Dr. Bob Spencer
https://auspace.athabascau.ca/handle/2149/841
Former Professor2024-03-28T14:42:22ZThe Self-Reported Impact of Graduate Program Completion on the Careers and Plans of Graduates
https://auspace.athabascau.ca/handle/2149/2290
The Self-Reported Impact of Graduate Program Completion on the Careers and Plans of Graduates
Fahy, Patrick J.; Spencer, Bob; Halinski, Tara
Abstract
The Centre for Distance Education, Athabasca University, commenced a survey of all graduates of its two programs, the Master of Distance Education (MDE) degree, and the Graduate Diploma (GD) in Technology, in late 2006. Alumni were asked how program completion had affected their careers, and their plans for the future. A total of 84 graduates (28.3% of all graduates) responded, two-thirds from graduating classes of 2004 or later. Using an online survey and telephone interviews, the study found that 56% of the respondents were employed in distance education (DE), in a variety of areas. The major impact of program completion was on personal confidence, credibility as seen by others, and promotion potential. Those working in distance education were much more involved with distance education issues, including new job responsibilities, and perceived themselves to have more job autonomy and project management duties, and more potential for promotion. Those employed in the field were also much more likely to read the DE literature, and to attend conferences and other DE-related events.
2009-01-23T21:37:42ZResearch Experience and Agreement With Selected Ethics Principles From Canada’s Tri-Council Policy Statement—Ethical Conduct for Research Involving Humans
https://auspace.athabascau.ca/handle/2149/1700
Research Experience and Agreement With Selected Ethics Principles From Canada’s Tri-Council Policy Statement—Ethical Conduct for Research Involving Humans
Fahy, Patrick J.; Spencer, Bob
An online survey was conducted of students, instructors, and researchers in distance education regarding principles for the ethical treatment of human research subjects. The study used an online questionnaire based on principles drawn from Canada’s Tri-Council Policy Statement, Ethical Conduct for Research Involving Humans (TCPS, 2003), which the authors had sometimes found problematic in their own distance education practice (as researchers, in their work with graduate students, and as Research Ethics Board [REB] members). Overall, findings showed that respondents tended to agree with the principles presented, whether consistent or not with the TCPS; however, those with more research experience showed a tendency to agree more with questionnaire items that were consistent with the TCPS, and less with those items not consistent with the Policy, a pattern that was more pronounced in a group of 25 published researchers invited to participate. Conclusions were that research experience was associated with greater agreement with the TCPS’s principles, with ethics issues, and with REB experience; that by their own admission many participants were not well acquainted with the TCPS; and that efforts to address the reservations of distance education researchers about ethics review should include the involvement of experienced researchers, as this group probably best represents the ethical norms and practices of the field.
Des étudiants, des professeurs et des chercheurs en éducation à distance ont participé à une étude en ligne portant sur les principes d’un traitement éthique des êtres humains en tant que sujets d’expériences en recherche. Le questionnaire en ligne utilisé était basé sur des principes issus de l’Énoncé canadien de politique des trois Conseils, section Éthique de la recherche avec des êtres humains (EPTC, 2003). Les auteurs ont parfois trouvé cet énoncé problématique dans leur pratique en formation à distance (en tant que chercheurs, dans leurs travaux avec des étudiants gradués et en tant que membres du Comité d’éthique de la recherche (CÉR)). En général, les résultats ont montré que les répondants avaient tendance à être d’accord avec les principes présentés, que ces principes soient cohérents ou non avec l’EPTC. Cependant, les répondants ayant plus d’expérience en recherche avaienttendance à être plus en accord avec les articles du questionnaire qui allaient dans le même sens que l’EPTC, et à être moins en accord avec les articles qui n’étaient pas compatibles avec l’énoncé de politique. Cette tendance s’est montrée plus marquée chez un groupe de 25 chercheurs reconnus invités à participer. De cette étude, on a conclu que : l’expérience en recherche est associée à un plus grand accord avec les principes de l’EPTC, avec les problématiques d’éthique et avec l’expérience en CÉR; plusieurs participants inscrits n’étaient pas très familiers avec l’EPTC; les démarches entreprises pour étudier la question des réserves qu’ont les chercheurs en éducation à distance vis-à-vis les révisions éthiques devraient inclure la participation de chercheurs expérimentés, puisque ce groupe représente probablement le mieux les normes et les pratiques éthiques du domaine.
2004-01-01T00:00:00ZThe mind of a plagiarist
https://auspace.athabascau.ca/handle/2149/1699
The mind of a plagiarist
Baggaley, Jon; Spencer, Bob
The ease with which material may be "copied and pasted" from the Internet into written work is raising concern in educational institutions, and particularly in those disciplines that use online courses and methods in their curriculum. A case of "serial plagiarism" is discussed, in the work of a graduate student in an online distance education program. The complexity of the student's thinking is emphasized, and the manner in which the case was handled by the teacher and the university. The use of an online plagiarism-checking technology (Turnitin.com) and the value of such services are discussed. The case illustrates the importance of explaining the precise nature of plagiarism to students, of providing clear warnings about its consequences and of developing a careful institutional approach to plagiarisn detection and prevention.
2005-03-01T00:00:00ZFactors Affecting the Development and Use of Learning Objects
https://auspace.athabascau.ca/handle/2149/1698
Factors Affecting the Development and Use of Learning Objects
Moisey, Susan D.; Ally, Mohamed; Spencer, Bob
This study explored barriers and facilitating factors affecting the development and use of learning objects in developing instructional materials and their use in supporting individualized learning. Over a two-month period, students in a graduate-level instructional design course developed instructional materials incorporating learning objects or developed learning objects in selected areas or disciplines. Qualitative analysis was conducted to explore students' experience and examine the skills and knowledge required to develop and use learning objects successfully. Through this analysis, three facilitating factors and nine barriers were identified. The authors conclude that the successful development and use of learning objects will be promoted by overcoming the barriers and strengthening the facilitating factors identified in this study.
2006-01-01T00:00:00ZThe Personalized System of Instruction: Review and Applications to Distance Education
https://auspace.athabascau.ca/handle/2149/1697
The Personalized System of Instruction: Review and Applications to Distance Education
Grant, Lyle; Spencer, Bob
The present paper (a) outlines the basic features of the Personalized System of Instruction (PSI); (b) provides a brief history of PSI; and (c) describes the application of PSI to distance education. Some common misconceptions about PSI are also addressed. PSI is presented as a helpful universally applicable set of instructional practices that are well suited to distance teaching and learning.
2003-01-01T00:00:00Z