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deBoer, Julie, and University of Lethbridge Faculty of Education. "Evaluation of an online career workshop." Thesis, Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 2003, 2003. http://hdl.handle.net/10133/216.
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The purpose of this study was to evaluate empirically the effectiveness of the new online career workshop titled "Ex-Scape" based on career knowledge and skill outcomes. Although numerous studies have been conducted on distance education classes in various disciplines, little research was found on the effectiveness of web-based learning in career development courses. Quantitative methods were used to determine a numerical score. Pre- and posttests were calculated and recorded in SPSS 11.5 and paired t-tests determined whether or not there was significant difference in the scores between the pre- and posttests. Qualitative methods were used through course evaluations and focus groups to record student comments of their experience with the online course. Results revealed that the online method of instruction was effective based on career knowledge and skill outcomes. Recommendations for further research include continuation of future research on the outcome success of online career development courses; utilization of a broader approach to research to include variables such as students' preferred learning styles, motivational factors, cost factors, and students' computer expertise; and collection and critique of post-resumes to follow up on students' impressions of their skills.<br>xi, 108 leaves ; 28 cm.
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Brownfield, Kathryn Nelson. "A comparative study of career decision making with two computer assisted career guidance systems /." Access abstract and link to full text, 1987. http://0-wwwlib.umi.com.library.utulsa.edu/dissertations/fullcit/8711958.
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Ganza, William John. "The Impact of Online Professional Development on Online Teaching in Higher Education." UNF Digital Commons, 2012. http://digitalcommons.unf.edu/etd/345.
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This study explored the impact a professional development program (Online Professor Certificate Program, OPCP) had on teaching online in higher education— specifically, the impact on faculty members’ teaching presence. The conceptual and theoretical model utilized the community of inquiry framework and both critical theory and transformational learning theory. This case study used data from various sources, including questionnaires, content analysis, and interviews. The overall results indicate that the OPCP had some impact on teaching presence, but not as much as anticipated. The study found that faculty who completed the OPCP were more engaged in their online classes than those who had not participated in the OPCP, as measured by the number of discussion posts. No statistically significant difference in teaching presence was found between participants’ retrospective pre- and post-OPCP responses. Participants mentioned mentoring and andragogy as the two most important parts of the OPCP. Educational leaders have an economic interest in this issue, as online enrollments increased significantly over the past decade, and the trend will likely continue. These increased online enrollments have impacted online teaching, creating a growing need for high-quality online teaching. Faculty need professional development programs to help them become more effective online teachers. The professional development programs need to be evaluated for effectiveness beyond the satisfaction level, with a focus on program outcomes.
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Siering, Gregory John. "Faculty development and support for computer-assisted writing instruction." Virtual Press, 2001. http://liblink.bsu.edu/uhtbin/catkey/1203839.
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Despite calls for better training of college composition teachers utilizing computer-assisted writing instruction (CAWI), English departments have only recently begun to systematically address the faculty development needs of these teachers. Other fields such as adult education and staff development have begun applying theory and research to faculty development efforts, but CAWI proponents have yet to attain that depth of study and commitment.By investigating methods and characteristics of CAWI faculty development programs, this study found that academic-year workshops were the most common development activity, although teachers preferred personal, collaborative approaches like mentors, consultants, and discussion groups. These patterns were consistent across types of colleges and universities, indicating general context descriptors like institutional size and mission did not significantly influence or limit faculty development practices. This discrepancy between preferred and offered programs indicates faculty needs are not being met, and offers potential reasons for a lack of satisfaction with CAWI faculty development and administration.Faculty respondents identified adequate time and funding as the most important contributors to the success of CAWI faculty development, noting that faculty support-particularly the personalized attention teachers prefer-is time-intensive and requires extensive commitment from those providing the services. These time concerns reflect staffing patterns: CAWI administrative duties were added to the workload of current departmental administrators just over half of the time, and CAWI support duties were assigned to current administrators over onethird of the time. These support duties were assigned to non-tenure-line personnel over one-quarter of the time, a practice that raises questions about authority and credibility needed to administer faculty development programs.Despite a relative lack of concern among faculty, evaluation and reward systems play an important long-term role in CAWI support. Current structures do not adequately recognize and reward CAWI-related scholarship and service, including faculty development work. Applying Boyer and Glassick's expanded concepts of scholarship might prove useful in improving and professionalizing CAWI faculty development efforts, thereby helping secure scholarly identity for CAWI and its support activities.<br>Department of English
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Mudimba, Bwini Chizabubi. "A platform for computer-assisted multilingual literacy development." Thesis, Rhodes University, 2011. http://hdl.handle.net/10962/d1004850.
