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DISSERTATIONS AND THESES ABOUT TEE
The fact that so many
scholars have studied TEE shows that is a legitimate movement, at least
among scholars. Below is a sample of some dissertations from different
countries done about TEE.
OFFERINGS IN DISTANCE EDUCATION; QUALITY CONTROL
IN THE STRUCTURAL ARRANGEMENTS AND PRACTICES IN POST SECONDARY DISTANCE
EDUCATION. A CRITICAL EVALUATION OF THE PROPOSALS IN THE LITERATURE
__________
THEOLOGICAL
EDUCATION BY EXTENSION FOR PARISHIONERS: DEVELOPING OF A CURRICULUM
__________
DEVELOPING A MARRIAGE PREPARATION CURRICULUM FOR EDUCATING CHINESE YOUNG
PEOPLE IN BAPTIST CHURCHES IN SINGAPORE
__________
THEOLOGICAL
DISTANCE LEARNING THROUGH TRINITY COLLEGE AND THEOLOGICAL SEMINARY:
PROGRAMS, PROBLEMS, PERCEPTIONS, AND PROSPECTS
__________
PERSISTENCE IN MASTER-LEVEL, THEOLOGICAL, DISTANCE EDUCATION: A CASE
ANALYSIS (GRADUATE STUDENTS)
__________
TECHNOLOGY
AND QUALITY DISTANCE EDUCATION: A STUDENT'S PERSPECTIVE
__________
FACULTY BELIEFS AND FACULTY PERCEPTIONS OF STUDENT BELIEFS ABOUT QUALITY
DISTANCE EDUCATION
__________
THE EXPERIENCE OF INTERNET-BASED ONLINE MASTER OF DIVINITY EDUCATION OF
STUDENTS IN THE WESLEYAN TRADITION
_____________________
THEOLOGICAL
EDUCATION BY EXTENSION FOR PARISHIONERS: DEVELOPING OF A CURRICULUM
AU: Samuel-Selvanayagam-Donald
DN: MTh
DD: 1996
SN: University-of-South-Africa-South-Africa (0596)
AD: Van-Wyk-A-G
PG: 1
LA: ENGLISH
AB: <italic>TEE for parishioners: Developing of a curriculum</italic> is a
descriptive study. It focuses on the developing of a curriculum,
particularly on the problems and challenges around developing of a relevant
TEE curriculum.
Four different TEE Programmes in Botswana were studied. The respondents
identified and described some problems and challenges they experienced while
developing their curricula.
The researcher in his study concludes that students, staff and all other
parties of a TEE must collectively and fully participate in the developing
of the curriculum. The socio-cultural context influences TEE curriculum;
therefore, students need to be trained to respond to such influences in
their life situations. Moreover the curriculum policy and the process of
planning must consider some basic concerns like the theological
presuppositions, aims and objectives and basic commitments or foci behind
the curriculum. If these concerns are well attended, a more relevant TEE
curriculum can be developed.
SU: Theology (0469); Education-Religious (0527)
SO: VOLUME 42-05 OF DISSERTATION ABSTRACTS INTERNATIONAL. PAGE 1506
NO: AAI0667052
_______________
DEVELOPING A MARRIAGE PREPARATION CURRICULUM FOR EDUCATING CHINESE YOUNG
PEOPLE IN BAPTIST CHURCHES IN SINGAPORE
AU: LIM-JOHN-C-B
DN: DMIN
DD: 1981
SN: THE-EASTERN-BAPTIST-THEOLOGICAL-SEMINARY (0289)
PG: 213
LA: ENGLISH
AB: Singapore is a pluralistic society with diversity in races, peoples,
cultures, social institutions, and religions. Its unique geographical
position in Southeast Asia has made it neither East nor West. Since the
mid-sixties, Singapore has been undergoing tremendous changes in
industrialization, urbanization, political, social, economic, and
geographical structures. These changes have brought much strains on family
life and marriage. Increases in divorce rates and marital breakdowns, and
"sour" relationships are seen among the unchurched and also increasingly
among the churched.
