Web-Conferencing Based Education: An Empirical Comparison with Face-to-Face Education

The advancement of technology and the widespread availability of the Internet have enabled web-conferencing basededucation. This research examines the relative efficacy of a web-conferencing based learning environment using AdobeConnect versus the traditional face-to-face classroom learning environment. Two instructional strategies – interactive versusdirect – in these learning environments and their effects on perceived learning and satisfaction are studied. Our findingssuggest that there is an interaction effect of learning environment and instructional strategy. In the interactive instructionalsessions, students in a web-conferencing based learning environment experienced a higher level of classroom interactivitythan those in a face-to-face classroom environment. Also, in the interactive instructional sessions, students in the webconferencingbased learning environment experienced higher perceived learning and satisfaction than those in the face-tofacelearning environment. No significant difference is observed between the direct instructional sessions of the twoenvironments

3-D VIRTUAL WORLD EDUCATION: AN EMPIRICAL COMPARISON WITH FACE-TO-FACE CLASSROOM

3-D virtual worlds are increasing in popularity as a means of pedagogical delivery in higher education. In this research, we assess the relative effectiveness of a 3-D virtual world learning environment, Second Life, and traditional face-to-face learning environment. We also assess the efficacy of instructional strategies in these two learning environments and their effects on interactivity, perceived learning, and satisfaction. Our findings suggest that there is an interaction effect of learning environment and instructional strategy. Pair-wise comparisons indicate that when interactive instructional strategy is used, there is no significant difference for perceived learning and satisfaction between 3-D virtual world and face-to-face learning environment. However, there is a significant difference for those constructs when a direct instructional strategy is used. Further, in interactive instructional sessions, students experienced higher level of classroom interactivity in Second Life than in face-to-face classroom

Transactional Distance Theory: A Critical View of the Theoretical and Pedagogical Underpinnings of E-Learning

This chapter provides a critical look at the literature surrounding Distance Education and targets Transactional Distance Theory. It will examine in detail the three components: structure, interaction (or dialogue) and autonomy. The structure necessary for successful distance learning starts the chapter. Next, interaction (or dialogue) is introduced and the complexity of this in relation to the student experience is discussed. Finally, autonomy is explored in detail. This overview will relate specifically to the student perspective. Alternative approaches, links to seminal authors and a critical viewpoint is taken throughout

The Effects of Self-leadership on the Job Satisfaction and Job Performance of Online Instructors

AbstractHall, John R. Ed. D. The University of Memphis. July 2019. The Effects of Self-leadership on the Job Satisfaction and Job Performance of Online Instructors. Major Professor: Dr. Wendy Griswold.Innovations in technology and media have led to changes in the way that higher education is experienced. Today, the convenience, accessibility and flexibility of online learning are embraced by students across the globe. In response to these progressive advancements along with increasing competition for enrollment growth and budgetary concerns, many college and university leaders are framing online education as key element of their strategies for the future. Rising demands for online programming and the rapid evolution of media for education has prompted decision makers to evaluate the similarities and differences between the traditional face-to-face classroom and online learning environments and establish adequate training and development initiatives for faculty members who facilitate online courses. Some instructors embrace online instruction while others resist change or struggle to adapt from familiar methods to online delivery. Like many online students, online instructors fulfill their role in the educational process by often working autonomously and independently. The self-directed behaviors of online instructors play an important role in determining the job performance and the job satisfaction of this employee group. Hierarchical linear regression was used in this study to determine the extent to which self-leadership behaviors and practices predict the job performance and job satisfaction of online instructors in higher education. It was hypothesized that online instructors that practice self-leadership behaviors are more satisfied with their job and perform better on the job than those who do not engage in such behaviors. While controlling for specific demographic factors, self-leadership and its three dimensions were the independent variables while job performance and job satisfaction were the dependent variables. The study focused on online instructors at eleven U.S. colleges and universities. The research identified how each of three dimensions of self-leadership - behavior-focused strategies, natural reward strategies, and constructive thought pattern strategies - affects the job performance and job satisfaction of online instructors. The results of this study will aid in the design and modification of training and development programs for these higher education employees