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FundaWethu is reading software that is designed to deliver reading lessons to Grade R-3 (foundation phase) children who are learning to read in a multilingual context. Starting from a premise that the system should be both educative and entertaining, the system allows literacy researchers or teachers to construct rich multimedia reading lessons, with text, pictures (possibly animated), and audio files. Using the design-based research methodology which is problem driven and iterative, we followed a user-centred design process in creating FundaWethu. To promote sustainability of the software, we chose to bring teachers on board as “co-designers” using the lesson authoring tool. We made the authoring tool simple enough for use by non computer specialists, but expressive enough to enable a wide range of beginners reading exercises to be constructed in a number of different languages (indigenous South African languages in particular). This project therefore centred on the use of designbased research to build FundaWethu, the design and construction of FundaWethu and the usability study carried out to determine the adequacy of FundaWethu.
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Coomes, Pat. "The Effects of Computer Assisted Instruction on the Development of Reading and Language Skills." Thesis, North Texas State University, 1985. https://digital.library.unt.edu/ark:/67531/metadc330663/.
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This research investigates the effects of a planned program of computer assisted instruction on reading and language development of fourth grade students. The purpose of the study was to determine the effectiveness of microcomputer usage in supplemental reading and language instruction. Fifty-one matched pairs of fourth graders completed the one school year study. A t test for related samples was used to analyze the data. Multiple linear regression was used to allow a more detailed review of the basic data, including gender and entering ability. The findings include the following. 1. Post test scores for total reading or total language on the Comprehensive Test of Basic Skills of the experimental group did not differ significantly from the scores of the control group. 2. The incremental differences in the post test scores for the boys or the girls in the experimental group did not differ significantly from those of the boys or the girls in the control group in either reading or language. 3. For students starting lower, toward the middle or higher on the Comprehensive Test of Basic Skills total reading or total language, the relative progress of the experimental group of any of the three groups did not differ significantly from those of the control groups. The general conclusion to be drawn from this study is that using prescribed software for thirty minutes a week did not significantly improve total reading or total language scores on the Comprehensive Test of Basic Skills. This study also indicates no significant differential effects on entering ability or gender. These recommendations were made. 1. More weekly computer time be utilized in further research. 2. Further evaluation of software as it relates to basic classroom curriculum for all levels of achievement should be studied. 3. Further study should be conducted on gender as it relates to C.A.I. in learning, including the possibility of using different software programs to reinforce the same skills for boys and girls.
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Fournier, Helene. "Design and planning in the development of computer-based instruction." Thesis, McGill University, 1994. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=26266.
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This study has taken a problem solving approach in identifying the cognitive processes involved in designing computer-based instruction. The problem space essentially contains considerations of instructional goals and constraints, technological resources, and theoretical considerations. The problem space was augmented by an analysis of the strategic processes relevant in instructional design, in particular planning, and by an analysis of one specific technological resource, HyperCard. Concurrent think-aloud verbal protocols and computer operations protocols (video recordings of the users' interactions with the computer) were gathered from three university students enrolled in an educational technology course on developing courseware. Subjects were using HyperCard to develop instructional environments for individual course projects. The transcribed protocols were analyzed using a coding scheme based on the instructional-design problem space and planning model. Two types of analyses are reported: proportions of segments concerning different types of design and planning operations and descriptive representations of overall protocol goal structures and plans. (Abstract shortened by UMI.)
