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Web-based distance education: Student acceptance of an asynchronous learning network as an educational paradigm
DISSERTATION

, Walden University, United States

Walden University . Awarded

Abstract

This study was designed to seek and evaluate the perceptions of graduate and undergraduate business management students regarding the acceptability of a Web-based education paradigm. The industrialism concept work by Peters was used as a theoretical basis. Additionally, the study discussed the Fordism concept by Farnes, the Neo-Fordism concept by Raggatt, and the skills development work by Humphrey and Stokes.

A survey instrument was developed and e-mailed to 624 graduate and 980 undergraduate management students. The respective return rates were 57% and 51%. Significant differences in perception were determined based upon chi-square testing at the .05 level of confidence.

Findings were varied concerning the perceived learning value found within Internet course elements. Management skills development expectations were perceived as met by respondents. The results also revealed a slight preference for the Internet model when comparing the Web-based modality to traditional education. Relevant research issues are recommended which will further the investigation of Web-based and traditional paradigms, create a better understanding of gender and age-based learning system issues, and facilitate future higher education decisions that can meet student learning value and skills development needs.

Citation

Calloway, N.R. Web-based distance education: Student acceptance of an asynchronous learning network as an educational paradigm. Ph.D. thesis, Walden University. Retrieved March 28, 2024 from .

This record was imported from ProQuest on October 23, 2013. [Original Record]

Citation reproduced with permission of ProQuest LLC.

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