Dissertation writing help on Distance Education
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Distance Education is not a new innovation in higher education. Correspondence courses and the electronic media, such as television, have long been used as modes for teaching at a distance without the presence of an instructor. But over the past few years, higher education has embraced myriad new media adding satellite communication, computers, and interactive technology that make it possible for instructors to communicate with their students in any part of the world.
Corresponding with the rapid growth in the number and popularity of distance education programs is the expectation that colleges and universities deliver their programs with a high standard of quality. As distance education programs continue to increase in the United States, it is imperative that their quality not only justify the enormous investment necessary to prepare them but that they also meet the needs of the diverse stakeholders they serve.
The idea of this study was to identify the major attributes of high-quality distance education programs as a foundation for a theory of that will help to guide those seeking to develop and sustain high quality distance education programs.
The challenge to check these attributes is compounded by the fact that many (Charles Wedemeyer (1981), Rudolf Manfred Delling (1987), and Michael Moore (1990 and 1998) ) have had difficulty defining what "distance education" is. The author decided, based on the literature and documentary evidence, to follow Doug Shale (1990:333) who suggested that we define distance education by "what we see", instead of by "what it is". Hence, when studying distance education we need to focus not on what is "different" from traditional education, but in that it is just another way to deliver education. This is also consistent with Melody Thompson (1998) who suggested that Distance Education is just another kind of education and should be seen as such.
The author framed the research question as follows: What are the major attributes of high-quality distance education programs? To gain understanding of attributes show in high-quality distance education programs the author asked students the following sub-questions: First, what attributes of quality are present that enhance students positive learning experiences? Two, what actions are enacted by stakeholders to have a positive effect on student learning, growth and development? And three, where does "real learning" take place for the students in these programs?
The author used a grounded theory approach and designed a multi-case study to allow for ample representation. He identified high-quality programs as those who had received awards from national or international distance education organizations recognizing the high-quality of the programs. The author interviewed students in three distinct graduate degrees granting distance education programs, and used documentary evidence and member checks. The author used the constant comparative method to analyze the data.
The study identified 21 attributes of quality in distance education programs organized in five distinct clusters: Diverse and engaged participants, experienced and committed practitioners, supportive and flexible program design and structure, program content that is connected to the real-world and state-of-the-art technology and tech support.
The resulting theory is grounded in the findings that in seeking to identify characteristics of high-quality distance education programs the interaction between learner and instructor are critical determinants in the quality of the programs and that the more interaction or dialog between instructor and learner the better. Consonant with Dough Shale (1990) and Melody Thompson (1998) among others, this study also showed that most attributes present in high-quality distance education programs strongly parallel attributes found in traditional high quality programs, such as committed and diverse students and practitioners, supportive and integrated services, supportive faculty mentoring and interaction, program content connected to the real-world, and trained and experienced practitioners.
Finally,consistent with guidelines and principles developed by ACE (1996), the Western Cooperative for Educational Telecommunications (1999) and the Sloan Consortium (2002) state of the art technology and prompt and continuous tech support were at the top of the attributes considered essential for a positive learning experience and growth.
In sum, my emerging theory of high quality programs has initially shown that the attributes present in this programs that enhance learning, growth and development in students are, in general, similar to attributes present in high quality, traditional campus based programs, and parallel the cluster of attributes that emerged from Haworth and Conrad's (1997) Engagement Theory of High Quality programs.