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Garcia, Eric. "Career Information System Utilization and High School Students’ Vocational Skills Self-Efficacy, Outcome Expectations, Work Hope, Career Planning, and Career Decision-Making Difficulties." Thesis, University of Oregon, 2019. http://hdl.handle.net/1794/24173.
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The aim of the present study was to examine the effects of Career Information System (CIS) on high school students’ vocational skills self-efficacy, outcome expectations, work hope, career planning, career decision-making difficulties and postsecondary plans. CIS is an internet-based computer system of occupational and educational information designed to help users become more knowledgeable about the labor market and education system, as well as provide career planning support. Students from two high schools participated in the study. Participants at School A were first-year students who completed the Interest Profiler module of CIS. Participants at School B were first-year students who completed the Interest Profiler, IDEAS, SKILLS, Reality Check, and Work Importance Locator modules of CIS. First-year students who did not participate in the CIS intervention served as the control group in both schools. Participants in both schools who utilized the CIS intervention demonstrated a number of significant differences compared to control group participants at posttest. School A treatment participants' vocational outcome expectations and work hope were higher and career decision-making difficulties (i.e. inconsistent information and lack of information) were lower compared to control participants. School A treatment group participants were also more likely to indicate postsecondary educational plans of specialized training, 2-year community college, or 4-year college, instead of no education plans, compared to control group participants. School B treatment participants' vocational skills self-efficacy was significantly higher than control participants at posttest. Treatment group participants at both schools demonstrated more changes in their occupational interests compared to control group participants at posttest. The effects of CIS did not vary as a function of race/ethnicity or socioeconomic status in regards to any of the career outcome variables in either school. Implications for the use of CIS among first-year high school students will be discussed and suggestions for future research will be provided.
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Richmond, Floyd. "Tools, guidelines, and strategies for the development of computer-assisted-instruction lessons by non-programming music teachers." Virtual Press, 1994. http://liblink.bsu.edu/uhtbin/catkey/902513.
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The purpose of this study was to enable music teachers with limited technological background to develop computer-assisted instruction lessons. Toward this end, (1) "Lesson Writer," a HyperCard-based authoring system for the Apple Macintosh computer, was developed and (2) guidelines and recommendations for the production of effective CAI lessons in music were written. The specific organization of the dissertation is as follows. Chapter One presents an introduction and establishes the need for greater participation by music educators in the creation of CAI lessons in music. It calls for the creation of an authoring program for music teachers. Chapter Two reviews literature related to the study. Chapters Three and Four discuss the characteristics of the student and computer and the impact of these characteristics on CAI development. These chapters include guidelines for the creation of effective CAI music lessons. Chapter Five provides a tutorial on how to use the "Lesson Writer" software to produce a simple lesson on musical texture. The basic concepts of creating screens, adding text, sound, graphics, and interaction are demonstrated. Chapter Six gives an overview of "Lesson Writer." Chapters Seven, Eight, and Nine explain presentation screens (explanation), interactive screens (interrogative), and control screens (organizational) respectively. Chapters Ten, Eleven and Twelve introduce techniques for adding sounds, graphics and multimedia events (CD ROM and video disc) to CAI lessons. Chapter Thirteen shows random and branching operations in the "Lesson Writer." Chapter Fourteen includes a summary, suggestions for future study, and conclusions. In the appendices are (1) a list of lessons created using "LessonWriter," (2) a HyperCard and XCMD bibliography, (3) instructions for installing "Lesson Writer", (4) instructions for writing HyperTalk extensions to the "Lesson Writer," and (5) an annotated bibliography of dissertations written between 1982 and 1993 on the topics of computers and music. This bibliography was compiled by paraphrasing and condensing the abstracts provided by a computer search of Dissertation Abstracts International on the keywords, "computers" and "music."<br>School of Music
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Suwono, Francius. "A graphical user-interface development tool for intelligent computer-assisted instruction systems." Thesis, Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 1993. http://handle.dtic.mil/100.2/ADA272988.
