A qualitative cross-case analysis of postsecondary students' performance in asynchronous mechanical system laboratories

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dc.contributor.advisor Shinn , Glen C . en_US
dc.contributor.committeeMember Darcey , Chester L . en_US
dc.creator Hays , Kim Thomas en_US
dc.date.accessioned 2007 -04 -25T20 :05 :36Z
dc.date.accessioned 2014 -02 -19T19 :27 :16Z
dc.date.available 2007 -04 -25T20 :05 :36Z
dc.date.available 2014 -02 -19T19 :27 :16Z
dc.date.created 2006 -12 en_US
dc.date.issued 2007 -04 -25T20 :05 :36Z
dc.identifier.uri http : / /hdl .handle .net /1969 .1 /4741
dc.description.abstract Asynchronous education activities have grown rapidly through popular distance education delivery techniques . This rapid growth has precluded science , technology , and engineering . Practice oriented disciplines have considered laboratories as key components of the curriculum . The laboratory is the difficulty of teaching such subjects through distance education . Studies have indicated that independent asynchronous study is not suitable for everyone . A qualitative study investigating two cases and utilizing a cross case analysis was performed with the goal of establishing some characteristics found in individuals who are successful , and those who are challenged by asynchronous laboratory study . Also considered were key factors which could aid or impede asynchronous laboratory studies . Case One involved a course on agricultural mechanical systems taught at a Texas four -year university with 13 participants . Case Two involved a course on electrical controls taught at the technical center of a Texas community college with 18 participants . Data were collected from observation - journaling , performance scores , and a questionnaire ? ? ? ? ? ? interview process ; then analyzed using the constant comparative method . To insure trustworthiness ; credibility , transferability , and dependability were addressed . The cross -case analysis found no conflicts and reinforced the findings . The findings yielded a list of characteristics of individuals who were successful using asynchronous laboratory studies . Successes represented an elite student profile and support the suggestions of Lemckert and Florance (2002 ) . Students were more likely to be successful when they (a ) were autonomous self directed learners ; (b ) had a prerequisite knowledge framework ; (c ) ; had prerequisite technical skills ; (d ) had high reading and comprehension skills ; (e ) held intrinsic value for the educational experience ; and (f ) sought and used instructional resources . The factors discovered which aid or impede asynchronous laboratories are course design and curriculum issues . Asynchronous laboratory studies are more likely to be successful when they (a ) provide a responsive system of feedback ; (b ) introduce study as small , step -wise experiences ; (c ) do not introduce independent complex concepts ; (d ) provide sufficient instructor time ; (e ) standardize computer software and applications ; and (f ) pilot -test and field -test laboratory equipment and activities . Conclusions drawn indicate limited applications of asynchronous laboratories for select prepared individuals with a critically designed curriculum . en_US
dc.format.extent 637593 bytes
dc.format.medium electronic en_US
dc.format.mimetype application /pdf
dc.language.iso en _US en_US
dc.publisher Texas A &M University en_US
dc.subject LABORATORY en_US
dc.title A qualitative cross -case analysis of postsecondary students' performance in asynchronous mechanical system laboratories en_US
dc.type Book en
dc.type.genre Electronic Record of Study en_US
dc.type.material text en_US
dc.format.digitalOrigin born digital en_US


A qualitative cross-case analysis of postsecondary students' performance in asynchronous mechanical system laboratories. Available electronically from http : / /hdl .handle .net /1969 .1 /4741 .

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