BibTex RIS Cite

The Organisation Of A Distance Postgraduate Dance Programme 
And The Participation Of Students Specialising In Dance

Year 2008, Volume: 9 Issue: 3, 59 - 73, 01.09.2008

Abstract

Researching student participation in distance postgraduate programmes of studies in dance constitutes a concern of any educational organisation. This sort of participation can be considered as a type of “behaviour” of the students which has to be researched and defined. The aim of this study is to research the factors which constitute the behaviour of students participating in distance postgraduate programmes of studies in dance and to detect any difference in their behaviour that stems from characteristics such as gender and previous dance experience. The sample of the study consisted of 71 male and female students who had chosen to specialise in Greek traditional dance in three Departments of Physical Education of Greece, where the specific specialisation is offered. From the results of the study, it is observed that there is a moderately positive tendency to participate in a postgraduate programme of studies in dance. Furthermore, it was found that male and female students in the three departments did not show any difference in their “behaviour”. Differences in “Role Identity” and “Attitude Strength” can be seen between those who had previous dance experience and those who did not.

References

  • Ajzen, I. & Fishbein, M. (1980). Understanding attitudes and predicting social behaviour. Englewood -Cliffw. NJ: Prentice-Hall.
  • Annetta, L., Murray, M., Gull L., Bohr, S. & Park, J. (2008). Investigating student attitudes toward a synchronous, online graduate course in a multi-user virtual learning environment, Journal of Technology and Teacher Education, 16, 1, 5-34 .
  • Askon, Ε., Johnston, J., Petty, L. & Young S. (2003). Expanding access to adult literacy with online distance education. Cambridge: NCSALL.
  • Bagozzi, P.R. (1989). An investigation of the role of affective and moral evaluation in the porpusefyl behaviour model of attitude.British Journal of Social Psychology. 28, 97-113.
  • Bebetsos, E. (1999). Psychological support techniques for participation in exercise and weight control programmes. Unpublished doctoral dissertation, Democritus University of Thrace, Greece.
  • Bebetsos, E., Antoniou, P., Kouli, O. & Trikas, G. (2004). Knowledge and information in prediction of intention to play badminton. Perceptual and Motor Skills, 98, 1210- 1218.
  • Beyth-Marom, R., Saporta, K. & Caspi, A. (2005). Synchronous vs. asynchronous tutorials: Factors affecting students' preferences and choices. Journal of Research on Technology in Education, 37, 3, 245-262.
  • Biddle, B., Bank, B. & Slavings, R.L (1987). Norms, preferences identities and retention decisions. Social Psychology Quarterly, 50, 322-337.
  • Callero, P., Howard, J. & Piliavin, J. (1987). Helping behaviour as role behaviour: Disclosing social structure and history in the analysis of pro-social action. Social Psychology Quarterly, 50, 247-256.
  • Charng, H., Piliavin, J. & Callero, P. (1988). Role identity and reasoned action in the prediction of repeated behavior. Social Psychology Quarterly, 51, 303-317.
  • Fishbein, M. & Ajzen, I. (1975). Belief, attitude, intention and behavior. Reading MA: Addison Wesley.
  • Goulimaris, D., Serbezis, V., Pitsiakou, P. & Pavlidou, D. (2002). Postgraduate studies in dance and their prospects, Proceedings of 10th Conference of Physical Education and Sport Science, Greece, 166.
  • Gunawardena, C. N. & McIsaac, M. S. (2004). Distance education. In D. H. Jonassen (Ed.) Handbook of research on educational communications and technology (2nd ed), pp. 355-395, London: Lawrence Erlbaum Associates Publishers
  • Holmberg, B. (1977). Distance education. A survey & bibliography. London: Kogan Page.
  • Kokkos, A. (1999). Education of adults: the field, the learning principles, the factors. (Vol. A). Patra: Hellenic Open University.
  • Koohang, A. (2004). Students perceptions toward the use of the digital library in weekly web-based distance learning assignments portion of a hybrid programme. British Journal of Educational Technology, 35, 5, 617-626.
  • Koutsouba, M. (2001). Melody, speech and movement in distance polymorphic learning: a first approach. Proceedings of 2nd Pan-Hellenic Conference of Folklore Culture, Greece, 195-204.