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Patten, John Joseph. "Computer assisted assessment and computer assisted portfolio development in a whole language classroom." CSUSB ScholarWorks, 1994. https://scholarworks.lib.csusb.edu/etd-project/861.
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Provost, Charles Henri. "How do CHOICES and the SDS facilitate or hinder career planning." Thesis, University of British Columbia, 1987. http://hdl.handle.net/2429/29239.
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CHOICES, the career planning computer program, was evaluated by interviewing 35 grade 11 and 12 students. Using the critical incident technique, reports were elicited of what facilitated or hindered their career planning. These collected incidents were categorized by similarity to provide counsellors and others with a map of exactly what the program does to help or hinder career planning. This map potentially enables counsellors to capitalize on benefits and to minimize possible detriments.
Secondly, this map was qualitatively compared to a similar evaluation of the Self-Directed Search. Overall, it was found that the two interventions have differing advantages and disadvantages. CHOICES stresses reality constraints, specificity and extrinsic work features. The SDS underlines self-awareness and an understanding of the matching process. It seems that CHOICES is more appropriate for planning and specific decisions regarding options while the SDS tends to focus on general exploration and decisions regarding fields. The writer wishes to express his appreciation to the following persons:
To Dr. Larry Cochran, research supervisor, whose patience, availability and countless hours over six years made this study possible.
To Dr. Marv Westwood, whose continual support especially for the clinical comprehensive, was greatly appreciated.
To Dr. Bill Borgen, whose encouragement at the appropriate time enabled me to perservere.
To Dr. Norm Amundson, whose inspired synthesis made the oral presentation smoother.
To Dr. Ron MacGregor, whose suggestions were appreciated.
To the students, to the staff of Matthew McNair Senior Secondary and to the counsellor Mike Casselman, whose co-operation and support made this study possible.
To Mrs. Irma Eichler, for her devoted time and effort in typing this dissertation.
And finally, to my parents Rene and Lucille, to my sisters Louise and Anita, and to my brother Jean, for their continual support and encouragement.<br>Education, Faculty of<br>Educational and Counselling Psychology, and Special Education (ECPS), Department of<br>Graduate
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Mondschein, Lauri A. "The development of an interactive computer program to be used as a teaching aid in a college course covering A/B roll editing." Instructions for remote access. Click here to access this electronic resource. Access available to Kutztown University faculty, staff, and students only, 2002. http://www.kutztown.edu/library/services/remote_access.asp.
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Thesis (M.S.)--Kutztown University of Pennsylvania, 2002.<br>Source: Masters Abstracts International, Volume: 45-06, page: 2808. Typescript. Abstract precedes thesis as 2 preliminary leaves. Includes bibliographical references (leaves 45-47).
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Callahan, Philip. "Learning and development of probability concepts: Effects of computer-assisted instruction and diagnosis." Diss., The University of Arizona, 1989. http://hdl.handle.net/10150/184873.
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This study considered spontaneous versus feedback induced changes in probability strategies using grouped trials of two-choice problems. Third and sixth grade Anglo and Apache children were the focus of computer assisted instruction and diagnostics designed to maximize performance and measure understanding of probability concepts. Feedback, using indeterminate problems directed at specific strategies, in combination with a large problem set permitted examination of response latency and hypothesis alternation. Explicit training, in the form of computer based tutorials administered feedback as: (a) correctness and frequency information, (b) mathematical solutions, or (c) in a graphical format, targeted by weaknesses in the prevailing strategy. The tutorials encouraged an optimal proportional strategy and sought to affect the memorial accessibility or availability of information through the vividness of presentation. As the subject's response selection was based on the query to select for the best chance of winning, each bucket of the two-choice bucket problems was coded as containing target or winner (W) balls and distractor or loser (L) balls. Third and sixth grade subjects came to the task with position oriented strategies focusing on the winner or target elements. The strategies' sophistication was related to age with older children displaying less confusion and using proportional reasoning to a greater extent than the third grade children. Following the tutorial, the subjects displayed a marked decrease in winners strategies deferring instead to strategies focusing on both the winners and losers; however, there was a general tendency to return to the simpler strategies over the course of the posttest. These simpler strategies provided the fastest response latencies within this study. Posttest results indicated that both third and sixth grade subjects had made comparable gains in the use of strategies addressing both winners and losers. Based on the results of a long-term written test, sixth grade subjects appeared better able to retain or apply the knowledge that both winners and losers must be considered when addressing the two-choice bucket problems. Yet, for younger children, knowledge of these sophisticated strategies did not necessarily support generalization to other mathematical skills such as fraction understanding.
