to many, however, it constantly appears as an instructional problem. The final two chapters serve as excellent summary statements. Chapter 13 emphasizes the application of previous text material to the classroom situation. Of great significance is the author's discussion of commonly defined independent, dependent, and moderator variables. The final chapter focuses on evaluation in the overall sense, particularly as it relates to programs of study. The principles of measurement and research design are applied to the evaluation process through several ex-

Educational Research: Competencies for Analysis and Application:

Neither an academic tome nor a prescriptive 'how to' guide, "The Theory and Practice of Online Learning" is an illuminating collection of essays by practitioners and scholars active in the complex field of distance education.Distance education has evolved significantly in its 150 years of existence. For most of this time, it was an individual pursuit defined by infrequent postal communication. But recently, three more developmental generations have emerged, supported by television and radio, teleconferencing, and computer conferencing. The early 21st century has produced a fifth generation, based on autonomous agents and intelligent, database-assisted learning, that has been referred to as Web 2.0.The second edition of "The Theory and Practice of Online Learning" features updates in each chapter, plus four new chapters on current distance education issues such as connectivism and social software innovations.

The Theory and Practice of Online Learning

Critical success factors for World Bank projects: An empirical investigation

Examines the motivation for achievement as a psychological factor that shapes economic development. Refuting arguments based on race, climate, or population growth, the book instead argues for cultural customs and motivations - especially the motivation for achievement - as the major catalysts of economic growth. Considering the Protestant Reformation, the rise of capitalism, parents' influences on sons, and folklore and children's stories as shaping cultural motivations for achievement, the book hypothesizes that a high level of achievement motivation precedes economic growth. This is supported through qualitative analysis of the achievement motive, as well as of other psychological factors - including entrepreneurial behavior and characteristics, and available sources of achievement in past and present highly achieving societies. It is the achievement motive - and not merely the profit motive or the desire for material gain - that has advanced societies economically. Consequently, individuals are not merely products of their environment, as many social scientists have asserted, but also creators of the environment, as they manipulate it in various ways in the search for achievement. Finally, a plan is hypothesized to accelerate economic growth in developing countries, by encouraging and supplementing their achievement motives through mobilizing the greater achievement resources of developed countries. The conclusion is not just that motivations shape economic progress, but that current influences on future people's motivations and values will determine economic growth in the long run. Thus, it is most beneficial for a society to concentrate its resources on creating an environment conducive to entrepreneurship and a strong ideological base for achievement. (CJC)

The Achieving Society

The COVID-19 pandemic has become a global health issue and has had a major impact on education. Consequently, half way through the second semester of the academic year 2019/2020, learning methods were delivered through distance learning (DL). We aimed to evaluate the student perspective of DL compared to classroom learning (CL) in the undergraduate dentistry study program at the Faculty of Dentistry Universitas Indonesia. An online questionnaire was sent at the end of the semester. A total of 301 students participated in the study. Duration of study influenced student preference. Higher number of first-year students preferred DL compared to their seniors (p < 0.001). Students preferred CL for group discussion, as DL resulted in more difficult communication and gave less learning satisfaction. Only 44.2% students preferred DL over CL, although they agreed that DL gave a more efficient learning method (52.6%), it provided more time to study (87.9%) and to review study materials (87.3%). Challenges during DL included external factors such as unstable internet connection, extra financial burden for the internet quota and internal factors such as time management and difficulty to focus while learning online for a longer period of time. Despite some challenges, dental students could adapt to the new learning methods of full DL and the majorities agreed blended learning that combined classroom and distance learning can be implemented henceforth. This current COVID-19 pandemic, changes not only the utilization of technology in education but the pedagogy strategies in the future.

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Student perspective of classroom and distance learning during COVID-19 pandemic in the undergraduate dental study program Universitas Indonesia.

The study explored student readiness for online learning in the Northeast of Thailand, using the Unified Theory of Acceptance and Use of Technology (UTAUT). The survey also explored students’ self-regulation, computing devices ownership, and level of familiarity with education-related technologies. The responses imply that students have a slightly positive perception toward e-learning. They use mobile technologies extensively, and have experience using social media; but are unfamiliar with other collaborative e-learning tools. A discussion includes recommendations for cultural context and the design of e-learning in Thailand.

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Students’ acceptance and readiness for E-learning in Northeastern Thailand

Project motivation is a key aspect to a successful project, yet few studies exist that shed light on this important subject. This article reviews the current literature and theoretical aspects of motivation and provides an analysis of the data. A survey was conducted by soliciting project managers to tell how they perceive their ability to influence motivation. In total, 115 certified project managers responded to the survey. A discussion and suggestions for future research follow the data.

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Motivation in Project Management: The Project Manager's Perspective:

A national survey of hiring executives was conducted to assess the acceptability of a job applicant's qualifications for employment that included a degree earned solely online or one that included a significant amount of online coursework. The questionnaire was sent in response to job advertisements posted in newspapers in eight major metropolitan areas throughout the United States. It described three hypothetical applicants: One earned a degree through a “traditional” institution; a second obtained a degree solely online from a “virtual” institution; and a third obtained a degree by “mixed” online and traditional coursework. The question addressed by this study is whether a job applicant who has earned a bachelor's degree entirely or partially online has the same chance of being hired as one whose degree was completed through traditional coursework. The findings appear to indicate rather clearly that they are not.

http://pilotmedia.com/adams/xPDF/DLBusiness.pdf

The Acceptability of Online Degrees Earned as a Credential for Obtaining Employment

A national survey was used to assess the acceptability of a job applicant's qualifications that included online coursework. The questionnaire, sent to hiring committee chairpersons, described three hypothetical applicants who earned degrees through a "traditional" institution, a "virtual" institution, and "mixed" coursework. The respondents were asked to select one applicant for the position and provide written explanations. The applicant with a traditional degree was preferred in two different hiring scenarios. The respondents' comments revealed five categories of importance: experiences, institutional quality, face-to-face interaction, socialization, and mentoring.

The Acceptability of a Doctoral Degree Earned Online as a Credential for Obtaining a Faculty Position

This study examines prior research conducted on the acceptability of online degrees in hiring situations In a national survey, a questionnaire was developed for assessing the importance of objections to accepting job candidates with online degrees and sent to university search committee chairs in institutions advertising open faculty positions (which normally require a doctoral degree) Qualitative statements regarding such objections were drawn from four national surveys and arranged into a paired-comparison questionnaire Based on the Law of Comparative Judgment, an index was developed from a statistical analysis based on the responses of 123 university and college administrators (chairpersons, department heads, and deans) The findings revealed that objections concerned three issues: (a) face-to-face classroom experience, (b) reputation of institution for rigor, and (c) mentored learning experiences are the stumbling blocks for online degrees to be perceived as being as acceptable as traditional degrees These findings may provide an important perspective on the difficult issue of how to design new approaches to distance education that will improve the acceptability of course and degree offerings

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Jonathan Adams

Papers

Students’ acceptance and readiness for E-learning in Northeastern Thailand

Motivation in Project Management: The Project Manager's Perspective:

The Acceptability of Online Degrees Earned as a Credential for Obtaining Employment

The Acceptability of a Doctoral Degree Earned Online as a Credential for Obtaining a Faculty Position

Understanding the Factors Limiting the Acceptability of Online Courses and Degrees