NETWORK TECHNOLOGIES IN DISTANCE LEARNING

ABSTRACT

Distance learning is an excellent method of reaching the adult learner. Because of the competing priorities of work, home, and school, adult learners desire a high degree of flexibility. The structure of distance learning gives adults the greatest possible control over the time, place and pace of education; however, it is not without problems. Loss of student motivation due to the lack of face-to-face contact with teachers and peers, potentially prohibitive startup costs, and lack of faculty support are all barriers to successful distance learning. This literature review explores distance learning and its barriers.  

This study examines the use of integrated communication and engineering design tools in a distributed learning environment. We examined students' attitudes toward the technology using two different approaches. First, we utilized the technology acceptance model to investigate the attitude formation process. Then, to investigate how attitudes changed over time, we applied social information processing model using social network analysis method. Using the technology acceptance model, we were able to demonstrate that students’ initial expectation affected the perceptions of, attitudes toward, and use of the system. With social network analysis, we found that one’s attitude change was significantly influenced by other students’ attitude changes. We discussed the uniqueness of distance learning environments in the context of social influence research and how studies of distance learning could contribute to the research on the social influence of technology use.

TABLE OF CONTENTS

CERTIFICATION PAGE

DEDICATION

ACKNOWLEDGEMENT

ABSTRACT

CHAPTER ONE

1.0 INTRODUCTION

1.1BACKGROUND OF STUDY

1.2STATEMENT OF PROBLEM

1.3PURPOSE OF STUDY

1.4IMPORTANCE OF STUDY

1.5ASSUMPTION OF STUDY

CHAPTER TWO

2.0 LITERATURE REVIEW

2.1 SIGNIFICANCE OF DISTANCE EDUCATION

2.2 DEFINITION AND CONTEXT OF DISTANCE LEARNING

2.3 THE HISTORY OF DISTANCE EDUCATION

2.4 ROLES IN THE INSTRUCTIONAL PROCESS

CHAPTER THREE

3.0 TECHNOLOGY AND EDUCATION

3.1 TEACHERS IN DISTANCE EDUCATION

CHAPTER FOUR

4.0 SOCIAL INFORMATION PROCESSING AND SOCIAL INFLUENCE MODEL

CHAPTER FIVE: CONCLUSION

5.1LIMITATION OF STUDY

5.2SUGGESTION FOR FURTHER RESEARCH

5.3 REFERENCES