Browsing by Author "Wilkinson, Thomas W."

Now showing 1 - 9 of 9
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    Community College Students Taking Online Courses: The Student Point-of-View
    Harbeck, Julia Dedrich (Virginia Tech, 2001-01-24)
    This study is a qualitative examination of community college students' experiences taking on-line courses. The study addresses the research question, "How do community college students construct their on-line experiences?" In order to answer this question, the following foci were examined: What are the characteristics of students taking online courses?, Why are they taking on-line courses?, What are facilitative or debilitative dimensions or features that promote or inhibit success in on-line courses?, and, How does the community college infrastructure support students taking web-based courses? The results of the study were grouped into 4 categories: Interpersonal Support, Student Characteristics, Course Issues, and Infrastructure Support. All but 2 of the findings of the PRCC Study are supported by research. The first factor not mentioned in the literature is that some students choose to take a course on-line if they are not interested in the content of the class. The second finding not implicated in the research is that electronic distractions of Instant Messaging™ and the lure of surfing the Web seem to be more debilitating than interruptions from other sources such as family and work. Other implications of this study involve concerns that are common to both on-line and on-site instruction, as well as the connection between constructivism and on-line learning. Facilitative and debilitative dimensions or features that promote or inhibit success in on-line courses imply that faculty and institutions need to be adapting to the demands of teaching and learning on the Web. Implications of the Study examine improvements to the study and ideas for future research.
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    Exploratory study of the impact of Information and Communication Technology (ICT)-based features in conference center selection/recommendation by meeting planners
    Lee, Seungwon Shawn (Virginia Tech, 2009-05-04)
    This study examined the perceived importance of availability of ICT-based features and technical support on meeting planners' recommendation/selection of a conference center. In addition, this study attempted to explain relationships between meeting planners' beliefs (perceived usefulness and perceived ease of use) toward ICT-based features and other factors: personal innovativeness of ICT (PIICT); perceived importance of the availability of technical support; self efficacy; and result demonstrability. A conceptually integrated and expanded model of the Technology Acceptance Model (TAM) developed by Davis (1986, 1989) was used as a theoretical frame. The subjects of the study were meeting planners who used the selected two conference centers for their meetings or were considering them for their future meetings. A total of 167 usable responses were gathered and the proposed model was empirically examined using the data collected. The results of the model test revealed that the expanded TAM with the integration of key factors provided a systematic view of the meeting planners' beliefs in selection/recommendation of a conference center with ICT-based features. In addition, factor analysis of the fifteen ICT-based features revealed three underlying dimensions based on meeting planners' perceived importance of the availability of each feature for a conference center selection: 1) high-speed wireless Internet; 2) network backbone; and 3) ICT-based service outlet. Specifically, high-speed wireless Internet was the most important ICT-based determinant of a conference center selection/recommendation to all types of meeting planners. Due to the exploratory nature of this study, the results provided limited facets of the impact of ICT-based feature and technical support on meeting facility selection/recommendation. Nevertheless, this study is the first research effort of its kind to investigate what type of ICT-based feature and technical support impact conference center selection/recommendation by different types of meeting planners the most. The results revealed that corporate meeting planners consider wireless Internet and a fast network more important in selection than other types of meeting planners do. The availability of ICT-based features was less important to association meeting planners when they make a conference center selection. This study also identified that there is a serious lack of knowledge in terms related to network backbones across all types of meeting planners. Technical support, especially on-site technical support, was perceived as very important to all types of meeting planners. This study also identified that meeting planners with high PIICT possess stronger confidence in using and visualizing the advantages of ICT-based features. Thus conference centers should make efforts to measure meeting planners' PIICT and use the score effectively for their marketing of ICT-based features. The study also identified result demonstrability—the visualizing of positive outcomes of using ICT-based features—as very important to meeting planners. PIICT and result demonstrability were positively related to perceived ease of use and perceived usefulness which were identified as key antecedents of actual acceptance/usage of technology in previous studies. The results of the current study present an important step toward providing practical as well as theoretical implications for future technology impact studies in the context of meeting facility selection.
