies to rate under a 4-point scale. The rating scale has 27 items clustered under four subheadings: general mentoring, research teaching, research supervision and research networking. The reliability of the instrument was determined using Cronbach alpha and found to be 0.694. The instrument was administered face to face and this enabled the researcher to augment the scale with oral interview in which the respondents were asked to express their personal views about mentoring in the university. Mean and standard deviation scores, z-test and ANOVA F-test were the methods of data analyses. Results show that the mentoring strategies were largely informal where the mentors and mentees are allowed to freely establish relationships which have inherent loopholes. It was recommended that there is need to strengthen mentoring through institutionalization.

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A Comparative Analysis on the Effects of Formal and Distance Education Students’ Course Attendance Upon Exam Success

Journal of Education and Learning ◽

10.5539/jel.v10n3p122 ◽

2021 ◽

Vol 10 (3) ◽

pp. 122

Author(s):

Recep ÖZ ◽

Murat Tolga KAYALAR

Keyword(s):

Distance Education ◽

Grade Point Average ◽

Associate Degree ◽

Formal Education ◽

State University ◽

Education Students ◽

Education Programs ◽

Final Exam ◽

Grade Point ◽

Course Achievement

The purpose of this study was to analyze the effect of associate degree formal and distance education students course attendance upon their course achievement. The data were obtained from the institutional records of 516 students who registered in formal education programs and 510 students who registered in distance education programs of a vocational school affiliated to a state university in Eastern Anatolian Region of Turkey. It was noticed that course attendance of formal education students was higher than those who registered in the distance education programs; on the other hand, formal education students were more successful rather than distance education students in terms of midterm, final exam and grade point average. It was determined that course attendance was a significant predictor of midterm, final exam and grade point average, and the achievement scores increased as the course attendance increased, as well. Taking measures to encourage students’ attendance in courses in distance education programs and optimizing access and technical infrastructure could positively contribute upon this issue.

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Associate Degree Students’ Attitudes Towards Distance Education at the Vocational Schools of Dokuz Eylul University

Education Journal ◽

10.11648/j.edu.20160501.12 ◽

2016 ◽

Vol 5 (1) ◽

pp. 7

Author(s):

Kadim Ozturk

Keyword(s):

Distance Education ◽

Associate Degree ◽

Vocational Schools ◽

Students Attitudes

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Effectiveness of an Online CBT-I Intervention and a Face-to-Face Treatment for Shift Work Sleep Disorder: A Comparison of Sleep Diary Data

International Journal of Environmental Research and Public Health ◽

10.3390/ijerph16173081 ◽

2019 ◽

Vol 16 (17) ◽

pp. 3081 ◽

Cited By ~ 3

Author(s):

Lukas Peter ◽

Richard Reindl ◽

Sigrid Zauter ◽

Thomas Hillemacher ◽

Kneginja Richter

Keyword(s):

Psychological Health ◽

Rating Scale ◽

Treatment Options ◽

Sleep Efficiency ◽

World Health ◽

Sleep Diary ◽

Shift Workers ◽

Face To Face ◽

Significant Difference ◽

Insomnia Symptoms

In western societies, about one in six employees works in shifts. Shiftwork is associated with a number of poor somatic and psychological health outcomes, especially sleep issues. Higher rates of absenteeism and accidents in the workplace are possible consequences. Still, prevention programs and treatment options that are specifically tailored to shift-workers’ needs are rare. We devised a 4-week online cognitive behavioral therapy for insomnia (CBT-I) intervention (n = 21) and compared sleep outcomes to a face-to-face outpatient treatment for shift-workers (n = 12) using a sleep diary and the Epworth Sleepiness Scale (ESS). In the online sample, measures also included the World Health Organization wellbeing questionnaire (WHO-5) and the Insomnia Severity Index (ISI). In the outpatient sample, the Beck Depression Inventory (BDI-II), the Montgomery–Åsberg Depression Rating Scale (MADRS), and the Pittsburgh Sleep Quality Index (PSQI) were administered. Results showed significant improvements in sleep efficiency by 7.2% in the online sample and 7.7% in the outpatient sample. However, no significant difference was found in the rate of improvement in sleep efficiency across four weeks of treatment between the samples. In the online sample, the wellbeing (WHO-5) and insomnia symptoms (ISI) scores were significantly improved following the CBT-I intervention (p < 0.004 and p < 0.002 respectively). In the outpatient sample, symptoms of depression (BDI-II and MADRS scores) and insomnia symptoms (PSQI scores) improved significantly following the CBT-I intervention. In summary, CBT-I significantly improved sleep efficiency in both the online and outpatient samples, in addition to wellbeing, symptoms of insomnia, and depression. The findings of this study demonstrate online CBT-I as a feasible approach for treating insomnia in shift-workers. Future randomized controlled trials are needed.