Many young people within the Baptist churches are seeking for answers with
regard to the marriage relationship. To marry or not to marry? How can I
have a meaningful relationship? What does the Bible have to teach about
marriage? These are valid and important questions and many concerned are
seeking for marriage preparation. Marriage preparation programs are lacking
and because this deficiency is one of the contributing factors of young
marital break-ups, a marriage preparation program is needed. Moreover,
preparatory measures are found to be better than remedial ones.
This thesis-project sought to develop a marriage
preparation curriculum for educating Chinese young people in Baptist
churches in Singapore. Chapter 2 developed a basic understanding of marriage
from biblical and sociological perspectives. The major emphasis was
biblical. Genesis 2:18-24 and Ephesians 5:21-33 were discussed. Out of this
study, several propositions were made: (1) God is the Creator and all of
our understanding about life and relationships must begin with Him; (2) God
is deeply interested in the well-being of each individual; (3) the marriage
relationship is for the family and the community of faith; (4) the marriage
relationship demands fidelity; (5) sex is a part of the marriage
relationship.
Two essential components for developing good marriage relationships were
chosen for further consideration: sex education and communication in
relationships. Certain propositions were developed regarding sex education:
(1) the story of Creation in Genesis 1 and 2 constitutes the foundation for
sex education; (2) sexual expression is a creational intent and experience
meant only for married couples; (3) sex in marriage is good; (4) procreation
is not a categorical imperative in marriage.
Propositions regarding communication were also
developed: (1) God must be central in the interpersonal life of the married
couple; (2) interpersonal relationships in order to be meaningful and
successful must have a good communication system.
The materials developed were field-tested in two phases. Phase 1 and
involved a week-long conference with 32 young Chinese Christians between 13
and 30 years old. Phase 2 involved the selection of eight Christian
professionals who were deeply involved with counseling and working with
Chinese young people in Baptist churches and professional institutions. At
the end of each phase an evaluation form was distributed in order to check
out the viability of the proposed marriage preparation curriculum.
The evaluation was done in the form of responses by the participants to a
questionnaire given at the end of the training, and by a questionnaire
answered with additional written responses by the selected professionals.
The respondents indicated that the proposed curriculum, as presented in the
thesis-project, had great potential for preparing Chinese young people for
marriage. Both groups suggested positive benefits from the program and
recommended that it be incorporated into the total Christian education
program of local Chinese churches. Individual benefits to the participants
were also cited.
Positive suggestions were made for other applications of the program. It
could be used with married couples at a weekend marriage enrichment program,
or, be adapted and developed into a series of lectures for use with the
theological education by extensions program.
SU: Education-Guidance-and-Counseling (0519)
SO: VOLUME 42-05A OF DISSERTATION ABSTRACTS INTERNATIONAL. PAGE 1963
NO: AAI8121950
_______________
OFFERINGS IN DISTANCE EDUCATION; QUALITY CONTROL IN THE STRUCTURAL
ARRANGEMENTS AND PRACTICES IN POST SECONDARY DISTANCE EDUCATION. A CRITICAL
EVALUATION OF THE PROPOSALS IN THE LITERATURE
AU: Stoddart-Patrick
DN: MA
DD: 2004
SN: Concordia-University-Canada (0228)
AD: Boyd-G
IB: 0612911195
PG: 103
LA: ENGLISH
AB: This thesis is an in depth study of the published literature on quality
control in distance education. This research examines and synthesizes the
main and current themes of published scholarly thought in the area of
structural arrangements and practices of quality control in post secondary
distance education, in the Western tradition. It is shown that there is
significant breadth and depth in the published literature that defines the
terms “quality,” and “distance education.” As well,
there is also significant published research dealing with issues of quality
concerning the management and administration of distance educational
institutions, and also with the quality of distance educational course
design. Conversely, it has been determined that there is a significant
deficiency in the breadth and depth of published literature regarding the
quality of distance educational program design. This deficiency also applies
to the literature concerned with the offering of quality technical, library,
and support services in distance education, and with the offering of a
quality distance educational experience to those of other cultures and of
special populations.