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    The Inclusion of an Online Wellness Resource Center Within an Instructional Design Model for Distance Education
    Scheer, Stephanie Bleckmann (Virginia Tech, 2001-11-29)
    The purpose of this study was (a) to determine which student support service resources should be included in an Online Wellness Resource Center (OWRC) available within an online course and (b) to create a paper-based schematic for such a prototype. To address these research questions, a needs assessment was conducted to determine whether learners perceived a need for access to wellness resources. Finding that they did express this need, the assessment then identified the specific wellness resources to include in the OWRC. A schematic was then created for OWRC development, incorporating the results of the needs assessment. The specific contribution of this study is its ability to provide a model that other institutions can follow to establish their own OWRC
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    Navigating the university system: The effects of Chinese and Indian graduate students' social networks on academic progression
    Harrington, Marcia A. (Virginia Tech, 2003-12-01)
    Currently more than half a million international students are enrolled at U.S. colleges and universities. All of these students face challenges associated with integrating into their new host education environments and learning how to make their way through the rules and regulations of their host university and community. Social network theories attribute behaviors to the structural and relational attributes of one's social network including access to resources and information. The social networks of most international students are insular, dense, and homogeneous and serve to reinforce cultural norms in the host society. Further, they provide little to no access to dissimilar others and limit information flow to redundant information. China and India are the countries of origin of over 20% of U.S. international students. The goal of this research was to understand the constructs of the Chinese and Indian students' social networks and ascertain factors affecting satisfaction and influencing academic progression. Support related to making their way through the university system and residing in the host community framed the social networks. Among the variables studied were tie strength, homogeneity, and roles and relationships of network members. Results indicated that while significant differences existed within the Chinese and Indian student populations, their networks contained many similarities. Males' networks were more homogeneous and dense than females' networks and weak links were more prevalent in females' networks. Chinese males had the most insular networks. The networks of Indian students and Chinese females were in many cases more similar with one another and different from those of Chinese males. Network members were predominately friends and most were students. University faculty and staff were present in only 12% of Chinese males' networks and at least 25% of all other groups. Not all students were satisfied that their networks met their needs. Despite having the largest networks, Chinese students wanted even larger networks. Just under half of Indian students wanted larger networks. Universally, students indicated their networks enabled academic progression and Chinese females rated their networks more effective than all others. Despite significant differences among and between the populations, the students were able to invoke effective networks enabling academic progression.
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    The perceptions and actions of selected distance educators on academic procrastination in telecommunications-based distance education programs in higher education
    Wilkinson, Thomas W. (Virginia Tech, 1990)
    This study investigated the perceptions and actions of selected distance educators on academic procrastination in telecommunications-based distance education programs in higher education. Data were collected via mail survey from a sample of 276 telecommunications-based distance education programs identified by two national data sources. Specifically, subjects were asked to provide information on: the extent to which they perceived academic procrastination to be a problem in their program, the data they collected on academic procrastination, and the strategies they used to com.bat academic procrastination. Responses from 143 programs (135 program directors and 297 faculty) indicated that 95 percent of the distance educators believed student procrastination was a problem and 37.5 percent believed it was a serious problem. However, distance educators' data collecting efforts on academic procrastination were neither extensive nor systematic. The data that they reported collecting came from traditional sources and unsophisticated methods of data collection. The sources and unsophisticated methods of data collection. The distance educators did report using a variety of strategies to combat academic procrastination. These strategies had little relationship to the distance educators' perception of academic procrastination or the data they collected on procrastination. Distance educators tended to add more structure and control to reduce procrastination as opposed to rewarding students for early completion of assignments. This study indicated that distance educators were sufficiently concerned about academic procrastination to warrant further investigation. Focus should be placed on comparing programs with low procrastination against programs with high procrastination, perceptions and actions of distance learners on academic procrastination, and determining what data collecting techniques and strategies to reduce procrastination are most effective.
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    The Perceptions of Selected University Administrators on Economic and Associated Decision-Making Factors Related to Institutional Involvement in Distance Education
    Guthrie, Miriam E. (Virginia Tech, 2003-03-17)
    This study investigated the perceptions of Chief Financial Officers and primary Distance Education Administrators on economic and institutional decision-making factors influencing institutional involvement in distance education, and the economic readiness criteria and business plan components necessary for institutions to be strategically successful in distance education. Data were collected via an online questionnaire from a sample of 151 Carnegie Foundation Classified Doctoral/Research Institutions–Extensive. Responses from 80 institutions (31 Chief Financial Officers and 72 Distance Learning Administrators) indicated that 78.6% of all institutions planned to increase their institutional involvement in distance education and 19.4% planned to maintain their current involvement in distance education. This study indicated that administrators should consider the role that economic and other institution-related decision-making factors play in distance education, particularly in assessing reasons for institutional involvement and plans to not start, maintain or increase distance education activities. Statistically significant relationships were found to exist between an institution's plans for not starting, maintaining or increasing distance education activities and institutional demographics, institutional engagement, specific core values, and distance education business plans. Economic factors were also found to impact institutional involvement in distance education. Specifically, addressed were institutional readiness criteria for successful involvement in distance education, components of a business plan, and institutional assumptions about distance and higher education. The predominant markets for Research I institutions are graduate (43.1%) and undergraduate students (27.3%), and markets are selected primarily in accordance with institution mission, support of the strategic plan, and to address a specific market niche. Findings indicated that traditional core values are either not influenced by distance education or positively influenced. With respect to business plans, 25.2% indicated that no business plans were present for distance education, 19.4% were not certain, with the remaining reporting that business plans existed for university-wide and/or individual initiative levels.
