Abstract
Distance education programs have been available to the adult learner in various subject areas and delivery formats for nearly 300 years. The advent of the computer and recent advances in technology and telecommunications provides new avenues for pursuing this form of education.
Since its inception, Nova University has been particularly involved in developing better strategies to meet the needs of distance learners in its master's and doctoral programs. The development of the Electronic Classroom has provided a vehicle that is an important enhancement of the normal telecommunications interaction, providing an online environment closely patterned after the actual environment of the traditional classroom.
The Programs in Child and Youth Studies began to offer a technologically delivered alternative to its usual site-based cluster delivery system in February 1991. An intensive 3-year longitudinal study has been developed to track the effectiveness of this new delivery model. Preliminary returns indicate positive attitudes among students who have been involved in the pilot cluster, and more frequent communication between students, faculty, and staff members. The research design provides a comparison of attitudes and academic accomplishment between two site-based and two technologically delivered models, in a one-way analysis of covariance. The design is quasiexperimental, as groups are intact allowing no random assignment.
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Hesser, L.A., Hogan, R.P., Mizell, A.P. (1992). The sum of the parts is greater than the whole in online graduate education. In: Tomek, I. (eds) Computer Assisted Learning. ICCAL 1992. Lecture Notes in Computer Science, vol 602. Springer, Berlin, Heidelberg. https://doi.org/10.1007/3-540-55578-1_76
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DOI: https://doi.org/10.1007/3-540-55578-1_76
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