| 008 |
|
200407n^^^^^^^^xx^^^^^^o^^^^^|||^u^eng^d |
| 024 |
7 |
|a LC5806.F6 C66 2006_ConnollyJames |2 BU-Local |
| 245 |
10 |
|a Increasing student engagement for distance students at St. Petersburg College through the development of virtual student activities |h [electronic resource]. |
| 260 |
|
|a Miami, Fla. : |b Barry University, |c 2006. |
| 300 |
|
|a ix, 130 leaves ; |c 28 cm |
| 490 |
|
|a Barry University Dissertations -- School of Education. |
| 502 |
|
|a Thesis (Ph.D.)--Barry University, 2006. |
| 504 |
|
|a Includes bibliographical references (leaves 100-112). |
| 506 |
|
|a Copyright James L. Connolly. Permission granted to Barry University to digitize, archive and distribute this item for non-profit research and educational purposes. Any reuse of this item in excess of fair use or other copyright exemptions requires permission of the copyright holder. |
| 520 |
3 |
|a This study is based on the creation of Virtual Student Activities (VSA) and the engagement of students participating in distance education at St. Petersburg College (SPC). The method of inquiry was that of qualitative research using the phenomenological tradition. The sample for this study was comprised of 20 purposively selected traditional and non-traditional students. Data was collected via focus groups in the collaborative laboratories at SPC. Through the use of open-ended questions, the researcher probed the thoughts of adult distance education students. Collected data was analyzed through coding and the long table approach. Findings indicated distance education student are willing to become engaged in Virtual Student Activities. Virtual Student Activities are activities provided to students who participate at a distance via the Internet. These activities are structured, informal student activities conducted outside the formal academic arena for and/or by students and delivered synchronously via the academic institution’s designated website (Connolly, 2004). The findings from this study would be useful to institutions that offer distance education courses, charge fees, and are considering new ways to engage their students. This data is presented in a trustworthy, transferable, and credible manner to ensure this study is valid, creating a path for further research. |
| 533 |
|
|a Electronic reproduction. |c Barry University, |d 2020. |f (Barry University Digital Collections) |n Mode of access: World Wide Web. |n System requirements: Internet connectivity; Web browser software. |
| 535 |
1 |
|a Barry University Archives and Special Collections. |
| 650 |
0 |
|a Distance education |x Florida. |
| 650 |
0 |
|a Adult education students. |
| 650 |
0 |
|a Telecommunication in higher education. |
| 650 |
0 |
|a Virtual reality in higher education. |
| 830 |
0 |
|a Barry University Digital Collections. |
| 830 |
0 |
|a Theses and Dissertations. |
| 852 |
|
|a BUDC |c Theses and Dissertations |
| 856 |
40 |
|u http://sobekcmsrv.barrynet.barry.edu/AA00001411/00001 |y Click here for full text |
| 992 |
04 |
|a https:/budc.barry.edu/content/AA/00/00/14/11/00001/LC5806_F6 C66 2006_ConnollyJamesthm.jpg |
| 997 |
|
|a Theses and Dissertations |
