![]() ![]() The data for this investigation was collected through a national web-based questionnaire. RQ1 asks, How is digital video used in distance higher education? When teachers design distance courses with digital video a) which categories of video are used or not used? b) how much are these categories used? c) why are they used or not used? And d) how are they used? Complementing RQ1, RQ2 asks, How do course designers respond to the possibilities and limitations of video for distance higher education? Addressing the second focus of the thesis on teacher perspectives, RQ3 asks, What are the teacher’s attitudes and perceptions about the use of digital video in distance higher education? With a comprehensive literature review as a foundation, the results of this thesis include a classification system with two main categories recorded and live video that is developed and used to orient an empirical investigation. The first focus on course design is examined through two research questions. Each allows a focus on how distance courses with video are designed and on teachers’ perspectives on the use of video in distance education. The research has three elements of analysis: 1) video technology, 2) distance courses, and 3) distance teachers. Many technologies can be used in distance education, but this thesis aims to: Better understand the possibilities and limitations of video in digital distance higher education. The development of technology, particularly with the introduction of the Internet, has completely changed the possibilities for teaching, learning, interaction, and communication at a distance. Distance education has developed from correspondence courses, based on letters sent by mail between student and teacher, to digital distance education with interactive video classes from anywhere, as long as a computer/tablet/smartphone and an Internet connection are available. ![]() ![]() The context of this thesis is digital distance education. ![]()
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