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An analysis of the transactional dis...

Brenner, Roger John.

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An analysis of the transactional distance in asynchronous telecourses at a community college using the group embedded figures test.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	An analysis of the transactional distance in asynchronous telecourses at a community college using the group embedded figures test./
作者:	Brenner, Roger John.
面頁冊數:	141 p.
附註:	Adviser: Marie Hill.
Contained By:	Dissertation Abstracts International58-03A.
標題:	Education, Community College. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9726814
ISBN:	0591358239

An analysis of the transactional distance in asynchronous telecourses at a community college using the group embedded figures test.
Brenner, Roger John.

An analysis of the transactional distance in asynchronous telecourses at a community college using the group embedded figures test. - 141 p.

Adviser: Marie Hill.

Thesis (Ed.D.)--East Tennessee State University, 1996.

Future research should expand on this study by analyzing the cognitive style of students who received each of the grades (A, B, C, D, F, I, and W). Longitudinal analysis should track the cognitive styles of students through the completion of a degree.

ISBN: 0591358239Subjects--Topical Terms:

1018008
Education, Community College.

An analysis of the transactional distance in asynchronous telecourses at a community college using the group embedded figures test.
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100 1 $a Brenner, Roger John. $3 1250536
245 1 0 $a An analysis of the transactional distance in asynchronous telecourses at a community college using the group embedded figures test.
300 $a 141 p.
500 $a Adviser: Marie Hill.
500 $a Source: Dissertation Abstracts International, Volume: 58-03, Section: A, page: 0708.
502 $a Thesis (Ed.D.)--East Tennessee State University, 1996.
520 $a Future research should expand on this study by analyzing the cognitive style of students who received each of the grades (A, B, C, D, F, I, and W). Longitudinal analysis should track the cognitive styles of students through the completion of a degree.
520 $a Asynchronous distance education telecourses are the technological version of traditional correspondence courses. Students in asynchronous telecourses receive videos and printed material but they may not have any contact with the instructor or other students. This study analyzed the academic performance of 154 Southwest Virginia Community College students enrolled in 27 different telecourses during one semester.
520 $a The purpose of this study was to determine if students' cognitive styles impacted their achievement in distance education courses. Students were given the Group Embedded Figures Test (GEFT) which categorized the students as field dependent or field independent. A field dependent's cognitive style is one that constitutes social activities whereas field independent's have a more self-mediating style, preferring solitary activities. It was hypothesized that field independent students would be more likely to complete asynchronous courses.
520 $a Chi-square analysis indicated no significant differences in success (grades of A, B, C) or nonsuccess (grades of D, F, I, or W) rate for field independent-dependent students. Although females were significantly more likely to be field dependent, in the total research group and traditional age group, this did not impact their success in distance education courses. The data of this study indicate that achievement rates were not related to the variables of gender, age, or GEFT classification of the students.
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