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Learning to Teach Online

Medical Education and Ethics ◽

10.4018/978-1-5225-0978-3.ch013 ◽

2016 ◽

pp. 236-257

Author(s):

Christina M. Tschida ◽

Elizabeth M. Hodge ◽

Steven W. Schmidt

Keyword(s):

Professional Development ◽

Distance Education ◽

Online Courses ◽

Rapid Expansion ◽

Pedagogical Issues ◽

State University ◽

Faculty Professional Development ◽

Course Content ◽

Face To Face ◽

Institutions Of Higher Learning

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USING ATTITUDES AND ANXIETIES TO PREDICT END-OF-COURSE OUTCOMES IN ONLINE AND FACE-TO-FACE INTRODUCTORY STATISTICS COURSES

STATISTICS EDUCATION RESEARCH JOURNAL ◽

10.52041/serj.v17i2.159 ◽

2018 ◽

Vol 17 (2) ◽

pp. 68-81

Author(s):

WHITNEY ALICIA ZIMMERMAN ◽

STEFANIE R. AUSTIN

Keyword(s):

Test Anxiety ◽

Rating Scale ◽

Statistics Education ◽

Course Completion ◽

Self Concept ◽

Introductory Statistics ◽

Statistics Anxiety ◽

Final Exam ◽

Face To Face ◽

Significant Difference

An abbreviated form of the Statistics Anxiety Rating Scale (STARS) was administered to online and face-to-face introductory statistics students. Subscale scores were used to predict final exam grades and successful course completion. In predicting final exam scores, self-concept, and worth of statistics were found to be statistically significant with no significant difference by campus (online versus face-to-face). Logistic regression and random forests were used to predict successful course completion, with campus being the only significant predictor in the logistic model and face-to-face students being more likely to successfully complete the course. The random forest model indicated that self-concept and test anxiety were overall the best predictors, whereas separately test anxiety was the best predictor in the online group and self-concept was the best predictor in the face-to-face group. First published November 2018 at Statistics Education Research Journal Archives

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Using Distance Education in Extension Programming

Journal of Agricultural and Applied Economics ◽

10.1017/s1074070800022975 ◽

2007 ◽

Vol 39 (2) ◽

pp. 265-274 ◽

Cited By ~ 1

Author(s):

Rodney Jones ◽

Alicia Goheen ◽

Kevin Dhuyvetter ◽

Terry Kastens ◽

Vincent Amanor-Boadu

Keyword(s):

Distance Education ◽

Positive Impact ◽

Management Training ◽

Strategic Thinking ◽

Intensive Management ◽

State University ◽

Bottom Line ◽

Face To Face ◽

Training Course ◽

Kansas State University

This paper provides an overview of the development of the Management Analysis and Strategic Thinking (MAST) program conducted by Kansas State University. This intensive management training course for progressive farm and agribusiness operators is being delivered successfully using a combination of face-to-face and distance extension delivery techniques. We find that some parts of the program are best delivered face to face and other parts are best delivered via distance. Of participants surveyed, 94% would recommend the MAST program to their peers, and 100% believe the program will have a positive impact on their businesses' bottom line.

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Correlation of Alcohol Addiction and Disruptive Behaviours among University Undergraduates in Enugu State University of Science and Technology

International Journal of Social Science and Human Research ◽

10.47191/ijsshr/v4-i9-41 ◽

2021 ◽

Vol 04 (09) ◽

Author(s):

Egbo Chinonye Emmanuella ◽

◽

Keyword(s):

Design Research ◽

Rating Scale ◽

Science And Technology ◽

Reliability Coefficient ◽

Alcohol Addiction ◽

Disruptive Behaviour ◽

State University ◽

Significant Difference ◽

Research Questions ◽

Enugu State

The study aimed at determining the correlation of alcohol addiction and disruptive behaviour among undergraduates in Enugu state universityof Science and Technology (ESUT), Enugu, Nigeria.The study was carried out in Enugu State using a correlation design research method. Two research questions and two null hypotheses guided the study. The population for the study consists of 26,000 regular undergraduates of Enugu state University.The sample for the study consists of 360 undergraduates.A Multi-stage sample approach was employed in selecting the sample size as follows; first, simple random sampling technique was used to choose ten (10)faculties from Enugu State University. This gave a total of 360 university undergraduate students comprising of 200 males and 160 females.The instrument used for data collection was a structured questionnaire developed by the researcher. The instrument was structured using a four point rating scale and was face validated by three experts, in Faculty of Education, Enugu State University of Sciences and Technology. Cronbach Alpha reliability coefficient was used to determine the reliability obtained from the five sections of the instrument ranged from 0.96 to 0.85 while the overall reliability coefficient of the whole instrument was 0.73. Out of 369 copies of questionnaire distributed, 334 copies were properly filled and returned which represent 92.78% return rate. Mean and standard deviation were used to answer the research questions while t-test statistics was used to test the hypotheses at 0.05 level of significance. The result of the findings indicated that alcohol addiction leads undergraduate to a great extent in rival group clashes, armed robbery, vandalism and sexual harassment in Enugu State. The null hypotheses tested showed no significant difference in the mean responses of male and female students. Based on the findings, it was recommended among others that there should be public enlightenment on the effect of drug and alcohol abuse among the students thereby putting up strong rules and regulation against alcohol and substance abuse among students.

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