Using Qualitative Methods to Evaluate Distance Education: A Case Study

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Author(s): Jules K. Beck (University of Arkansas, USA)and Kit Kacirek (University of Arkansas, USA)
Copyright: 2011
Pages: 23
Source title: Encyclopedia of Information Communication Technologies and Adult Education Integration
Source Author(s)/Editor(s): Viktor Wang (California State University - Long Beach, USA)
DOI: 10.4018/978-1-61692-906-0.ch021

Keywords: Adult Learning / Education / Educational Technologies / Information Science Reference

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Abstract

Qualitative methods can be useful tools to evaluate the effectiveness of distance education programs. This analysis examines an interpretive case study conducted using a hermeneutic phenomenology approach to investigate how nontraditional undergraduate students in a bachelor’s degree completion program perceived their lives, work, and education as members of a Human Resource Development (HRD) cohort. The technology-intensive, distance-learning program served students in rural communities, as well as a small group of students on the main University campus. The blended technology program included compressed interactive video (CIV); Blackboard, a web-based classroom management system; and a face-to-face weekend gathering each semester of students and faculty from current cohorts. The significance of the case study is in the relationship between a distance education program and the transfer of HRD knowledge to lives, work, and community roles.

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