{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/21788"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/21788","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Factors affecting implementation of interactive, computer-mediated instructional techniques for instructors and learners at a distance","abstract":"In the field of education, it is now generally accepted that distance education differs contextually from face-to-face instruction. The instruction is delivered by technology that often limits the form, frequency and immediacy of messages (Garrison, 1989). Interactivity (active involvement of the learner with content, instructor, and fellow learners) is one concept touted in the literature to help re-integrate the teaching and learning acts. Computer-mediated communication has the potential to increase interactivity.","abstract_html":"In the field of education, it is now generally accepted that distance education differs contextually from face-to-face instruction. The instruction is delivered by technology that often limits the form, frequency and immediacy of messages (Garrison, 1989). Interactivity (active involvement of the learner with content, instructor, and fellow learners) is one concept touted in the literature to help re-integrate the teaching and learning acts. Computer-mediated communication has the potential to increase interactivity.","abstract_has_math":false,"creators":["Bielema, Cheryl L."],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ph.D.","degree_level":"Dissertation","degree_discipline":"Education","degree_department":null,"school":null,"contributors":["Leach, James A."],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2011,"date_issued":"2011-05-07T13:19:10Z","date_published":"2011-05-07T13:19:10Z","updated_at":"2026-07-22T22:25:18Z","subjects":["Education, Adult and Continuing","Education, Technology of","Education, Curriculum and Instruction"],"languages":["eng"],"rights":["Copyright 1996 Bielema, Cheryl L."],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["9780591197426","AAI9712201","(UMI)AAI9712201"],"render_values":[{"text":"9780591197426","href":null,"code":true},{"text":"AAI9712201","href":null,"code":true},{"text":"(UMI)AAI9712201","href":null,"code":true}]}]},"links":{"outbound_url":"http://hdl.handle.net/2142/21788","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Leach, James A."]},{"key":"dc:creator","label":"Author","values":["Bielema, Cheryl L."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2011-05-07T13:19:10Z","10000-01-01","1996"]},{"key":"dc:type","label":"Dc Type","values":["text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ph.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Education, Adult and Continuing","Education, Technology of","Education, Curriculum and Instruction"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["eng"]},{"key":"dc:rights","label":"Dc Rights","values":["Copyright 1996 Bielema, Cheryl L."]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["9780591197426","AAI9712201","(UMI)AAI9712201","http://hdl.handle.net/2142/21788"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["In the field of education, it is now generally accepted that distance education differs contextually from face-to-face instruction. The instruction is delivered by technology that often limits the form, frequency and immediacy of messages (Garrison, 1989). Interactivity (active involvement of the learner with content, instructor, and fellow learners) is one concept touted in the literature to help re-integrate the teaching and learning acts. Computer-mediated communication has the potential to increase interactivity.","The purpose of the study was to enhance understanding of the factors and processes affecting the planning and implementing of computer-mediated instructional (CMI) techniques in the distance learning environment. Specifically, the following research questions guided the study: (a) What personal barriers are encountered when implementing CMI? (b) What institutional barriers are encountered? (c) What technical barriers are encountered? and, (d) What benefits accrue to the participants, as a result of implementation of computer-mediated communications?","Participants were the instructors and 48 adult, extramural graduate students enrolled in two distance courses taught via audiographics. Data were generated from three sources: interviews with selected students, professors, electronic consultants, and Extramural Program Directors. Observations and group interviews were conducted at each of the remote learning sites. Documents, (e.g., e-mail and postings to the newsgroup and mailing list, and a survey of equipment and Internet access), comprised the third source of data.","Efforts related to planning the needed electronic infrastructure and the course design, and efforts related to implementation of computer-mediated communication are described in the qualitative study. Human-assisted data mining was the process used for manipulating data from the archived electronic postings. Recommendations include instructional design for the CMC context, activating self-directed learning, providing feedback, and developing collaborative electronic projects. Institutional policy or procedural changes were recommended, including support for adding CMC to future distance courses; instituting a help desk early in the