Development of a distance education assessment instrument

Harrison, Patrick; Saba, Farhad; Seeman, Bonnie J.; Molise, Gina; Behm, Robert; Williams, Michael D.

doi:10.1007/bf02296572

Cited by 24 publications

(15 citation statements)

References 14 publications

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“…5,6 The variables selected for this benchmarking project were derived from frameworks and models used in nursing 7 and in higher education to illuminate the effect of the use of technology. 9,10 The variables include outcomes that are enabled by Web-based courses (learning, recruitment/retention, access, convenience, connectedness, computer proficiency, preparation for real-world work, socialization, and satisfaction), educational practices used to facilitate learning (active learning, time on task, respect for diversity, interaction with faculty, interaction with peers, and rich and rapid feedback), 8,11 and the use of technology (technology infrastructure and the use of technology to promote productive use of time). The variables selected for benchmarking are defined in Table 1.…”

Section: Defining the Benchmarksmentioning

confidence: 99%

Benchmarking Best Practices in Web-Based Nursing Courses

Billings

Connors

Skiba

2001

Advances in Nursing Science

142

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T HE INFORMATION age, triggered by the technology revolution, is upon us, and it is speculated that the trends of the past two decades will not only continue but accelerate. 1 The technology that has already changed many lives will continue to affect our environment and revolutionize the way we do business, including the business of education. This evolving technologic tool set is increasing and expanding the opportunities that are available to the learner, thus creating rich learning environments for teaching both mechanical and qualitative skills. Future education and training will be independent of time and place. Learners will have access to a wide range of media, as well as sources of education. The two most influential technology trends affecting the future of education will be vastly expanded computer power and increased 41 This article describes the framework and process to determine best practices in online learning communities for Web-based nursing courses. The benchmarks for best practices were determined based on evidence-based research in higher education. These quality indicators were then used to develop and pilot test a benchmarking survey across three state schools of nursing. The results of the pilot test, as well as the applications and implications for benchmarking best practices, are discussed.

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Section: Defining the Benchmarksmentioning

confidence: 99%

Benchmarking Best Practices in Web-Based Nursing Courses

Billings

Connors

Skiba

2001

Advances in Nursing Science

142

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“…The inter-correlations show that, overall, each construct was significantly correlated with the other two constructs and with the entire scale. According to Harrison, Seeman and Behm (1991), this result provides further evidence for the consistency of the entire scale and for the convergent validity of each subscale. Therefore, it can be concluded that the three sub-scales and their constructs measure the usability of PresentationTube in a coherent way.…”

Section: Instrumentsmentioning

confidence: 52%

The Development and Evaluation of a Network for Producing and Sharing Video Presentations

Sadik¹

2016

International Journal of Internet Education

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This paper describes the technology and methodology used in the development and evaluation of an online network to help instructors produce and share video presentations in a new and innovative way. The network offers an application and platform for recording and sharing video presentations. The application allows instructors to narrate and annotate PowerPoint slides and synchronize a variety of visual aids, including webcam footage, whiteboard, drawing board, and web browser. The platform uses YouTube API to upload and integrate videos with scrollable slide thumbnails. Quantitative and qualitative techniques were implemented to collect data and report on the usability of the network and effectiveness of video presentations.The results of usability evaluation showed that the network was perceived by instructors and students as effective, efficient, and relevance for self-production and sharing of video presentations. In addition, video presentations produced by participants met the criteria of quality of video presentations.

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“…The results of inter-correlations show that, overall, each subscale (credibility and quality) correlates significantly with the other sub-scale and the entire scale. According to Harrison et al (1991), this result provides further evidence for the consistency of the entire questionnaire and for the convergent validity of each sub-scale. Therefore, it can be concluded that the two sub-scales measure the acceptability of online degrees in a coherent way.…”

Section: ) Psychometric Characteristics Of the Instrumentmentioning

confidence: 52%

“…This multi-level approach was based on approaches suggested by Harrison et al, (1991) and Hogarty, Lang and Kromrey (2003) for developing similar instruments. The instrument development process occurred in four stages: delineation of relevant domains for the constructs of interest, survey assembly and pilot testing, large-scale field-testing, and validation of instrument scores using factor analytic and correlation methods.…”

Section: A Instrumentmentioning

confidence: 99%

Factors Affecting the Acceptability of Online Degrees: Evidence from Two Arab Countries

Sadik¹

2016

Int. J. Emerg. Technol. Learn.

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Abstract-The purpose of this study was to investigate the acceptance of degrees earned wholly online and to define the factors that affect the perceived value of these degrees in two Arab countries; Egypt and Oman. To achieve this purpose, a societal acceptance of online distance education degrees questionnaire was developed and administered online to a sample of 479 participants from different business sectors in Egypt and Oman. The responses to the rating scales and open-ended questions were organized, analyzed, and coded to address pattern of responses.Quantitative data and open-ended responses showed that the overall perception expressed by respondents was that online distance education was viewed as inferior to traditional education, and degrees earned online are not similar to ones earned in traditional settings in terms of credibility and quality. The ANOVA tests were used to analyze the differences among groups of participants and their acceptance of online degrees. Overall, responses indicated that no significant differences existed among participants. Many aspects of online degrees, such as interaction between students and the instructor, credibility with employers, admission regulations, and quality of learning outcomes have been criticized from many perspectives.

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Development of a distance education assessment instrument

Cited by 24 publications

References 14 publications

Benchmarking Best Practices in Web-Based Nursing Courses

Benchmarking Best Practices in Web-Based Nursing Courses

The Development and Evaluation of a Network for Producing and Sharing Video Presentations

Factors Affecting the Acceptability of Online Degrees: Evidence from Two Arab Countries

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