SU: Education-Technology (0710)
SO: VOLUME 42-06 OF DISSERTATION ABSTRACTS INTERNATIONAL. PAGE 1961
NO: AAIMQ91119
_____________
THEOLOGICAL DISTANCE LEARNING THROUGH TRINITY COLLEGE AND THEOLOGICAL
SEMINARY: PROGRAMS, PROBLEMS, PERCEPTIONS, AND PROSPECTS
AU: Ray-Abby-Adams
DN: EdD
DD: 1999
SN: University-of-North-Texas (0158)
AD: Lumsden-D-Barry
PG: 282
LA: ENGLISH
An international survey was conducted to assess
theological higher education via distance learning as perceived by graduates
of Trinity College and Theological Seminary's (Trinity) doctoral programs.
The purpose of the study was to determine student-perceived strengths and
weaknesses of Trinity's doctoral-level distance education theology programs.
Also, the future of distance-learning mediated programs of theological
higher education was speculated.
A random sample of 400 doctoral recipients was selected from the population
of 802 doctoral recipients who graduated from Trinity between the years of
1969 and March 1998. A mailed questionnaire was used to collect data. A
total of 203 (50.0%) were returned. Frequency counts, percentage
distributions, and chi-square tests of goodness-of-fit were employed to
analyze the data.
A profile of the modal type of student who would participate in theological
distance education at the doctoral level was developed from the demographic
variables queried. Responses to questions regarding respondents' educational
experiences and coursework were solicited as well. Respondents identified
five primary strengths of Trinity's distance education doctoral programs as:
the convenience of the program; the immediate application of course content
to personal and professional endeavors; the quality of education provided;
the Biblical groundedness of the curricula, the materials, and the faculty;
and the required reading and research. The three predominant weaknesses of
Trinity's distance education doctoral programs as identified by program
graduates include: the lack of interaction between students and faculty; the
lack of regional accreditation; and course repetitiveness meaning that some
courses offered repeated content from prior studies at a lower educational
level.
It was concluded that the future of theological higher education via
distance learning is promising. Trinity has emerged as a dominant distance
learning institution as a result of its continued exploration and
advancements. However, Trinity and other similar distance education
institutions must continually and consistently evaluate their programs and
their students' expectations in an effort to transition theological distance
education into the 21<super> st</super> century.
SU: Education-Religious (0527); Education-Higher (0745)
SO: VOLUME 60-09A OF DISSERTATION ABSTRACTS INTERNATIONAL. PAGE 3308
NO: AAI9945822
_____________
PERSISTENCE IN MASTER-LEVEL, THEOLOGICAL, DISTANCE EDUCATION: A CASE
ANALYSIS (GRADUATE STUDENTS)
AU: LANDTROOP-DORMAN-WORTH
DN: PHD
DD: 1998
SN: UNIVERSITY-OF-GEORGIA (0077)
AD: HEARN-JAMES-C
PG: 97
LA: ENGLISH
According to Vincent Tinto's model of the student attrition process,
integration of students into the academic and social structures of a
postsecondary institution has significant negative influence on students'
rates of departure. More specifically, the greater the extent to which
students are integrated into the academic and social structures of an
institution, the greater will be their commitment to their own personal
goals and to the institution, and the less likely they will be to drop out.
The purpose of this research is to investigate Master-level, theological,
distance education at a seminary in order to determine if the academic and
social integration factors listed above have significant associations with
student attrition. The study focuses on a seminary that services both
traditional and distance education, Master-level students. The data were
gathered by surveying all Master of Divinity students and alumni (graduates
and drop outs) who enrolled between 1984 and 1990. The theoretical and
policy implications of the results of the analysis are discussed.
