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    The spatial diffusion of extramural studies within New Zealand : a thesis presented in partial fulfilment of the requirements for the degree of Master of Arts in Geography at Massey University
    (Massey University, 1979) Hunt, Ngaire Catherine
    The diffusion of the Extramural Studies programme within New Zealand is seen to have its genesis in the social space of the occupational structures from which the extramural population is drawn. Statistical analysis of data derived from an Extramural Questionnaire Survey of 2000 students during 1979 investigates the relationships between student standard characteristics, their reasons for study, their geographical locations and their sources of information. While the reason why people choose to study extramurally is clearly linked to non-spatial variables the outcome of their decision, however, is reflected in physical space. By constructing a series of maps and related graphs at various levels of aggregation the diffusion patterns of total enrolments and selected subject enrolments are recorded at five-yearly intervals over the last two decades. Regression analysis, based on data for 1976. shows that although there is no significant relationship between distance from Palmerston North and total extramural enrolment, there is a positive relationship between population size and total enrolment. Subject enrolments are tested by means of the Chi-square test at three different levels - between Islands, between regions, between counties and urban areas. These tests indicate that there are significant relationships between some areas and the number of enrolments in various subjects. Although the study is able to describe both the spatial and non-spatial characteristics of the extramural population and to provide some explanation for the pattern of enrolments it cannot provide a basis for any detailed prediction of future regional enrolments. The degree to which these can be predicted is limited by the nature and size of the potential population of extramural students which in turn is dependent on social and economic trends in society. At present, it can only be concluded that unless there is a major change in New Zealand's space-economy extramural enrolments will, in general, continue to coincide with the distribution of the national population.
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    The impact of an aesthetic online course design template on the learner user experience : a thesis presented in partial fulfilment of the requirements for the degree of Master of Education at Massey University, Manawatu, New Zealand
    (Massey University, 2017) Jacoby, Jean Margaret
    Online learning is becoming ubiquitous, and increasing numbers of higher education providers use online delivery, usually managed through learning management systems, as part of their core business of education. A substantial body of literature exists in areas of online learning such as theoretical approaches or general principles of course design. However, there is little research that explores the user experience of online learners accessing their learning through learning management systems, and in particular, how the presentation or layout of the online courses impacts the learner user experience. As a result, online courses are often designed according to the preferences of the individuals responsible for their delivery, rather than as the end result of an evidence-based approach. This mixed-methods study sought to evaluate the impact of a course template, designed to create an aesthetic learning experience, on the learner user experience. The study was conducted in one college of a New Zealand university. Data was collected, using an online questionnaire and semi-structured interviews, from staff facilitating and students enrolled in first-year courses. Findings indicate that the use of a template that incorporated evidence-based design principles had a significant positive effect on learner user experience. Narrative was shown to be an important aesthetic construct, and the use of the aesthetic template was found to reduce the extraneous cognitive load of courses, increasing learners’ sense of engagement and, motivation, and self-efficacy.
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    What is the potential of distance education for learning and practice development in critical care nursing in the South Island of New Zealand? : a thesis presented in partial fulfilment of the requirements for the degree of Master of Education in Adult Education at Massey University
    (Massey University, 2003) Hardcastle, Jane
    This thesis explores the potential of distance approaches to teaching and learning in post registration nursing education within the context of critical care nursing practice. The thesis specifically considers the appropriateness of distance education within the population of critical care nurses in the South Island of New Zealand. The geographical distribution of critical care services and subsequent population distribution of practising critical care nurses within the South Island has resulted in a demand for post registration education from relatively small yet distinct groups of nurses spanning a substantial land area (150,461 Km2). National shortages of experienced and qualified critical care nurses, and consensus regarding the necessity for post registration education for specialist practice have been recognised throughout the Western World (Ball 1992, Charlton, Machin and Clough 2000, Cutler 2000, Johnston 2002). Yet nurses in the South Island of New Zealand have limited provision or access to critical care education programmes (Hardcastle 2003). The thesis therefore presents a pertinent and timely exploration into the potential of distance approaches to educational provision for an area of specialist practice that is currently unable to consistently meet health care demands. The thesis uses descriptive and interpretive research (previously conducted by the author), and relevant literature in order to provide a comprehensive exploration of the study context and consider the research question. The thesis aims to enhance understanding of the specific population in terms of educational provision and demand, and the meaning of 'effective' education for critical care nursing practice. Subsequent examination of the potential of distance education within this context will more clearly indicate whether distance approaches could be compatible with concepts of effective education. The outcome of which will be useful in order to determine educational strategies that may positively influence the future of education for critical care nursing practice within the South Island of New Zealand.