A comparison of the effectiveness of two alternative instructional strategies for teaching basic construction surveying concepts

The purpose of this experiment was to compare the effectiveness of two alternative instructional strategies for teaching basic construction surveying concepts. The basic concepts of construction surveying, office, field, angles, distance and elevation must be thoroughly understood before complex construction surveying applications can be performed. Instruction in applied science courses such as construction surveying is constantly being impacted by advances in technology. Technological developments require an evolving pedagogy incorporating change while maintaining the integral basics. The dynamics of change require an instructor to maintain basic construction surveying concepts consideration while developing authentic experiences which can be incorporated into the new technologies. This experiment was performed using two different instructional formats, integrated and separated, for instructing study participants in basic construction surveying. The integrated format presented the related collaborative instructional components, theoretical and practical, during the same class while the separated format presented the related instruction, theoretical and practical, in a traditional manner with separated lecture and lab. Pre and post achievement tests were given to all four intact classes used in this experiment for measuring the study participant’s pre-instruction and post-instruction knowledge. The experimental results indicated that the designed curriculum was effective in teaching the basic construction surveying concepts. The two alternative instructional treatments, integrated and separated were both found to be statistically similar. Additionally, class time and class size were determined to have no measurable effect on achievement. This research provides applied science instructors the flexibility to design courses which can be used for a variety of different situations. Based on the results of this experiment, traditionally large classes can utilize the separated lecture-lab format with the expectation that student achievement will be the same for the small classes which can be instructed using the integrated format. These findings can also be used as the basis for a distance education class which can present the lecture portion in a self directed web-based format while keeping the lab portion in a context which utilizes the typical instructor student lab

An examination of leadership styles among virtual school administrators

In this study, the researcher examined self-perceived school leadership styles of school administrators within the virtual school setting. Through this study, the researcher identified virtual school leaders and the leadership styles associated with their work. Participants in this study were employed at K12, Inc. representing virtual schools that were operating with a full-time state sponsored staff at that time. The 26 participants in this study represented a 35% response rate, which was the main limitation in this study. The research instrument used in the study was the Multifactor Leadership Questionnaire (MLQ) with an added demographic survey. The dependent variable was the administrators’ leadership style identified on the MLQ. The independent variables were the demographic factors including years of experience, school type, size of school, administrator gender, administrator age, race, highest degree obtained, years in education, grade level, number of teachers in school, and previous role in brick and mortar setting. The data were analyzed with descriptive statistics and Chi square to address the two main research questions. The second research question consisted of six sub-questions. The results showed a significant relationship between administrators’ leadership style and the school type. District school administrators were more transformational, and state charter school administrators were more transactional. The results also showed a significant relationship between administrators’ leadership style and gender. Male administrators perceived themselves as more transformational, and female administrators perceived themselves as more transactional. The remaining variables did not have enough data to determine a relationship between those variables and leadership style. The findings of the study may have implications on leadership practice and development. Professional development could be provided for current virtual school leaders on topics of transformational and transactional leadership. Identifying the leadership styles of virtual school leaders as they relate to demographic factors could ultimately impact both teaching and learning outcomes

A STUDY TO IDENTIFY THE ATTRIBUTES OF POLICE STRATEGIES AND THE RELATED LEADERSHIP STYLES IN ORDER TO ADDRESS THE QUALITY OF LIFE ISSUES IN POLICE ORGANIZATIONS AND THE COMMUNITY

