• English
    • Norsk
  • English 
    • English
    • Norsk
  • Administration
View Item 
  •   Home
  • Det matematisk-naturvitenskapelige fakultet
  • Institutt for informatikk
  • Institutt for informatikk
  • View Item
  •   Home
  • Det matematisk-naturvitenskapelige fakultet
  • Institutt for informatikk
  • Institutt for informatikk
  • View Item
JavaScript is disabled for your browser. Some features of this site may not work without it.

Internettbasert fjernundervisning

Stamnes, Monica
Master thesis
View/Open
stamnes.pdf (1.337Mb)
Year
2003
Permanent link
http://urn.nb.no/URN:NBN:no-5620

Metadata
Show metadata
Appears in the following Collection
  • Institutt for informatikk [3588]
Abstract
Due to the scattered population and the political goal of equal right

to education, distance education has become popular in Norway.

Technological advances have led to more and more distance education

courses being offered via the Internet. In this thesis we focus on

internet-based distance education and its characteristics.

We examine the benefits and limitations of using distance education

compared to traditional education. Also, we examine the effects of

distance education and its accompanying teaching aids on education in

general. We try to characterise the typical student taking distance

education courses and determine what his or her typical needs are.

The thesis is based on a survey performed over two semesters among

regular students and distance education students in entry-level

computer science classes at the University of Oslo. The course design

was very similar for both groups of students, with the main exception

that the distance education course used slides with accompanying sound

recordings in lieu of lectures, and that the distance education

students did not participate in group tutoring sessions.

We found that the average distance education student worked full time

and therefore used less time on studies than the regular students. The

distance education courses also had a larger percentage of drop-outs

and a slightly higher failing rate on the exams. Furthermore, we found

that it was hard to establish communication among the students in the

distance education courses, which led to a higher workload for the

teaching assistant. The feedback from the students in the distance

education courses was generally positive, and they were especially

satisfied with the slides with accompanying sound. Several of the

distance education students also commented that the freedom in the

course design made it suitable for combination with full time work.

To conclude, we evaluate the distance education courses and suggest

possible changes to their design.
 
Responsible for this website 
University of Oslo Library


Contact Us 
duo-hjelp@ub.uio.no


Privacy policy
 

 

For students / employeesSubmit master thesisAccess to restricted material

Browse

All of DUOCommunities & CollectionsBy Issue DateAuthorsTitlesThis CollectionBy Issue DateAuthorsTitles

For library staff

Login
RSS Feeds
 
Responsible for this website 
University of Oslo Library


Contact Us 
duo-hjelp@ub.uio.no


Privacy policy