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    Why do we teach the way we do? : the relationship between tutors' conceptions of teaching and learning, the design/teaching of their online courses and effecive online teaching principles : a thesis presented in partial fulfilment of the requirements for degree of Master of Education at Massey University, Manawatu, New Zealand
    (Massey University, 2016) Horrell, Toni
    There is an increase in the use of e-learning within tertiary institutions and many courses are moving to online learning as the means to deliver all or part of courses that were previously delivered face-to-face. Online delivery, primarily through the internet, provides new challenges for tutors in delivering courses that demonstrate effective teaching principles. This study researched the perspectives and practice of twelve tutors from three different New Zealand polytechnics via a multiple case study. It investigated how tutors’ conceptions of teaching and learning aligned with the design and teaching of their online courses, and with effective online teaching principles. Enablers and barriers to tutors using effective online teaching principles were also examined. Interaction between students, between tutor and student and between tutor and content were all found to be important conceptions of teaching and learning shared by the participants. It appeared that an understanding of learning theory was related to tutors’ conceptions of teaching and learning aligning with the design of their courses. In addition, this understanding influenced tutors’ use of effective online teaching principles. The research identified that all tutors’ courses aligned with the effective online teaching principles of constructive alignment, the chunking of content and tasks into appropriate sizes, and scaffolding of information. The principles related to student interactivity with content, between students and with the tutor were evidenced on two of the polytechnics’ courses with limited evidence on the third polytechnics’ site. The effective online teaching principles of promoting student ownership of the learning process, and interaction with a larger learning environment was demonstrated on few of the tutors’ online courses in this study. The enablers and barriers experienced by tutors played a key role in the extent to which tutors implemented effective online teaching principles in their courses. Institutional processes related to course design, and tutor professional learning and support played a critical role in providing tutors with the knowledge and time they needed to effectively teach online.
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    Learning statistics at a distance : a thesis presented in partial fulfilment of the requirements for the degree of Master of Educational Studies in Mathematics at Massey University
    (Massey University, 2001) Curry, Lois Marian
    There is evidence from many leading statistics educators that students often find statistics a difficult subject to learn. This is often attributed to the abstract nature of the concepts and the change in thinking required to understand the theory of probability and the innate variation existing around us. For mature-aged students, these difficulties may be compounded by lack of basic mathematical skills and anxiety about learning statistics. In addition, learning at a distance may increase the problems students have in obtaining good understanding of the concepts. The purposes of this qualitative study were to determine the value mature-aged students placed on having a compulsory statistics paper in their business or applied science degree; and to record the difficulties that these students attributed to their choice of the distance mode of learning and their strategies or suggestions for dealing with these. Recommendations for the design of distance courses for mature-aged students were discussed. The main findings were: • The lack of mathematical skills was the main reason that students were tentative about tackling a statistics course. Older students and those with little secondary education may be particularly affected. • Anxiety was not as extensive as had been reported in overseas studies but is still an issue for statistics educators. • Almost all students saw value in having a compulsory statistics course in their degree and were aware of the need to interpret data presented to them in their study, work or everyday life. • The mature-aged students demonstrated good metacognitive skills and other learning strategies. Determination to succeed and high motivation were apparent, although many students found the course unexpectedly difficult. • There was a variety of opinions about the effectiveness of available resources. Support mechanisms were deemed important, as was some face-to-face component in the statistics course and some flexibility in time-frames.
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    Costs, compromises and opportunities : the experiences of mature women students in flexible delivered teacher education : a thesis presented in partial fulfillment of the requirements for the degree of Master of Education at Massey University
    (Massey University, 2005) Stevenson, Alison Margaret Fordyce
    This case study research examines the factors that shaped the distance study experiences of eight mature women students who completed a three-year teacher education qualification through flexible delivery at a New Zealand tertiary institution. To obtain perspectives on their experiences as mature students, individual semistructured interviews were conducted with the women following their completion of three years of study. The women encountered challenges in their dual contexts of study and family. Study was a cost to the women's family situations, particularly family relationships. The results convey the compromises the women made in their personal and academic spheres. Overwhelmingly the findings confirm personal and professional opportunities gained from the study experience, including positive outcomes for self and family. Support and connectedness generated new meanings for the women. Experiencing academic success, self-growth and transformation of identity were considered ultimate outcomes of the study experience. This research enhances understanding of the intersecting aspects of family and study for women distance students. Recommendations have been made for addressing the specific needs and supporting the study experiences of mature women students.
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    Exploring the reason for the high withdrawal rate of distance education students enrolled in first level accounting : a research report presented in partial fulfilment of the requirements for the degree of the Master of Business Studies at Massey University
    (Massey University, 1989) Hooper, Keith Charles
    Massey University is the only New Zealand university providing first level distance education (extramural education) in accountancy, and is one of the largest university providers of extramural accountancy education in Australasia. The last three years have witnessed a steady growth in the demand for extramural first level accountancy. The number of students enrolling have almost doubled in that period from just over 500 to nearly 1,000 in 1989. Unlike some of the world's open universities Massey University is a "dual mode" institution. That is extramural and internal courses are taught to the same prescriptions and assessed by the same final examinations. An advantage of this system is that standards achieved by extramural students are comparable to those achieved by internal students in the same course, and there is no distinction between a qualification gained extramurally and one by internal study. The latter is important to the many extramural students wishing to pursue an accountancy career and eventually qualify for membership of the New Zealand Society of Accountants. However, for extramural students the method of delivery of accountancy education is different to that of the internal students. It is a method of education heavily reliant on printed materials and involves very little face-to-face contact. Coupled with this is the fact that many extramural accounting students are of mature age, working, have young families, and have had no previous experience of university study or distance education.
