Now showing items 1-6 of 6
Developing A Framework for Guiding Interaction Design in Distance Learning
(Virginia Tech, 2015-12-07)
As one of the most critical elements in distance learning, interaction has been identified empirically as increasing learner motivation, satisfaction, participation, communication, and achievement. Fostering pedagogically ...
Interaction through Asynchronous Audio-Based Computer Mediated Communication in the Virtual Foreign Language Classroom
(Virginia Tech, 2012-01-26)
Because distance learning (DL) programs provide students educational opportunities with minimal restrictions on location and/or time, the number of institutions that provide DL courses has grown at a tremendous rate over ...
The Perceptions of Selected University Administrators on Economic and Associated Decision-Making Factors Related to Institutional Involvement in Distance Education
(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 ...
Learning 2-Way Audio and Its Impact on Communication within Needs Assessment Group Processes
(Virginia Tech, 2005-10-26)
There is a significant amount of literature on needs assessment group processes and distance learning. There is practically no literature on the affects of using distance learning technologies to facilitate needs assessment ...
Using Computer Generated Reminders as Time Management Support to Influence Assignment Completion Rates and Course Completion in an Online Masters Program
(Virginia Tech, 2003-09-19)
This study investigated the influence of computer-generated reminders on the rate in which distance learners submitted assignments and completed courses. The computer-generated reminders, sent via email, served as a time ...
The relationship between self-regulated learning behaviors and academic performance in web-based courses
(Virginia Tech, 2003-03-19)
This study investigated self-regulated learning behaviors and their relationships with academic performance in web-based courses. The participants (n = 106) were distance learners taking humanities and technical coursed ...