  • Koutsouba, M. (2006). Distance learning and the teaching of kinetic skills: the example of dance. Proceedings of 2nd Summer University of Open and Distance Learning, Greece, 1-4.
  • Lionarakis, A. & Lykouriotis, A. (1998). Open and traditional learning. In D. Vergidis, A. Lionarakis, A. Lykourgiotis, V. Makrakis & Ch. Matralis Open and distance learning. Institutions and functions. (Vol. A). (pp. 19-35). Patra: Hellenic Open University.
  • Liska,A. (1984). A critical examination of the causal structure of the Fishbein / Ajzen attitude-behavior model. Social Psychology Quarterly, 47, 61-74.
  • Mabrito, M. (2006). A Study of synchronous versus asynchronous collaboration in an online business writing class. American Journal of Distance Education, 20, 2, 93-107. Matralis H. (1998a). Demands from the tutors. In D. Vergidis, A. Lionarakis, A. Lykourgiotis, V. Makrakis & Ch. Matralis Open and distance learning. Institutions and functions. (Vol. A). (pp. 57-58). Patra: Hellenic Open University.
  • Matralis Ch. (1998b). Distance Learning. In D. Vergidis, A. Lionarakis, A. Lykourgiotis, V. Makrakis & Ch. Matralis Open and distance learning. Institutions and functions. (Vol. A). (pp. 41-46). Patra: Greek Open University.
  • Michailidis, P. (2000). Internet: An accessible teacher training method. Proceedings of 2nd Conference:Information and Communication Technologies in Education, Greece, 155-163.
  • O'Quinn, L. (2002). Factors that influence community college faculty participation in distance education. Unpublished doctoral dissertation, George Washington University, USA.
  • Papageorgiou, P., Goulimaris, V. & Serbezis, V. (2003). Factors influencing the behaviour of traditional dancers concerning their participation in organised dance activities. Physical Education Sports & Health, 14, 65-76.
  • Postgraduate study programme “Exercise and Quality of Life”. Downloaded on March 5, 2008. Available : http:// www.phyed.duth.gr/gr/20years/default.aspx#
  • Raden, D. (1985). Strength-related attitude dimensions. Social Psychology Quarterly, 48, 312-330.
  • Sarnoff, I. (1960). Psychoanalytic theory and social attitudes. Public Opinion Quaterly, 24, 251-279.
  • Serbezis, V. (1995). A comparative study of Greek traditional dance teaching methods for children aged 9-11. Unpublished doctoral dissertation, Democritus University of Thrace, Greece.
  • Shearer, R., (2003). Instructional design in distance education: An overview. In M. G. Moore, Handbook of Distance Education, (pp. 275-286) New Jersey: Lawrence Erlbaum Associates Publishers.
  • Sherry, A. (2003). Quality and its measurement in distance education. In M. G. Moore, Handbook of Distance Education, (pp. 435-460) New Jersey: Lawrence Erlbaum Associates Publishers
  • Stevens, T. & Switzer, C. (2006). Differences between online and traditional students: A study of motivational orientation, self-efficacy, and attitudes. Turkish Online Journal of Distance Education,7, 2, 90-100.
  • Tesser, A. & Shaffer, D.R. (1990). Attitudes and attitudes change.Annual Review Psychology, 41, 479-523.
  • Texas Higher Education Coordinating Board. (2000). Report on a study of access to higher education through distance education. Austin: Texas Higher Education Coordinating Board.
  • Theodorakis Y. (1994). Planned behavior, attitude strength, self-identity & the prediction of exercises behavior. The Sport Psychology, 8, 149-165.
  • Theodorakis, Y. (1992). Psychosocial factors contributing to prediction of adult women participation in exercise programmes for all. Unpublished doctoral dissertation, Aristotle University of Thessalonica, Greece.
  • Theodorakis, Y., Bagiatis, K. & Goudas, M. (1995). Attitudes toward teaching with disabilities: application of planned behavior theory. Adapted Physical Activity Quarterly, 12, 151-160.
  • Uzunboylu, H. (2007). Teacher Attitudes toward online education following an online inservice program, International Journal on E-Learning, 6, 2, 267-277.
  • Welker, J. & Berardino, L. (2006). Blended learning: Understanding the middle ground between traditional classroom and fully online instruction. Journal of Educational Technology Systems, 34, 1, 33-55.
  • Yu-Hui, T. & Chu-Chen, R. (2008). Typology of teacher perception toward distance education Issues--A Study of college information department teachers in Taiwan, Computers & Education, 1, 23-36.