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    Developing a courseware database for the AudioGraph : a thesis presented in partial fulfilment of the requirements for the degree of Master of Science at Massey University
    (Massey University, 2000) Pan, Jun
    The goal of this project is to investigate and prototype a database driven server for the editing and delivery of multimedia courseware. This project required the analysis, design, and construction of a client/server based, distributed educational system. The components of the project are a relational database server with a particular database schema that can be downloaded or distributed with an existing project and the AudioGraph. The AudioGraph is an application using a multi-media tool to publish university lectures, tutorials or training material on the Web. The front-end interface is a Java application that lets the lecturers or students interact with the database. This system can be used to keep track of various stages of courseware development and web publishing. The overall aim was a flexible and adaptive system with the current lecture development and environment maintained. The system may be distributed on Windows NT, Unix and Macintosh platforms and so is portable and extendible and is platform-independent. The background and technology employed in the project is introduced. Each stage of the project process is explained in terms of the development lifecycle of the system. A limitation imposed by multi-platform compatibility is discussed and the achievement is presented by screenshots. Through the report, the structure of the file, run time environment, inter-process communication, user interface, and server access are explained.
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    Motivational and contextual influences in the decision of females to study extramurally : a thesis presented in partial fulfilment of the requirements for the degree of Master in Education at Massey University
    (Massey University, 1992) Taylor, Bernice Noelene
    In order to determine the motivational factors influencing adult female extramural education students (FEES) to decide on a course of study at Massey University, a pilot study was carried out from an analysis of this, a questionnaire was designed which covered demographic variables, reasons for studying education, satisfaction with life, satisfaction with the choice of education as a subject, predisposing factors that helped to create or maintain motivation to enrol, barriers in the decision not to enrol at an earlier time, events that enabled enroling, frustrations involved with studying extramurally, positive effects of extramural study, changes in the original motivation, and the coinciding of life events, the decision to study and changes in values. In order to establish whether motivations of FEES related to personality types, the Myers-Briggs Type Inventory was also administered. The sample of 170 ranged in age from 19 to over 50 and included males as a comparison group (MEES). The research aimed to find out what general motivations underlay FEES' decisions to study; in what ways did FEES motivations differ from MEES motivations; what the frustrations and positive effects of extramural study were; whether FEES motivations to study had changed since the decision was made to study; and whether there was any link between the decision to study, the coincidence of a life transition and the formation of new values. An analysis of variance for the demographic variables showed the immensely heterogeneous nature of the sample and its effect on the motives for studying. Results showed that the major motivation for FEES was to gain knowledge and for personal interest, while for MEES it was to gain a degree. The main motivational change for FEES was to attain a degree, while for males it was completing the degree that had been started. The life transition that coincided with the decision to study was starting work, getting a new job, and job promotion for both FEES and MEES. The main value formation for FEES was growth in independence, while for MEES it was understanding the differences and reactions of others. Results showed that some personality types were related to various motivations. The most frequent Myers-Briggs psychological type that occurred was ISTJ. Finally the study made reference to the frustrations of extramural study and their subsequent importance for educators of extramural students.
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    Evaluation of the effectiveness of a tertiary course delivered via the World Wide Web : the case of the 86.761 course-- "Learning with computers" : a thesis presented in partial fulfilment of the requirements for the degree of Master in Education at Massey University
    (Massey University, 1999) Santos, Ieda Margarete
    Delivering courses via the World Wide Web is a relatively new phenomenon. Evidence on how it can promote learning is still under investigation. The main objective of this thesis is to evaluate the effectiveness of a tertiary course, 86.761 "Learning with Computers", delivered via the web, and contribute to the formation of a body of knowledge on this subject. The research is organised into three phases. Phase one involves the design of the web-based course and an interview with the Paper Co-ordinator which documents his perceptions of teaching via the web, the objectives, pedagogical strategies and web tools used to deliver the course content, and the design of the user interface. Phase two of the research describes the implementation of the web-based course. In the third phase, a questionnaire is used to gather data on the students' perceptions of the various aspects of the web-based course. It also involves another interview with the Paper Co-ordinator, which describes his perceptions of teaching via the web, after the implementation of the web-based course. Analysis of data shows that there had been a positive evolution in the Paper Co-ordinator's perceptions of teaching via the web. Regarding the students' perceptions of learning via the web, results suggest that it was a positive and valuable experience, meaning a step in the right direction, yet with plenty of room for improvement. As for the objectives of the web-based course, some were clearly better achieved than others. The pedagogical strategies used to deliver the course content were accomplished with different levels of effectiveness. The results also reveal that the web tools used in the web-based course achieved various degrees of success. Finally, with respect to the user interface, findings show that the web-based course was simple, easy to use and friendly. The aspects of consistency, access and navigation were considered acceptable, yet with plenty of room for improvement. However, the aspects of online help, advice and customisation were considered inadequate. In summary, this thesis was moderately successful in achieving its main objective. More research is needed on how to effectively use the web for teaching and learning.