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THE IMPLEMENTATION OF ONLINE LEARNING FOR ESL PROGRAMS: FACTORS AND PERSPECTIVES
by
ShengChieh Peng
A Dissertation Presented to the
FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF EDUCATION
August 2010
Copyright 2010 ShengChieh Peng
Object Description
| Title | The implementation of online learning for ESL programs: factors and perspectives |
| Author | Peng, ShengChieh |
| Author email | jim5437@yahoo.com.tw; jim060480@hotmail.com |
| Degree | Doctor of Education |
| Document type | Dissertation |
| Degree program | Education (Leadership) |
| School | Rossier School of Education |
| Date defended/completed | 2010-06-23 |
| Date submitted | 2010 |
| Restricted until | Unrestricted |
| Date published | 2010-08-05 |
| Advisor (committee chair) | Hentschke, Guilbert C. |
| Advisor (committee member) |
Shakhbagova, Julietta Dwyer, David C. Sundt, Melora |
| Abstract | As attention to using online technology is increasing in the field of ESL education, this research aimed to investigate (1) factors that foster or inhibit the development and implementation of online courses, and (2) extent to which the perspectives of program directors and ESL teachers affect online ESL education. In this qualitative research, five programs that are in different levels of implementation of online courses were examined. Participants included the five programs directors and 39 ESL instructors.; The findings showed that factors such as instructors’ ability and availability, their knowledge and experience, the lack of human and technical support from the school, and concerns about the quality of online courses inhibited the implementation of online ESL courses. On the other hand, factors such as the incentive to satisfy student needs, reach a wider audience, increase enrollment, and respond to pressure from administration and policies set by the school fostered the implementation of online courses. A detailed presentation of the factors is included.; Regarding the second research question, a pattern could not be found that showed a direct association between the internal consensus and the actual implementation of online courses. This suggests that the role of internal consensus in the innovation adoption process needs to be further examined. Discussion and implications of the findings, and recommendation for future research are also included. |
| Keyword | online ESL; online English; online ESL courses; implementing factors; ESL programs; disruptive innovation |
| Geographic subject (state) | California |
| Language | English |
| Part of collection | University of Southern California dissertations and theses |
| Publisher (of the original version) | University of Southern California |
| Place of publication (of the original version) | Los Angeles, California |
| Publisher (of the digital version) | University of Southern California. Libraries |
| Provenance | Electronically uploaded by the author |
| Type | texts |
| Legacy record ID | usctheses-m3301 |
| Rights | Peng, ShengChieh |
| Repository name | Libraries, University of Southern California |
| Repository address | Los Angeles, California |
| Repository email | http://www.usc.edu/isd/libraries/services/ask_a_librarian/email/ |
| Filename | etd-Peng-3959 |
| Archival file | uscthesesreloadpub_Volume35/etd-Peng-3959.pdf |
Description
| Title | Page 1 |
| Full text | THE IMPLEMENTATION OF ONLINE LEARNING FOR ESL PROGRAMS: FACTORS AND PERSPECTIVES by ShengChieh Peng A Dissertation Presented to the FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION UNIVERSITY OF SOUTHERN CALIFORNIA In Partial Fulfillment of the Requirements for the Degree DOCTOR OF EDUCATION August 2010 Copyright 2010 ShengChieh Peng |
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