semester; and, providing orientation and software guides. Experimentation with various scenarios of connectivity options was suggested. Further research was indicated in student learning preferences and styles, and in delineation of the steps in the process of filtering information via electronic media. The paradigm of shared responsibility for learning was supported.","Made available in DSpace on 2011-05-07T13:19:10Z (GMT). No. of bitstreams: 2 license.txt: 4922 bytes, checksum: 910b249b4beec47e7ab768910c8f966f (MD5) 9712201.pdf: 7726634 bytes, checksum: 86906acc2b6ee28698c788aca740dc65 (MD5) Previous issue date: 1996","Item marked as restricted to the 'UIUC Users [automated]' Group (id=2) by Howard Ding (hding2@illinois.edu) on 2011-05-07T14:53:13Z Item is restricted indefinitely.","Restriction data tranferred 2014-07-01T11:24:35-05:00 Original Data Group with Access UIUC Users [automated] Release Date: none Reason: ETDs are only available to UIUC Users without author permission","ETDs are only available to UIUC Users without author permission","U of I Only"]},{"key":"dc:title","label":"Title","values":["Factors affecting implementation of interactive, computer-mediated instructional techniques for instructors and learners at a distance"]}]}],"canonical_facts":{"dc:contributor":["Leach, James A."],"dc:creator":["Bielema, Cheryl L."],"dc:date":["2011-05-07T13:19:10Z","10000-01-01","1996"],"dc:description":["In the field of education, it is now generally accepted that distance education differs contextually from face-to-face instruction. The instruction is delivered by technology that often limits the form, frequency and immediacy of messages (Garrison, 1989). Interactivity (active involvement of the learner with content, instructor, and fellow learners) is one concept touted in the literature to help re-integrate the teaching and learning acts. Computer-mediated communication has the potential to increase interactivity.","The purpose of the study was to enhance understanding of the factors and processes affecting the planning and implementing of computer-mediated instructional (CMI) techniques in the distance learning environment. Specifically, the following research questions guided the study: (a) What personal barriers are encountered when implementing CMI? (b) What institutional barriers are encountered? (c) What technical barriers are encountered? and, (d) What benefits accrue to the participants, as a result of implementation of computer-mediated communications?","Participants were the instructors and 48 adult, extramural graduate students enrolled in two distance courses taught via audiographics. Data were generated from three sources: interviews with selected students, professors, electronic consultants, and Extramural Program Directors. Observations and group interviews were conducted at each of the remote learning sites. Documents, (e.g., e-mail and postings to the newsgroup and mailing list, and a survey of equipment and Internet access), comprised the third source of data.","Efforts related to planning the needed electronic infrastructure and the course design, and efforts related to implementation of computer-mediated communication are described in the qualitative study. Human-assisted data mining was the process used for manipulating data from the archived electronic postings. Recommendations include instructional design for the CMC context, activating self-directed learning, providing feedback, and developing collaborative electronic projects. Institutional policy or procedural changes were recommended, including support for adding CMC to future distance courses; instituting a help desk early in the semester; and, providing orientation and software guides. Experimentation with various scenarios of connectivity options was suggested. Further research was indicated in student learning preferences and styles, and in delineation of the steps in the process of filtering information via electronic media. The paradigm of shared responsibility for learning was supported.","Made available in DSpace on 2011-05-07T13:19:10Z (GMT). No. of bitstreams: 2 license.txt: 4922 bytes, checksum: 910b249b4beec47e7ab768910c8f966f (MD5) 9712201.pdf: 7726634 bytes, checksum: 86906acc2b6ee28698c788aca740dc65 (MD5) Previous issue date: 1996","Item marked as restricted to the 'UIUC Users [automated]' Group (id=2) by Howard Ding (hding2@illinois.edu) on 2011-05-07T14:53:13Z Item is restricted indefinitely.","Restriction data tranferred 2014-07-01T11:24:35-05:00 Original Data Group with Access UIUC Users [automated] Release Date: none Reason: ETDs are only available to UIUC Users without author permission","ETDs are only available to UIUC Users without author permission","U of I Only"],"dc:identifier":["9780591197426","AAI9712201","(UMI)AAI9712201","http://hdl.handle.net/2142/21788"],"dc:language":["eng"],"dc:rights":["Copyright 1996 Bielema, Cheryl L."],"dc:subject":["Education, Adult and Continuing","Education, Technology of","Education, Curriculum and Instruction"],"dc:title":["Factors affecting implementation of interactive, computer-mediated instructional techniques for instructors and learners at a distance"],"dc:type":["text"],"thesis:degree_discipline":["Education"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Ph.D."],"thesis:institution_name":["University of Illinois at Urbana-Champaign"]},"updated_at":"2026-07-22T22:25:18Z"}