A Meta-Ethnographic Synthesis of Support Services in Distance Learning Programs

Autor/in	Tuquero, Jean Marie
Titel	A Meta-Ethnographic Synthesis of Support Services in Distance Learning Programs
Quelle	In: Journal of Information Technology Education, 10 (2011), (23 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1547-9714
Schlagwörter	Qualitative Research; Research Methodology; Ethnography; Doctoral Dissertations; Adult Learning; Adult Students; Academic Support Services; Synthesis; Coding; Validity; Academic Persistence; Andragogy; Educational Technology; Comparative Analysis; Computer Software; Distance Education; Web Based Instruction; Online Courses; Electronic Learning; Instructional Design; Case Studies; Content Analysis; Alabama; New Jersey; Pennsylvania; South Carolina + Suchen Sie Ihr Suchwort? Qualitative Forschung; Research method; Forschungsmethode; Ethnografie; Doctoral dissertation; Doctoral thesis; Doctoral theses; Dissertationsschrift; Adulte education; Adult training; Erwachsenenbildung; Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Codierung; Programmierung; Gültigkeit; Andragogics; Andragogik; Unterrichtsmedien; Distance study; Distance learning; Fernunterricht; Web Based Training; Online course; Online-Kurs; Lesson concept; Lessonplan; Unterrichtsentwurf; Case study; Fallstudie; Case Study; Inhaltsanalyse
Abstract	This qualitative study utilized a meta-ethnographic approach to synthesize findings of five dissertations that focused on distance learning support services. The history of ethnographical studies stemmed from an anthropological background. Researchers have applied ethnographical approaches to examine and document various phenomena. This meta-ethnographical study explored existing research on distance learning support services in higher education. Each individual researcher of the five dissertations used in this study established validity through coding, cross-coding, and triangulation for their results. The approach of this meta-ethnographic study consisted of seven phases: (a) phase 1-getting started with a literature review, (b) phase 2-deciding what is relevant to initial interest, (c) phase 3-reading the studies, (d) phase 4-determining how studies are related, (e) phase 5-translating studies into one another, (f) phase 6-synthesis translation, and (g) phase 7-expressing synthesis. Each phase assisted in the identification process of possible relationships, interpretations, multiple perspectives, and analogies from the five dissertations identified for this study. The in-depth scrutiny of each dissertation required multiple readings. Therefore, qualitative data analysis software assisted in the codification of metaphors and aided in maintaining objectivity during the interpretive phase of the meta-ethnographic process. The iterative nature of reading and investigating dissertations required for meta-ethnographies revealed the relationships evident in distance learning support services relevant to adult learners. The relationships between the dissertations highlighted these four holistic themes with core elements connected to current developments in distance learning support services: (a) web-based design, (b) support services, (c) stakeholder perceptions, and (d) learner attrition. The results of this meta-ethnographical study will assist the future design and framework of support service functions in distance learning. (Contains 4 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10