Abstract

In Kecskemet, Hungary, three small colleges are discussing plans to form a new university and implement some of their courses using distance education technologies, if political and economic conditions are favorable. The purpose of this case study was to answer some basic questions about: (1) the accessibility to 74 different technologies which could be used in the planning and implementation of distance education programs, (2) the knowledge of the planners about these technologies, and (3) their experience using them. Planners were selected by respective college rectors as: ·Horticulture College (N=16), Mechanical Engineering and Automation College (N-16), Teacher Training College (N=7). The planners' selections were based on the assumption that they would likely be used in the development and implementation of future distance education programs. No other conditions were set for their selection in the hopes that the most natural conditions might be replicated, i.e., decisions for program planning and implementation ultimately rest with administrators' decisions.

From the analysis of both individual and group data, it was determined that (1) the Horticulture and Mechanical Engineering and Automation Colleges were roughly equivalent in accessibility to and experience with the technologies surveyed, (2) the Mechanical Engineering and Automation College had more knowledge of the technologies than the other two colleges, (3) the Teacher Training and Horticulture Colleges had equal knowledge of these technologies, (4) the Teacher Training College had less accessibility to and experience with these technologies than the other two colleges, (5) as individuals, surveyed respondents possessed definite use and knowledge strengths and weaknesses, and (6) there was significant accessibility to many of these technologies outside of the three colleges that should be pursued.

When final planning begins, it will be useful to look at table details rather than broader conclusions. In Tables 1-100 can be found: accessibility, knowledge and experience strengths and weaknesses (for both individuals and groups), internal and - external accessibilities, i.e., details which can be used to maximize networking and develop required staff and faculty training programs.

Respondents' comments to open-ended questions, found in Tables 101-106, ask about: the potential use of distance education in their work assignments, colleges, geographic areas and all work assignments, their perceptions of the current degree of support for distance education, the political influence on distance education in Hungary, and the biggest barriers to implementing education in their schools. Also included are researcher reactions to some of these comments and ideas for overcoming some difficulties.

Graduation Date

1993

Semester

Fall

Advisor

Hudson, Larry

Degree

Doctor of Education (Ed.D.)

College

College of Education

Department

Instructional Programs

Format

PDF

Pages

333 p.

Language

English

Rights

Written permission granted by copyright holder to the University of Central Florida Libraries to digitize and distribute for nonprofit, educational purposes.

Length of Campus-only Access

None

Access Status

Doctoral Dissertation (Open Access)

Identifier

DP0023406

Subjects

Dissertations, Academic -- Education; Education -- Dissertations, Academic

Accessibility Status

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