Comparing the NPS MBA resident and distance learning programs

MBA Professional ReportDistance learning (DL) instructional modes are of interest to the Naval Postgraduate School (NPS) as the school provides access to graduate education for officers posted at remote duty stations. However, studies report mixed academic achievement for general DL versus resident students, with similarly mixed findings for students pursuing Master of Business Administration (MBA) degrees. Two 2016 studies evaluating NPS programs overall report lower completion rates for DL versus resident students. This MBA project was conducted to help find similarities and/or differences in four evaluation areas: entry requirement Academic Profile Codes (APC), grade point averages (GPA), graduation status, and student survey responses on perceptions of program experience. Data analyses were performed without controlling for student, course, or program-specific factors to suggest general areas for a more in-depth study. Project findings show little or no between-group differences in GPA, but DL MBA students were less likely to graduate than resident peers, who also had greater success in most math-intensive courses. These findings may support further studies of factors that may affect student success within DL versus resident programs.http://archive.org/details/comparingnpsmbar1094555527Civilian, Department of the NavyApproved for public release; distribution is unlimited

The interaction equivalency theorem

This paper examines the key issues regarding The Interaction Equivalency Theorem posited by Anderson (2003a), which consists of the three interaction elements found in formal education courses among teacher, student, and content. It first examines the core concepts of the theorem and argues that two theses of different dimensions can be articulated in the theorem, namely, value and amount (or quality and quantity). Prior studies in distance education and blended learning that have tested the validity of the theorem concepts are also examined: all research results support the first thesis; however, further research is required to examine the second thesis. The paper highlights the key issues for further exploration as research schemes

Mentorielle Betreuung im Web – Konzepte und Perspektiven für das Fernstudium

Im vorliegenden Artikel werden zunächst verschiedene für die Betreuung Fernstudierender relevante Konzepte vorgestellt. Nach einem zusammenfassenden Vergleich, der die jeweils unterschiedlichen Rollen der Betreuenden aufzeigt und in eine Unterscheidung zwischen statischen und dynamischen Betreuungskonzepten mündet, werden unter Einbeziehung weiterer Studien zum computergestützten und kollaborativen Lernen Perspektiven für zukünftige Betreuungsszenarien im Fernstudium formuliert. Zentrale Aspekte sind dabei die Gestaltung von Mentoriaten, der drei Basiskonzepte zugrunde liegen sollten (Blended Learning, kooperatives Lernen, diskursbezogene Betreuung), die Gestaltung der Zusammenarbeit der Betreuenden, für die verschiedene Möglichkeiten der Förderung von Kommunikation und Kooperation aufgezeigt werden, und die zu berücksichtigenden Anforderungen an Mentoren/-innen, die vor allem eine umfassende Medienkompetenz und sozial-kommunikative Kompetenz betreffen. Empfohlen wird darüber hinaus die Einrichtung einer koordinierenden Instanz in Form einer/eines übergreifend agierenden Mitarbeiterin/Mitarbeiters für die Betreuungsorganisation (Betreuungskoordinator/in)