Abstract:
This study developed a model for evaluating the ability of ICT-based modes of
communication to foster an effective learning environment, by creating telepresence,
flexibility, interaction and collaboration, for distance learners at the University of the South
Pacific (USP). The model is formulated on the basis of the educational relationship triad
developed by Hall and Kidman (2002). Concepts and attributes from foundations of distance
education; new models of distance education; and learning theories, which build on the
educational relationships are identified and integrated into the ICT-based distance education
model developed in the thesis.
The study employed a multi-perspective evaluation design with survey questionnaires as the
main technique of data collection. Interviews and online conferencing data was used in
triangulation to support the main technique of data collection. Nine ICT-based modes of
communication used for distance education at USP were assessed in this study. These are
video broadcast, audio conferencing, video conferencing, the Web, email, and WebCT-based
homepages, text chat, mail and discussion boards.
There are two key findings of this study. The first set of findings reveals that the ICT-based
distance education model developed in the thesis provided a useful framework for the
evaluation of ICT-based modes of communication at USP. The second set of findings shows
that distance learners at USP found the use of ICT-based modes of communication fostered an
effective learning environment for them, by enhancing telepresence, flexibility, interaction and
collaboration. The extent to which the four key attributes were enhanced in each course was
influenced by the use of varying modes of communication, the pedagogical design of the
course, access to Internet facilities, and the age,
occupation and cultural background of
distance learners.