SU: Education-Higher (0745); Education-Religious (0527)
SO: VOLUME 59-06A OF DISSERTATION ABSTRACTS INTERNATIONAL. PAGE 1937
NO: AAI9836968
_______________
TECHNOLOGY
AND QUALITY DISTANCE EDUCATION: A STUDENT'S PERSPECTIVE
AU: HIJAZI-SAMER
DN: DBA
DD: 1998
SN: UNIVERSITY-OF-SARASOTA (0588)
AD: BERNARD-PROSPER
PG: 195
LA: ENGLISH
The review of literature indicated that distance education has emerged as a
valid concept to deal with the limitations associated with traditional
learning. By using technological innovations to support the communication
between students and the instructor, distance education could provide
quality education comparable to conventional teaching. This study examined
the technology used to deliver quality distance education and focused on the
student's perspective. The survey sample included 392 respondents from a
non-traditional graduate level. Of the sample, 253 students answered and
returned the survey. The study used a self-administered survey to capture
students' opinions on the use of technology in a distance education.
Included in the study were 15 descriptive questions, four hypotheses, and a
statistical model.
The findings showed that the students did not use technology extensively,
however, when it was used, various delivery methods were used to link the
instructor and the students. The responses to the descriptive questions
showed that most students believed that taking a course over distance was
worthwhile. Additional questions on the subjects of interactivity, clarity,
other course activities, applying gained knowledge, challenge, suitability
of the communication mode, willingness to attend another distance education
course, reward, progress, planning, and the students' expectation were
explored. Inferential statistics used in the analysis pointed out that there
was a relationship among the variables in four hypotheses tested. These
variables included interactivity and students' progress, adequacy of the
communication mode and the level of interactivity, the desire to take
another distance course and the level of interactivity, and students'
expectation and the planning process. The findings showed that the
statistical model, logistic regression, inferred that quality education
could be delivered over distance. The study included a conceptual and
systematic model developed by the researcher that assessed multiple factors
that help assure success in distance education projects.
SU: Information-Science (0723); Education-Technology (0710)
SO: VOLUME 59-03A OF DISSERTATION ABSTRACTS INTERNATIONAL. PAGE 644
NO: AAI9826871
______________
FACULTY
BELIEFS AND FACULTY PERCEPTIONS OF STUDENT BELIEFS ABOUT QUALITY DISTANCE
EDUCATION
AU: Perry-David-Ronald
DN: PhD
DD: 2003
SN: Gonzaga-University (0736)
AD: Beebe-James
PG: 187
LA: ENGLISH
AB: Review of recent literature indicated a need for research investigating
faulty beliefs about qualities important to effective distance education,
faculty perceptions about student beliefs, and information about how faculty
change their courses based on feedback from students. The researcher
examined relationships between faculty beliefs and faculty perceptions of
what students believe about instruction, content, and use of technology in
distance education. A total of 120 faculty from the Multimedia Educational
Resource for Learning and Online Teaching organization and twelve
universities that offer distance education programs participated in this
study.
A 30-item survey was developed for this study. The survey was divided into
three sections. Section I consisted of 10 demographic questions covering
three domains. Section II was used to derive composite scores for beliefs
about the importance of instruction, content, and use of technology in
distance education. Section III included seven forced-choice questions
followed by an open-ended question that focused on how student feedback
influenced faculty decisions to change course design. Data were analyzed
using One-Way ANOVA and Repeated Measures.
Results showed that faculty beliefs and faculty-rated student beliefs
identified the importance of distance education programs primarily clear
criteria for student assessment, clear organization of course content,
timely comments/feedback to students, and faculty expertise with course
content. Overall, faculty rated their beliefs regarding instruction,
content, and the use of technology higher than they rated their perceptions
of student beliefs in these areas. Significant differences in beliefs were
found for faculty gender, institution type, and academic areas taught.