Assistant Professor Dimitris GOULIMARIS Democritus University of Thrace, GRECEE

Year 2008, Volume: 9 Issue: 3, 59 - 73, 01.09.2008

Abstract

References

  • Ajzen, I. & Fishbein, M. (1980). Understanding attitudes and predicting social behaviour. Englewood -Cliffw. NJ: Prentice-Hall.
  • Annetta, L., Murray, M., Gull L., Bohr, S. & Park, J. (2008). Investigating student attitudes toward a synchronous, online graduate course in a multi-user virtual learning environment, Journal of Technology and Teacher Education, 16, 1, 5-34 .
  • Askon, Ε., Johnston, J., Petty, L. & Young S. (2003). Expanding access to adult literacy with online distance education. Cambridge: NCSALL.
  • Bagozzi, P.R. (1989). An investigation of the role of affective and moral evaluation in the porpusefyl behaviour model of attitude.British Journal of Social Psychology. 28, 97-113.
  • Bebetsos, E. (1999). Psychological support techniques for participation in exercise and weight control programmes. Unpublished doctoral dissertation, Democritus University of Thrace, Greece.
  • Bebetsos, E., Antoniou, P., Kouli, O. & Trikas, G. (2004). Knowledge and information in prediction of intention to play badminton. Perceptual and Motor Skills, 98, 1210- 1218.
  • Beyth-Marom, R., Saporta, K. & Caspi, A. (2005). Synchronous vs. asynchronous tutorials: Factors affecting students' preferences and choices. Journal of Research on Technology in Education, 37, 3, 245-262.
  • Biddle, B., Bank, B. & Slavings, R.L (1987). Norms, preferences identities and retention decisions. Social Psychology Quarterly, 50, 322-337.
  • Callero, P., Howard, J. & Piliavin, J. (1987). Helping behaviour as role behaviour: Disclosing social structure and history in the analysis of pro-social action. Social Psychology Quarterly, 50, 247-256.
  • Charng, H., Piliavin, J. & Callero, P. (1988). Role identity and reasoned action in the prediction of repeated behavior. Social Psychology Quarterly, 51, 303-317.
  • Fishbein, M. & Ajzen, I. (1975). Belief, attitude, intention and behavior. Reading MA: Addison Wesley.
  • Goulimaris, D., Serbezis, V., Pitsiakou, P. & Pavlidou, D. (2002). Postgraduate studies in dance and their prospects, Proceedings of 10th Conference of Physical Education and Sport Science, Greece, 166.
  • Gunawardena, C. N. & McIsaac, M. S. (2004). Distance education. In D. H. Jonassen (Ed.) Handbook of research on educational communications and technology (2nd ed), pp. 355-395, London: Lawrence Erlbaum Associates Publishers
  • Holmberg, B. (1977). Distance education. A survey & bibliography. London: Kogan Page.
  • Kokkos, A. (1999). Education of adults: the field, the learning principles, the factors. (Vol. A). Patra: Hellenic Open University.
  • Koohang, A. (2004). Students perceptions toward the use of the digital library in weekly web-based distance learning assignments portion of a hybrid programme. British Journal of Educational Technology, 35, 5, 617-626.
  • Koutsouba, M. (2001). Melody, speech and movement in distance polymorphic learning: a first approach. Proceedings of 2nd Pan-Hellenic Conference of Folklore Culture, Greece, 195-204.
  • Koutsouba, M. (2006). Distance learning and the teaching of kinetic skills: the example of dance. Proceedings of 2nd Summer University of Open and Distance Learning, Greece, 1-4.
  • Lionarakis, A. & Lykouriotis, A. (1998). Open and traditional learning. In D. Vergidis, A. Lionarakis, A. Lykourgiotis, V. Makrakis & Ch. Matralis Open and distance learning. Institutions and functions. (Vol. A). (pp. 19-35). Patra: Hellenic Open University.
  • Liska,A. (1984). A critical examination of the causal structure of the Fishbein / Ajzen attitude-behavior model. Social Psychology Quarterly, 47, 61-74.
  • Mabrito, M. (2006). A Study of synchronous versus asynchronous collaboration in an online business writing class. American Journal of Distance Education, 20, 2, 93-107. Matralis H. (1998a). Demands from the tutors. In D. Vergidis, A. Lionarakis, A. Lykourgiotis, V. Makrakis & Ch. Matralis Open and distance learning. Institutions and functions. (Vol. A). (pp. 57-58). Patra: Hellenic Open University.