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    The role of context in instructional design: A case study examining the re-purposing of web-based master's degree courses for use in Malawi
    Perkins, Ross A. (Virginia Tech, 2003-09-05)
    This case study examined how contextual factors influenced the adaptation of on-line courses created in the United States as they were re-purposed for use in Malawi. The investigation starts and ends within Year Two of a five year project funded by the United States Agency for International Development (USAID). The grant brings together an instructional technology program at a large research university in the southeastern United States and a newly established national university in Malawi, Africa. A total of 24 people participated in the study. Of these, nine were directly involved in the adaptation process, five of whom were students from Malawi. Six other Malawian students took part in a formative review of the instructional products. Three professors of instructional technology were also directly involved in the adaptation process. The participants involved in the adaptation process did their work over the course of one semester. They took pre-existing web-based courses created for an on-line master's degree program in instructional technology and adapted them for use in Malawi by accounting for various contextual elements. Data included project documents, student-created materials including personal journal reflections, interviews with students and faculty at both institutions, field notes, and personal observations by the researcher. Data analysis procedures followed protocols established for descriptive, qualitative methodologies. The findings emphasize the importance of a needs assessment and context analysis as developed by people who are native to a particular culture. Instructional designers who are made aware of contextual factors through such documents become more sensitive to cultural issues related to teaching and learning. Negotiation among team members to come to a workable consensus is also important, as project goals inevitably evolve. Another interesting outcome of this study was the fact that not one context, but two, affect adaptation. Whereas the Malawian context impacted content and delivery mechanisms of the courses, the U.S. context influenced the process and procedure for design.
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    The Theoretical and Practical Considerations for Effective Design, Development,and Evaluation of an Asynchronous Review Module on Interpersonal Communications
    Hollandsworth, Randall Jackson (Virginia Tech, 2005-04-18)
    This research evaluates the theoretical and practical capabilities for design, development, and evaluation for a computer-based learning module for interpersonal communications. A Type One developmental study provides an asynchronous review module for a professional leadership training provider to follow up instructor-led training. The module consists of elearning review modules and animated simulations to practice the scenario-based skill practice. The literature review identifies that using online technologies as an instructional strategy offers specific advantages for summative learning strategies. In addition, studies find computer-based role-playing strategies can enhance the learning of interpersonal skills. The use of computer-based, asynchronous strategies build from the findings of four relevant studies: Weller and Blaireâ sâ (1977) use of computer-assisted judging and feedback; Schroeder's (1986) use of videodisc technology to effectively teach interpersonal skills; Kass, Burke, Blevis, and Williamson's (1993) Guided Social Simulation Model; and Holsbrink-Engel's (1997) use of computer-based role plays. One key finding from the various studies suggests that transfer of learning and skill application are dependent on post-instructional maintenance following the initial learning event. This review investigates the elements of learning interpersonal communications, the application of asynchronous strategies to achieve this learning, and effective post-instructional strategies that support comprehension and skill transfer.
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    Utilization of Technology in CACREP Approved Counselor Education Programs
    Quinn, Avis Courtney (Virginia Tech, 2001-06-18)
    This study focused on the use of technology within CACREP approved counselor education programs throughout the United States. The procedure for this project was handled totally online. An initial e-mail was sent to 146 possible participants to request corrected addresses or names, if necessary, and to alert them to the coming introduction and invitation to participate in this survey. There were 44 respondents who agreed to take part in this project. They were given a password to the survey instrument and directed to the researcher's web page. From there, they clicked on a button visible on the first page that took them to the password page of the survey instrument. They then completed the survey consisting of fill in the blank; yes, no; open-ended questions; and multiple choice questions and hit the "submit" button to indicate that they were finished. Literature pertaining to the use of technology in general as well as in counselor education programs was extensively reviewed. This demonstrated the current movement in education toward alternative delivery methods for course instruction. The results indicated that counselor educators are aware of the increase in the use of technology in programs, but were not as convinced of the effectiveness of this method of course delivery. Though most were comfortable with PowerPoint presentations by faculty and students, participants were not widely accepting of classes online, or broadcast via satellite.