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Essay / Research Paper Abstract
A 7 page paper written as a transition between a literature review and a methods section (neither included) of a proposed study to assess educators’ attitudes toward required use of integrated database systems in their instructional activities. The paper addresses growth of online offerings and content standardization to conclude that it would appear that systems capable of relieving educators of the more mundane and time-consuming administrative tasks of their work would be well received. But does this type of reception extend to diminished control over content as well? This is a question that the proposed study seeks to answer. Bibliography lists 7 sources.
Page Count:
7 pages (~225 words per page)
File: CC6_KSeduDisTeach.rtf
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Unformatted sample text from the term paper:
sources used here. The remaining 35 or so pages hold information that may apply as well. Not having what youve already written hampered efforts to augment it, but
in any case I also had difficulty locating teacher attitude information. I hope this will provide the transition information you need. JM Introduction
All aspects of education ranging from the public school system to both public and private higher education institutions recently have come under pressures previously unknown. It appears
that many of these pressures ultimately will decree true paradigm change, rather than only a change of approach. The matter has been discussed at great length from various perspectives,
but relatively little attention has been given to teachers attitudes toward what appears to be dilution of direct control over individual classes. One of the factors operational in these
changes is the advent of Learning Management Systems (LMS) such as those programs offered by Datatel. Anecdotal Opinion Distance education has its devotees,
but it has its critics as well. "University of York history professor David Noble, the most prominent critic, says the concept is being promoted by profit-hungry administrators who dont
care about students welfare. Students dont want this stuff, Noble says" (McGinn, 2000; p. 54). Growth in for-credit distance learning suggests that Noble is wrong. "By the end
of the year, according to researchers at InterEd, 75 percent of all U.S. universities will offer online course work, and 5.8 million students will have logged on" (McGinn, 2000; p.
54). There is debate over whether online college courses are "real," or whether they represent only the latest version of diploma mills with
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