| Summary |
The purpose of this thesis was to develop an asynchronous course by utilizing the post secondary curriculum of a survey of anatomy and physiology lessons and to observe the ability of the students in an asynchronous instructional setting transferring knowledge to learning while comparing synchronous instruction of the equivalent course in the same time period. The null hypothesis for this study stated that achievement of students in a college level anatomy and physiology course delivered asynchronously (through distant education) will be the same as achievement of students in a synchronously delivered (face-to-face) course, as indicated by results from the achievement measure designed for this study. Results of the study indicated that there were no significant differences in results for the two groups. Thus, the null hypothesis was retained. Survey analysis was performed in the asynchronously instructed course for student perceptions, and for modifications to be utilized in future implementations of the asynchronous course. Limitations for this study include utilization of a small sample size, and the possibility that some students were not prepared for the technological demands of the distant education course. Recommendations for future research include larger sample sizes, finding methods to control the effect of the teacher variable, and longitudinal studies of students taking distant education courses. |
| General note | Presented to the faculty of the Department of Mathematics and Science Education. |
| General note | Advisor: Scott Watson |
| General note | Appendices on supplemental CD-ROM. |
| Dissertation note | M.A. East Carolina University 2004 |
| Bibliography note | Includes bibliographical references (leaves 42-44). |
| Genre/form | dissertations. |
| Genre/form | theses. |
| Genre/form | masters theses. |
| Genre/form | doctoral dissertations. |
| Genre/form | Academic theses. |
| Genre/form | Academic theses. |
| Genre/form | Thèses et écrits académiques. |
