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Concurrent face-to-face support: Bri...

University of Houston.

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Concurrent face-to-face support: Bridging the gap between new technologies and more traditional methods in distance education.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Concurrent face-to-face support: Bridging the gap between new technologies and more traditional methods in distance education./
Author:	Pera, Roberto O.
Description:	148 p.
Notes:	Source: Dissertation Abstracts International, Volume: 69-04, Section: A, page: 1336.
Contained By:	Dissertation Abstracts International69-04A.
Subject:	Education, Community College. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoeng/servlet/advanced?query=3309555
ISBN:	9780549576983

Concurrent face-to-face support: Bridging the gap between new technologies and more traditional methods in distance education.
Pera, Roberto O.

Concurrent face-to-face support: Bridging the gap between new technologies and more traditional methods in distance education. - 148 p.

Source: Dissertation Abstracts International, Volume: 69-04, Section: A, page: 1336.

Thesis (Ed.D.)--University of Houston, 2008.

Most of the current research in distance education analyzes effectiveness and cost-containment issues, however very little attention has been paid to students' perceptions and feelings. Literature suggests an important lack of learner preparation for the demands and requirements of online education. This neglect may, in turn, contribute to a decrease in student performance and satisfaction. With Internet courses and programs on the rise, it is essential to address negative trends in order to provide instruction that is comparable to more traditional methods.

ISBN: 9780549576983Subjects--Topical Terms:

1018008
Education, Community College.

Concurrent face-to-face support: Bridging the gap between new technologies and more traditional methods in distance education.
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100 1 $a Pera, Roberto O. $3 1022749
245 1 0 $a Concurrent face-to-face support: Bridging the gap between new technologies and more traditional methods in distance education.
300 $a 148 p.
500 $a Source: Dissertation Abstracts International, Volume: 69-04, Section: A, page: 1336.
502 $a Thesis (Ed.D.)--University of Houston, 2008.
520 $a Most of the current research in distance education analyzes effectiveness and cost-containment issues, however very little attention has been paid to students' perceptions and feelings. Literature suggests an important lack of learner preparation for the demands and requirements of online education. This neglect may, in turn, contribute to a decrease in student performance and satisfaction. With Internet courses and programs on the rise, it is essential to address negative trends in order to provide instruction that is comparable to more traditional methods.
520 $a A Norwegian model for distance education was developed around the concept of providing face-to face support concurrently with distance delivery. Since there is no previous research that had investigated a similar approach for contemporary distance learners, I conducted a participatory action research study to analyze the impact of concurrent face-to-face support on students taking classes over the Internet.
520 $a The participants in this study were students enrolled in an Internet course, who attended mandatory weekly face-to-face support meetings concurrently with their online class. The goal for the meetings was to provide ad lib assistance on technological, functional, and content aspects of the course from a group facilitator. The purpose of this research was (1) to evaluate the impact of face-to-face support on students taking online classes, and (2) to make recommendations for the development of online instructional models that include concurrent face-to-face support.
520 $a As the number of meetings accumulated, a bond of trust and cohesiveness among the participants began to develop. In addition, human interaction started playing a decisive role in the dynamics among the students, and the function of the group facilitator became less significant. The meetings provided personalized support and participants solved technical problems, analyzed relevant course content, modified positively their study habits, and paced themselves towards common goals. The meetings also gave students a sense of camaraderie and belonging that allowed them to avoid feelings of frustration and isolation. The results of this study suggest that the establishment of a similar concurrent setting that provides support for several online courses has the potential to become an important addition to distance education.
590 $a School code: 0087.
650 4 $a Education, Community College. $3 1018008
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650 4 $a Education, Technology of. $3 1018012
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650 4 $a Health Sciences, Nursing. $3 1017798
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710 2 $a University of Houston. $3 1019266
773 0 $t Dissertation Abstracts International $g 69-04A.
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791 $a Ed.D.
792 $a 2008
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoeng/servlet/advanced?query=3309555