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首页> 外文学位 >A comparison of learning experienced by students who work on-line versus students who work off-line in distance education graduate courses: A mixed method study.
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A comparison of learning experienced by students who work on-line versus students who work off-line in distance education graduate courses: A mixed method study.

机译：在远程教育研究生课程中，在线工作的学生与离线工作的学生的学习比较：混合方法研究。

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摘要

The purpose of this mixed method study was to explore the learning process in two types of distance education classes at a Research I institution. Threaded discussions from two graduate distance education courses at a Research I institution were analyzed, each using a different delivery platform. Qualitative data were used in this research project to help frame the depth of learning through the application of a reflective lens and a critical inquiry lens. Quantitative data were collected to help define quality of learning, defined in this study as student engagement.; This study identified the quality of learning through student engagement as defined for this study. Depth of learning was identified through application of two a priori lenses, Surbeck, Han and Moyer's (1991) reflective lens, and Garrison, Anderson and Archer's (2001) critical inquiry lens developed specifically for threaded discussion. Quantitative data were used to expand the understanding of the two a priori lenses through frequency tables and numeric data, calculated through ANOVA.; A review of the literature explored industrialization, education technology, quality in distance education, areas of existing research in distance education, assessment, analytical frames, reflection, reflective practice and critical thinking.; The quality of learning (student engagement) did not differ significantly between the client class and the web class. Statistical analysis revealed that by the end of the course all of the students in both classes achieved a significant gain in quality and depth of learning as defined in this study. Neither method of delivery (client-based or web-based) appeared to alter the depth of learning more than the other as analyzed by the reflective lens and the critical inquiry lens. The quality and depth of learning were manifested through a significant change in the levels of reflective and critical thought by the end of the course. Recommendations were made for future research.
机译：这项混合方法研究的目的是在研究I机构的两种远程教育课程中探索学习过程。研究I机构的两个研究生远程教育课程中的线程讨论进行了分析，每个讨论都使用不同的交付平台。在该研究项目中使用了定性数据，以通过应用反射镜片和关键探究镜片来帮助构建学习深度。收集定量数据以帮助定义学习质量，在本研究中定义为学生参与度。这项研究确定了本研究定义的通过学生参与的学习质量。学习深度是通过应用两个先验透镜来确定的，这两个透镜是Surbeck，Han和Moyer（1991）的反射透镜，以及Garrison，Anderson和Archer（2001）专门为螺纹讨论开发的关键探究透镜。定量数据用于通过频率表和通过ANOVA计算的数值数据来扩展对两个先验透镜的理解。文献综述探讨了工业化，教育技术，远程教育质量，远程教育现有研究领域，评估，分析框架，反思，反思性实践和批判性思维。客户班级和网络班级之间的学习质量（学生参与度）没有显着差异。统计分析表明，到本课程结束时，两个班级的所有学生均获得了本研究定义的学习质量和学习深度的显着提高。正如反射镜片和关键探究镜片所分析的那样，两种交付方式（基于客户端或基于网络的方式）似乎都不会比另一种改变改变学习的深度。在课程结束时，反思性和批判性思维水平的显着变化体现了学习的质量和深度。为将来的研究提出了建议。

著录项

  • 作者

    Mozzani-Miller, Pina.;

  • 作者单位

    The University of Nebraska - Lincoln.;

  • 授予单位 The University of Nebraska - Lincoln.;
  • 学科 Education Technology.; Education Higher.
  • 学位 Ph.D.
  • 年度 2006
  • 页码 182 p.
  • 总页数 182
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 高等教育;
  • 关键词

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