Search results for author:"David Kember"
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Electronic communication for distance education: A comparison of AUSTPAC, MINERVA, TELEMEMO and VIATEL
Australasian Journal of Educational Technology Vol. 2, No. 1 (Jan 01, 1986)
Distance education has at its disposal new technologies such as the telecommunications data bases. In this article a comparison of these alternatives is presented.
Learning and Instruction Vol. 7, No. 3 pp. 255–275
Articles about the conceptions of teaching of university academics are reviewed. There is found to be a high level of correspondence between largely independent studies reported in 13 articles. An attempt to synthesise the body of research places...
Distance Education Vol. 10, No. 2 (1989) pp. 196–211
Explains a model of drop-out from distance education courses and illustrates it with quotations from case studies of students in Australia; Papua, New Guinea; and the United Kingdom. Topics discussed include individual student characteristics, home...
The Use of a Model to Derive Interventions Which Might Reduce Drop-Out from Distance Education Courses
Higher Education: The International Journal of Higher Education and Educational Planning Vol. 20, No. 1 (1990) pp. 11–24
A model of student progress and drop-out from postsecondary distance education courses includes components of background characteristics; motivation; academic environment; and the family, work, and social environment. The author recommends ways in...
Distance Education Vol. 19, No. 1 (1998) pp. 43–63
Questions the suitability of instructional design as a framework for educational development; proposes action research (collaboration, participation, democratic decision making, critical self examination) as an alternative approach; and presents the ...
Journal of Higher Education Vol. 60, No. 3 (1989) pp. 278–301
A model of drop-out from distance education is proposed. The longitudinal model is developed from Tinto's model. It includes components for background characteristics, goal commitment, academic and social integration, and a cost/benefit analysis....
American Journal of Distance Education Vol. 5, No. 2 (1991) pp. 3–15
Presents a quantitative study of the development of a theoretical model of drop-outs from distance education courses. Data collected by the Distance Education Student Progress (DESP) questionnaire from 1,060 students in Hong Kong investigated how...
Distance Education Vol. 3, No. 2 (September 1982) pp. 207–25
Describes three methods for offering practical work for external science courses: residential sessions on campus, local centers, and use of home laboratory kits. The advantages and disadvantages of each are discussed and examples of each in...
Some Factors Affecting Attrition and Performance in a Distance Education Course at the University of Papua New Guinea
Distance Education Vol. 2, No. 2 (September 1981) pp. 164–88
Statistical study of attrition and performance among external students of the University of Papua New Guinea found the most important factors in student attrition to be age, number of children, and to a lesser extent, housing conditions, sex,...
The Teacher Is More Important than the Medium: Pre-Packaged Instructional Materials Are Not Axiomatic with Surface Learning
Distance Education Vol. 15, No. 1 (1994) pp. 153–59
Presents a critical response to a previous article (IR 528 340) that maintained a relationship between a cognitive constructivist viewpoint of distance education and the belief that prepackaged instructional materials are inherently behavioral and...
Adult Education Quarterly Vol. 45, No. 1 (1994) pp. 286–301
Adult students in three distance education programs completed the Distance Education Student Progress Inventory. Social and academic integration had a significant effect on academic achievement and persistence. Successful part timers were able to...
Instructional Science: An International Journal of the Learning Sciences Vol. 20, No. 4 (1991) pp. 289–310
Examines existing research and instructional design theories for guidelines that encourage a deep approach to learning, i.e., meaningful learning, critical thinking, or independent learning. Highlights include sequencing strategies and elaboration...
Educational Technology Vol. 30, No. 8 (1990) pp. 42–47
Discusses limitations of current instructional design theory and suggests new approaches that should be emphasized. Constructivist theories of learning in cognitive psychology are described, research into student learning is reviewed, and the...
Educational Technology Vol. 29, No. 4 (1989) pp. 40–44
Discusses the role of computer keyboard operators in typesetting complex mathematical expressions used in instructional materials, examines the role of software in producing good quality output, and describes Expressionist, software for Macintosh...
British Journal of Educational Technology Vol. 20, No. 1 (1989) pp. 11–26
Discussion of computer-aided publishing hardware and software emphasizes their impact on the production of printed learning materials, especially for distance education and self-instructional texts. Highlights include desktop publishing; electronic...
Avoider and engager approaches by out-of-class groups: the group equivalent to individual learning approaches
Learning and Instruction Vol. 14, No. 1 pp. 27–49
This article reports the group equivalents to deep and surface learning approaches by individuals. The learning behaviour of out-of-class student groups was examined through 57 individual and 15 focus group interviews with university students in...
The Instructional Designer as a Staff Developer: A Course Team Approach Consistent with a Concerns-Based Adoption Model
Distance Education Vol. 11, No. 1 (1990) pp. 50–70
Discussion of staff development in distance education focuses on the Concerns-Based Adoption Model (CBAM) for developing instructional design skills in subject experts. Contingency theories of management are examined, literature on CBAM is reviewed, ...
Distance Education Vol. 8, No. 1 (1987) pp. 4–17
Discussion of need for academic support for distance education students and the role of study centers in providing such support highlights a survey of 1,144 students enrolled in external courses at Capricornia Institute (Australia). Current use of...
Instructional Science: An International Journal of the Learning Sciences Vol. 28, No. 5 (2000) pp. 469–90
Describes a study that was conducted to characterize the approaches to teaching of university lecturers and to examine the relationship between lecturers' approaches to teaching and their conceptions of good teaching. Highlights include a model...
Distance Education Vol. 21, No. 1 (2000) pp. 6–28
Discussion of self-direction in adult education, andragogy, and open learning focuses on a study that examined ways in which new students adjusted to part-time study in Hong Kong. Highlights include results of interviews with students; personal...
Comparing Face-To-Face and Asynchronous Online Communication as Mechanisms for Critical Reflective Dialogue
Educational Action Research Vol. 25, No. 5 (2017) pp. 790–805
Two mechanisms for engaging in critical reflective dialogue are discussed and compared: face-to-face meetings and asynchronous online discussion. The context is an umbrella action research project, with over 20 participants, which aimed to improve...
Understanding the ways in which design features of educational websites impact upon student learning outcomes in blended learning environments
Computers & Education Vol. 55, No. 3 (November 2010) pp. 1183–1192
This study investigated the effectiveness, in terms of the attainment of relevant learning outcomes, of the types of learning promoted by educational features commonly incorporated in course management systems. Twenty-one courses with significant...
David Kember; Chan Kwok Ying; Chan Shun Wan; Chan Siu Yung; Chan Tze Wai; Chang Yuk Mui; Cheung Kwong Wing; Lau Kwai Heung; Lee Lai Sam; Lee Wai Chi; Li Wing Sze Wanze; Tam Kam Chuen; Tang Oi Yin Anne; Tse Lin Chu; Tse Wai Jason
Active Learning in Higher Education Vol. 6, No. 3 (2005) pp. 230–242
This study provides a qualitative test and illustration of a model of how students cope with the demands of part-time study. The model shows that students who are successful in finding the time to complete the requirements of part-time courses do so ...