  • Matralis Ch. (1998b). Distance Learning. In D. Vergidis, A. Lionarakis, A. Lykourgiotis, V. Makrakis & Ch. Matralis Open and distance learning. Institutions and functions. (Vol. A). (pp. 41-46). Patra: Greek Open University.
  • Michailidis, P. (2000). Internet: An accessible teacher training method. Proceedings of 2nd Conference:Information and Communication Technologies in Education, Greece, 155-163.
  • O'Quinn, L. (2002). Factors that influence community college faculty participation in distance education. Unpublished doctoral dissertation, George Washington University, USA.
  • Papageorgiou, P., Goulimaris, V. & Serbezis, V. (2003). Factors influencing the behaviour of traditional dancers concerning their participation in organised dance activities. Physical Education Sports & Health, 14, 65-76.
  • Postgraduate study programme “Exercise and Quality of Life”. Downloaded on March 5, 2008. Available : http:// www.phyed.duth.gr/gr/20years/default.aspx#
  • Raden, D. (1985). Strength-related attitude dimensions. Social Psychology Quarterly, 48, 312-330.
  • Sarnoff, I. (1960). Psychoanalytic theory and social attitudes. Public Opinion Quaterly, 24, 251-279.
  • Serbezis, V. (1995). A comparative study of Greek traditional dance teaching methods for children aged 9-11. Unpublished doctoral dissertation, Democritus University of Thrace, Greece.
  • Shearer, R., (2003). Instructional design in distance education: An overview. In M. G. Moore, Handbook of Distance Education, (pp. 275-286) New Jersey: Lawrence Erlbaum Associates Publishers.
  • Sherry, A. (2003). Quality and its measurement in distance education. In M. G. Moore, Handbook of Distance Education, (pp. 435-460) New Jersey: Lawrence Erlbaum Associates Publishers
  • Stevens, T. & Switzer, C. (2006). Differences between online and traditional students: A study of motivational orientation, self-efficacy, and attitudes. Turkish Online Journal of Distance Education,7, 2, 90-100.
  • Tesser, A. & Shaffer, D.R. (1990). Attitudes and attitudes change.Annual Review Psychology, 41, 479-523.
  • Texas Higher Education Coordinating Board. (2000). Report on a study of access to higher education through distance education. Austin: Texas Higher Education Coordinating Board.
  • Theodorakis Y. (1994). Planned behavior, attitude strength, self-identity & the prediction of exercises behavior. The Sport Psychology, 8, 149-165.
  • Theodorakis, Y. (1992). Psychosocial factors contributing to prediction of adult women participation in exercise programmes for all. Unpublished doctoral dissertation, Aristotle University of Thessalonica, Greece.
  • Theodorakis, Y., Bagiatis, K. & Goudas, M. (1995). Attitudes toward teaching with disabilities: application of planned behavior theory. Adapted Physical Activity Quarterly, 12, 151-160.
  • Uzunboylu, H. (2007). Teacher Attitudes toward online education following an online inservice program, International Journal on E-Learning, 6, 2, 267-277.
  • Welker, J. & Berardino, L. (2006). Blended learning: Understanding the middle ground between traditional classroom and fully online instruction. Journal of Educational Technology Systems, 34, 1, 33-55.
  • Yu-Hui, T. & Chu-Chen, R. (2008). Typology of teacher perception toward distance education Issues--A Study of college information department teachers in Taiwan, Computers & Education, 1, 23-36.
There are 40 citations in total.

Details

Primary Language English
Journal Section Articles
Authors

Dimitris Goulımarıs This is me

Maria Koutsouba This is me

Yiannis Gıosos This is me

Publication Date September 1, 2008
Submission Date February 27, 2015
Published in Issue Year 2008 Volume: 9 Issue: 3

Cite

APA Goulımarıs, D., Koutsouba, M., & Gıosos, Y. (2008). The Organisation Of A Distance Postgraduate Dance Programme 
And The Participation Of Students Specialising In Dance. Turkish Online Journal of Distance Education, 9(3), 59-73.