Results further implied that faculty are making changes in their instruction
given student feedback they receive. The results of this study are important
for practitioners and planners of distance education. They provide a greater
understanding of faculty perceptions and their perceptions of what students
believe are important for distance education.
SU: Education-Technology (0710); Education-Higher (0745)
SO: VOLUME 64-09A OF DISSERTATION ABSTRACTS INTERNATIONAL. PAGE 3259
NO: AAI3106570
_______________
THE EXPERIENCE OF INTERNET-BASED ONLINE MASTER OF DIVINITY EDUCATION OF
STUDENTS IN THE WESLEYAN TRADITION
AU: Baxter-Bruce-E
DN: PhD
DD: 2004
SN: Saint-Louis-University (0193)
AD: Stanton-Charles-Michael
PG: 90
LA: ENGLISH
AB: The problem investigated in this study concerned the experience of
students in the Wesleyan tradition who completed coursework utilizing
on-line classes in the master of divinity program of a regionally accredited
theological seminary. Of particular concern were the questions of how
theological students in a distance learning environment could experience
community or spiritual formation.
Asbury Theological Seminary was the research site, and students currently or
previously enrolled in the ExL (Extended Learning) program were the
population studied. The researcher was involved for one week as an observer
of an on-line course. Students in that course were invited to respond to an
e-mail survey regarding their experience of the course. Five additional
students were interviewed to examine their experience of one or more on-line
courses taken through Asbury.
The results demonstrated that students experience meaningful community
during their on-line course involvement. They also described the ways in
which they experienced spiritual formation during their studies utilizing
distance education. There was also the expression from most students that
they were pleased with the quality of the content and delivery of the
internet-based coursework compared to traditional coursework within their
experiences.
This study adds to the growing research involving distance theological
education and has implications for the church, both locally and at the
denominational level. The availability of quality, accredited coursework
over the internet extends the influence of the seminary and offers the
possibility of excellent theological education to leaders across age,
geographic and physical barriers.
SU: Education-Higher (0745); Religion-Clergy (0319); Education-Religious
(0527); Education-Technology (0710)
SO: VOLUME 65-05A OF DISSERTATION ABSTRACTS INTERNATIONAL. PAGE 1685
NO: AAI3134947
______________
OFFERINGS IN DISTANCE EDUCATION; QUALITY CONTROL IN THE STRUCTURAL
ARRANGEMENTS AND PRACTICES IN POST SECONDARY DISTANCE EDUCATION. A CRITICAL
EVALUATION OF THE PROPOSALS IN THE LITERATURE
AU: Stoddart-Patrick
DN: MA
DD: 2004
SN: Concordia-University-Canada (0228)
AD: Boyd-G
IB: 0612911195
PG: 103
LA: ENGLISH
AB: This thesis is an in depth study of the published literature on quality
control in distance education. This research examines and synthesizes the
main and current themes of published scholarly thought in the area of
structural arrangements and practices of quality control in post secondary
distance education, in the Western tradition. It is shown that there is
significant breadth and depth in the published literature that defines the
terms “quality,” and “distance education.” As well,
there is also significant published research dealing with issues of quality
concerning the management and administration of distance educational
institutions, and also with the quality of distance educational course
design. Conversely, it has been determined that there is a significant
deficiency in the breadth and depth of published literature regarding the
quality of distance educational program design. This deficiency also applies
to the literature concerned with the offering of quality technical, library,
and support services in distance education, and with the offering of a
quality distance educational experience to those of other cultures and of
special populations.
SU: Education-Technology (0710)
SO: VOLUME 42-06 OF DISSERTATION ABSTRACTS INTERNATIONAL. PAGE 1961
NO: AAIMQ91119
Detect and
Repair
This feature baffles me. If you can figure it
out, PLEASE send me an email and explain. Word states that it will fix text
in many different languages including various versions of English. I
thought that it would change words like Center to Centre but it did not.
Email your reactions to this page
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