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Connecting at a distance: The impact of technology on teaching and learning experiences in distance education.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Connecting at a distance: The impact of technology on teaching and learning experiences in distance education./
Author:	Hsu, Shihkuan.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 1997,
Description:	187 p.
Notes:	Source: Dissertations Abstracts International, Volume: 59-08, Section: A.
Contained By:	Dissertations Abstracts International59-08A.
Subject:	Adult education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9812630
ISBN:	9780591635102

Connecting at a distance: The impact of technology on teaching and learning experiences in distance education.
Hsu, Shihkuan.

Connecting at a distance: The impact of technology on teaching and learning experiences in distance education. - Ann Arbor : ProQuest Dissertations & Theses, 1997 - 187 p.

Source: Dissertations Abstracts International, Volume: 59-08, Section: A.

Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 1997.

This item must not be sold to any third party vendors.

More than ever before, technology has merged with the process of education. In distance education, technology has gained tremendous popularity in recent years by providing cheaper transmission, high resolution texts and graphics, and instant communication. Many believe that technology promises high-quality education with wide access and low costs. Distance education students, however, experience an unfamiliar physical setting, and the behaviors of the teacher and the students are different. This new culture and environment breaks, removes, or changes the familiar classroom teaching and learning activities and challenges ordinary classroom practices that are embedded in the face-to-face environment. This research examines the context for interaction of three teachers and their students as they experience teaching and learning in such a setting. My purpose is to reveal the dynamics of the contextual components. Specifically, based on observations and narratives collect, I show (1) how the technical and social environments shape and reshape each other, (2) what underlying assumptions and conventions of teaching and learning the teacher and students in a classroom operate on, (3) how the goals of teachers and learners are facilitated or limited. The stories that emerge tell of numerous problems which teachers and students face, but after coping with the problems the narrative suggests great potential.

ISBN: 9780591635102Subjects--Topical Terms:

543202
Adult education.

Connecting at a distance: The impact of technology on teaching and learning experiences in distance education.
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500 $a Source: Dissertations Abstracts International, Volume: 59-08, Section: A.
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500 $a Advisor: Bruce, Bertram.
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506 $a This item must not be sold to any third party vendors.
506 $a This item must not be added to any third party search indexes.
520 $a More than ever before, technology has merged with the process of education. In distance education, technology has gained tremendous popularity in recent years by providing cheaper transmission, high resolution texts and graphics, and instant communication. Many believe that technology promises high-quality education with wide access and low costs. Distance education students, however, experience an unfamiliar physical setting, and the behaviors of the teacher and the students are different. This new culture and environment breaks, removes, or changes the familiar classroom teaching and learning activities and challenges ordinary classroom practices that are embedded in the face-to-face environment. This research examines the context for interaction of three teachers and their students as they experience teaching and learning in such a setting. My purpose is to reveal the dynamics of the contextual components. Specifically, based on observations and narratives collect, I show (1) how the technical and social environments shape and reshape each other, (2) what underlying assumptions and conventions of teaching and learning the teacher and students in a classroom operate on, (3) how the goals of teachers and learners are facilitated or limited. The stories that emerge tell of numerous problems which teachers and students face, but after coping with the problems the narrative suggests great potential.
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