Measuring the Effect of Distance Education on the Learning Experience: Teaching Accounting Via Picturetel[c]

By Harnar, Michael A.; Brown, Scott W. et al. | International Journal of Instructional Media, Winter 2000 | Go to article overview

Measuring the Effect of Distance Education on the Learning Experience: Teaching Accounting Via Picturetel[c]


Harnar, Michael A., Brown, Scott W., Mayall, Hayley J., International Journal of Instructional Media


INTRODUCTION

As we move into the 21st century it is imperative that we continue to advance our evaluation of Distance Learning initiatives. If we were to take some pundits serious, then the traditional residential campus of universities will see its demise within 30 years. While this may be overstating a serious condition, it does not lighten the need for comprehensive and thoughtful evolution of distance education (DE) if it is to become the education model of the future. In 1997, Mark Emmert, Chancellor of the University of Connecticut, quoted the U.K.'s Open University's rector, Sir John Daniel, "mega-universities (institutions with more than 100,000 students) will have a substantial percentage of their students located outside their national boundaries" (Hong Kong seminar, 1997). Emmert further stated that these mega-universities will rely heavily upon DE to reach this non-traditional student population.

Although different types of learning from a distance have been in existence for many years, technology has offered post-secondary education possibilities that are stretching existing boundaries and challenging the existence of boundaries. These new challenges are more than geographic. They are also based on time. DE may allow students to engage in learning activities at different times in a variety of locations, tied to the DE delivery system rather than the location and time of a specific class.

Evaluating DE by the old system of accreditation, relying on such things as student-to-faculty ratios, must give way to a more student assessment-based program. Using instruments designed to measure the impact of present technology on students we can begin to measure the effectiveness of our DE initiatives across the knowledge, attitude and behavior dimensions. The current study was undertaken to develop just such an instrument.

It was hypothesized that if a link could be found between the attitudes of The students toward the technology and their willingness to take another DE course, we could predict the importance of the technology in the effectiveness of DE in a specific course. Further, a direct link to specific necessary improvements can be achieved with the right formulation of constructs and questions thereby improving the effectiveness of future DE courses in meeting student needs and expectations.

METHODS

Sample

Seventy-three undergraduate students taking a 200 level (upper level undergraduate course) accounting class completed the DE evaluation instrument. The students took the class at six different locations within a single state, all of which utilized the PictureTel[C] system for two-way audio and video using compression technology. Students were aware that they would be taking the course using DE when they registered for this course.

Sites

All sites receiving instruction had identical equipment and accommodations physical and personnel) except for the host site. The host site class for the course was located on the main campus of a state university. The remote sites were located on regional campuses of the university, Location A (40 miles from the main campus), location H (35 miles away), location S (100 miles away), location W (50 miles away), and location T (80 miles away).

The professor taught all the classes (twice a week) from the host site at the main campus (location M) throughout the semester. All the instructional materials were delivered to the remote sites prior to each class. The remote sites were able to view the instruction on large, 27 inch, television monitors, as well as send information to other sites via voice or video using the PictureTel[C] systems. Additionally each remote site had a proctor to assist with the technology. The proctor was trained in using and monitoring the DE system. The proctor did not provide instructional support.

Apparatus

The equipment used to deliver the instruction was PictureTel[C] technology. …

The rest of this article is only available to active members of Questia

Sign up now for a free, 1-day trial and receive full access to:

  • Questia's entire collection
  • Automatic bibliography creation
  • More helpful research tools like notes, citations, and highlights
  • Ad-free environment

Already a member? Log in now.

Notes for this article

Add a new note
If you are trying to select text to create highlights or citations, remember that you must now click or tap on the first word, and then click or tap on the last word.
One moment ...
Default project is now your active project.
Project items

Items saved from this article

This article has been saved
Highlights (0)
Some of your highlights are legacy items.

Highlights saved before July 30, 2012 will not be displayed on their respective source pages.

You can easily re-create the highlights by opening the book page or article, selecting the text, and clicking “Highlight.”

Citations (0)
Some of your citations are legacy items.

Any citation created before July 30, 2012 will labeled as a “Cited page.” New citations will be saved as cited passages, pages or articles.

We also added the ability to view new citations from your projects or the book or article where you created them.

Notes (0)
Bookmarks (0)

You have no saved items from this article

Project items include:
  • Saved book/article
  • Highlights
  • Quotes/citations
  • Notes
  • Bookmarks
Notes
Cite this article

Cited article

Style
Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

(Einhorn, 1992, p. 25)

(Einhorn 25)

1

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited article

Measuring the Effect of Distance Education on the Learning Experience: Teaching Accounting Via Picturetel[c]
Settings

Settings

Typeface
Text size Smaller Larger Reset View mode
Search within

Search within this article

Look up

Look up a word

  • Dictionary
  • Thesaurus
Please submit a word or phrase above.
Print this page

Print this page

Why can't I print more than one page at a time?

Full screen

matching results for page

Cited passage

Style
Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn, 1992, p. 25).

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences."1

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited passage

Welcome to the new Questia Reader

The Questia Reader has been updated to provide you with an even better online reading experience.  It is now 100% Responsive, which means you can read our books and articles on any sized device you wish.  All of your favorite tools like notes, highlights, and citations are still here, but the way you select text has been updated to be easier to use, especially on touchscreen devices.  Here's how:

1. Click or tap the first word you want to select.
2. Click or tap the last word you want to select.

OK, got it!

Thanks for trying Questia!

Please continue trying out our research tools, but please note, full functionality is available only to our active members.

Your work will be lost once you leave this Web page.

For full access in an ad-free environment, sign up now for a FREE, 1-day trial.

Already a member? Log in now.