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Browsing by Author "Turner, Sherri Guilliams"

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    A Case Study Using Scenario-Based Design Tools and Techniques in the Formative Evaluation Stage of Instructional Design: Prototype Evaluation and Redesign of a Web-Enhanced Course Interface
    Turner, Sherri Guilliams (Virginia Tech, 1998-10-30)
    A Case Study Using Scenario-based Design Tools and Techniques in the Formative Evaluation Stage of Instructional Design: Prototype Evaluation and Redesign of a Web-Enhanced Course Interface. The main purpose of this study was to augment the formative evaluation process of instructional design through the incorporation of scenario-based design tools and strategies that focus on interface design. The test population was students from undergraduate "human development" courses at Virginia Tech, approximately 250 students. One prototype of a course web interface was tested and revised based on data collected during the formative evaluation process. The scenario data provided rationale for redesign considerations.
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    The Role of Computer and Internet Access in Business Students' Acceptance of E-Learning Technology
    Henderson, Ronda Baskerville (Virginia Tech, 2005-06-20)
    This study was based on previous research that investigated the disparity or gap between those who have access to computers and the Internet and those who do not (Hoffman and Novak, 1998; NTIA, 1999b; Carey, Chisholm and Irwin, 2002; Vail, 2003 Zeliff, 2004; Glenn, 2005). The Technology Acceptance Model developed by Davis, Bagozzi, and Warshaw (1989) was used to investigate whether computer and Internet access influenced the acceptance of e-learning technology tools such as Blackboard and the Internet. Of the studies conducted concerning adoption of these technologies, a limited number have addressed the extent to which college students accept these tools. The majority of these studies failed to consider computer access as a factor regarding computer technology acceptance. The E-Learning Technology Acceptance (ETA) survey instrument was administered to business students at two universities in North Carolina. Hierarchical regression was performed to test whether or not computer and Internet access explained variance above and beyond race and socioeconomic status. Regression analysis revealed that computer and Internet access affected the degree to which students expect Blackboard and the Internet to be easy to use. As a result, creating a technology assessment to be utilized by e-learning educators and students to measure the level of computer and Internet access was recommended. The analyses also revealed that computer and Internet access significantly impacted students' attitude toward using Blackboard and the Internet. Improving the level of technology access should be addressed to promote positive attitudes regarding e-learning tools. Additional findings revealed that socioeconomic status and race did influence computer ownership. A suggestion for educators is to explore initiatives that assist low income and minority students with obtaining home computers. Finally, the findings suggested that closing the digital divide is not enough to ensure technology acceptance of students. The researcher proposed that digital inclusion should be the goal of our society. Recommendations for further research suggested by the researcher included investigating other variables that may influence technology acceptance and computer and Internet access.
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    What are the Non-Academic Needs of Distance Learners?
    Bayless, Laura A. (Virginia Tech, 2001-04-11)
    Distance learning is a fast-growing method of delivery in higher education. The literature about distance learning is rich with information about learning and course design. However, there is little information about the non-academic support services that universities can and should provide for distance students. This study addresses that gap in the literature by exploring the non-academic needs of distance learners. Students and faculty members involved with distance learning at four-year institutions in the Fall of 2000 were asked to identify what, if any, needs distance learners have outside the classroom. Specifically, an original web-based survey was designed to identify 34 possible non-academic needs. Respondents were asked to rate the importance of those needs in the success of distance learners, the accessibility of services to meet those needs, and when the needs present themselves to distance learners. Findings indicate that the non-academic needs of distance learners are very similar to those of campus-based students. The most important needs are basic: information about the institution and program, a way to purchase books, a contact person at the institution, and academic advising. More traditional developmental needs such as leadership development, experience with diversity, and career services were important to respondents pursuing Bachelors degrees. Services to meet the needs are currently not easily accessible. Most needs present themselves throughout a student's academic career. Institutions involved with distance learning should consider addressing basic needs first. If an institution targets a large number of students pursuing Bachelor degrees at a distance, they might also add services to meet more traditional developmental needs.