dc.contributor.advisor |
Sheridan, D |
en |
dc.contributor.author |
Bright, Mark |
en |
dc.date.accessioned |
2011-07-10T23:27:53Z |
en |
dc.date.issued |
2011 |
en |
dc.identifier.uri |
http://hdl.handle.net/2292/6883 |
en |
dc.description |
Full Text is available to authenticated members of The University of Auckland only. |
en |
dc.description.abstract |
These relate particularly to evidence of learning outcomes. The primary concern shared amongst managers and stakeholders is a low incidence of enrolled participants completing their certificate course assessment. It means finding a better way to manage the existing distance programme, or moving on to something else. This study is about taking the former approach with the belief that applied research can offer a solution. What we discovered by the end of this enquiry is not what CBES expected to find. It transpires that a form of motivation is indeed a key component for staying committed to completing the certificate course selected for this study. But the idea that motivation needs to manifest itself as a self-directed, self-paced application to the task in a distance education context is evidently not always true for a generation of students taught in classrooms. This research report presents evidence that the use of an interactive support programme adopting audio podcasts can achieve successful outcomes through insight into student characteristics, and is a path to better education practice. We test the potential for improving programme design enhanced by action research applied as a tool for understanding the mechanism driving student motivation and behaviour. We set out to provide proof in a demonstrable way. These discoveries are presented as a work in progress, but they offer a strong foundation for future programme development. |
en |
dc.publisher |
ResearchSpace@Auckland |
en |
dc.relation.ispartof |
Masters Thesis - University of Auckland |
en |
dc.relation.isreferencedby |
UoA |
en |
dc.rights |
Restricted Item. Full Text is available to authenticated members of The University of Auckland only. |
en |
dc.rights |
Items in ResearchSpace are protected by copyright, with all rights reserved, unless otherwise indicated. Previously published items are made available in accordance with the copyright policy of the publisher. |
en |
dc.rights.uri |
https://researchspace.auckland.ac.nz/docs/uoa-docs/rights.htm |
en |
dc.rights.uri |
http://creativecommons.org/licenses/by-nc-nd/3.0/nz/ |
en |
dc.title |
Can Coastguard Boating Education resolve problems with its asynchronous distance learning programme by integrating communication technology (podcasting) into learning design? |
en |
dc.type |
Thesis |
en |
thesis.degree.discipline |
Management |
en |
thesis.degree.grantor |
The University of Auckland |
en |
thesis.degree.level |
Masters |
en |
dc.rights.holder |
Copyright: The author |
en |
pubs.peer-review |
false |
en |
pubs.elements-id |
214127 |
en |
pubs.record-created-at-source-date |
2011-07-11 |
en |
dc.identifier.wikidata |
Q112885764 |
|