This research identified and examined the attributes of police strategies and the related leadership styles in an attempt to develop a model that would benefit police organizations and the community in an effort to have a positive impact on the quality of life of all citizens in the community. It was a qualitative study that utilized literature from the law enforcement community, the business community, the athletic community, as well as the military community. Personal law enforcement and military experience was considered in order to bring an intimate view of leadership in times of peril and crisis into the text. Recollections of former leaders and the leadership styles they employed were considered when reviewing the literature for this text. The need for leaders who employ leadership styles that facilitate the effective planning and execution of police strategies in today’s police organizations is a primary issue in our communities. Leaders and leadership have almost countless definitions, but the intent of this research is to challenge senior police leaders to inspire the citizens, which includes police officers, in their community to define and recognize leadership according to the specific and unique qualities of their police organization and their community (Densten, 1999). The police strategies that are considered in this research are ineffective unless a leader with the desire to change the course of his or her police organization is willing to commit to improving the quality of life of every voiceless, nameless, and faceless citizen in his or her community. Police leaders have to exercise a style of leadership that will transform the personal and professional lives of the police officers in his or her organization. This research has identified the attributes of traditional policing and community oriented policing as well as the attributes of transactional leadership and transformational leadership in an attempt to determine the most effective manner to employ one of these strategies in order to accomplish the diverse goals of today\u27s police organizations. This study recognizes that every police organization is unique and that there are organic variables and traits that allow certain organizations to employ certain strategies by implementing certain styles or combinations of styles while other organizations have to utilize alternative strategies and styles based on resource and community issues. This study does not attempt to merge the attributes of police strategies and leadership styles into a perfect and complete puzzle. All of the parts and pieces will not match perfectly or align properly. Effective leadership is the key to sculpting the rough edges and sides that don‘t quit seem to fit perfectly into the organization. There is no cookie cutter formula, however, police leaders must have the ability to adapt and to motivate police officers and citizens to change the quality of life in their community. This study sought to determine the attributes of police strategies and the attributes of leadership styles that best merge and align with the goals of police organizations. There needs to be a relationship between police strategies and leadership styles as well as a relationship between leaders and followers, and police officers and citizens (McKee, 2001). This study identifies the attributes and attempts to provide a skeleton model that police leaders can modify and adapt to their particular police organization and community. The cumulative findings of this study support the need for effective police leaders who can implement police strategies by employing a leadership style that inspires participation, cooperation, and goal accomplishment. This study recommends that community oriented policing strategies best support the needs, concerns, and desires of all citizens when transformational leadership attributes are employed at the senior police leadership levels and adopted by the first line police leaders. The recommendations are intended to improve the quality of leadership in police organizations as well as the quality of the relationships between the all citizens, which can facilitate improvements in the quality of life in the community

A Systematic Approach to Design of Distance Graduate Management Programmes

This study describes the systematic creation, application and evaluation of acomprehensive framework for the design of distance graduate programmes, the goal of which is to inform decision-making for sustainable curricula that suit the growing demand for flexible learning options. A wide range of challenges face educators, and existing models appear to be insufficient to guide such endeavours. Successful distance learning is rooted in the values of the institution and requires a significant amount of organizational support, needs assessment of stakeholders, strategic planning, implementation and evaluation. This first international study of distance masters degree programmes in Tourism and Hospitality Management (T&HM) employs an exploratory mixed method research design in a comprehensive investigation of the interrelated elements that contextualize and are part of the distance graduate curriculum. Director interviews and online surveys of alumni contribute insights into the graduate distance learning experience. A short case study within an Irish higher education institution pilots the draft framework; triangulating data by adding the perspective of traditionalinstructors transitioning into a blended learning format. This study provides a robust curriculum model linking new findings and rich eclectic sources that can assist distance programme planners in the selection of technologyenhancedapproaches to meet the unique needs and interests of learners whilebalancing change. Extending the academic plan of Stark and Lattuca (1997, 2009), this timely study offers a design framework to formatively stimulate quality interaction, foster high-level thinking and motivate both learners and instructors in a student-centred paradigm. Holistic design, not technology alone, opens the way to enhancing flexibility and programme competitiveness and resilience in a borderless academic community