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Masikisiki, Baphumelele. "The investigation of the role and the efficacy of learning technologies towards community skill development." Thesis, University of Fort Hare, 2017. http://hdl.handle.net/10353/5972.
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Research has revealed that during systems design and development of e-learning technologies there is a tendency of neglecting the needs of end users and focus on the design process and the technology factors, and this has traditionally been the reason for poor usability of otherwise well conceptualized systems, as a result a number of IT-based learning tools ended up not being usable and not being utilized effectively. This study aims to investigate the impact of e-learning technologies, how people perceive the usage of e-learning technologies towards community skill development. An evaluation of four different e-learning technologies was conducted to investigate the role and efficacy of e-learning technologies within the surrounding communities. Data was analyzed as nominal data using IBM Statistical Package for Social Sciences (SPSS) software 24. Descriptive analysis, frequency, reliability and correctional analysis and also measures of central tendency were computed. Reliability was evaluated for assessing the internal consistency of the items using Cronbach’s alpha. To analyze the relationship between variables matrices of Pearson’s correlation was used. Pearson’s correlation can only be accepted when the significant effect (P>.05), this indicates that there is a positive or a negative relationship between two variables, if these conditions are not met then the proposed correlation or hypothesis can be rejected. Results indicate a poor perception and poor acceptance of e-learning technologies due to a number of factors, these factors include lack of computer-self efficacy which leads to computer anxiety, affordability of internet connectivity which leads to inaccessible of e-learning technologies. The findings also indicated that LAMS was found to be less useable and less useful by a number of students. However, students who enjoy working in groups found LAMS to be useable because it was supporting their preferred learning style, whereas individualistic students preferred Moodle and Dokeos because it was supporting their personal preferences and assessment styles. Having understood all the characteristics of learning tools, relevant learning technologies that are suitable for students can then be recommended.
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Ballard, Katherine D. "The effects of integrated learning systems on mathematics skill development for children with performance deficits in mathematics achievement." Virtual Press, 2007. http://liblink.bsu.edu/uhtbin/catkey/1370876.
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In the modern classroom, computer software systems are commonly being used by students to practice and learn academic skills. School systems are increasingly being encouraged to provide technology resources to their students. Physically providing computer software systems for student use does not guarantee that these programs will have an impact on student learning or they will be properly implemented. Two separate studies were conducted to determine how an integrated learning system (ILS) impacted the mathematics achievement of students receiving special education services in math. The first study compared the growth of students' standardized testing scores from Spring 2005 to Spring 2006 between the ILS group (n = 56) and the comparison group (n = 43). Students were receiving special education services for either a primary disability area of a Specific Learning Disability or an Other Health Disability in a Midwestern elementary school setting (grades 3-6). Results indicated no significant difference between the ILS and comparison groups' growth scores. The second part of the study investigated 10 students' math achievement in relation to the math skills practiced, either solely on the ILS or through the ILS and teacher instruction. Students in the second part of the study were receiving special education services in the primary disability area of a Specific Learning Disability or an Autism Spectrum Disorder. Descriptive data gathered suggested that students gained math skills when the ILS was combined with teacher instruction. The discussion focuses on ILS features that were barriers for students with special education needs and how an ILS can be differentiated to become accessible for all learners.<br>Department of Educational Psychology
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Landau, Nancy B. "The computer as a tool in the ethical development of primary school children /." Online version of thesis, 1987. http://hdl.handle.net/1850/10428.
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Keatley, Marjorie. "Development of a computer-assisted instructional program to teach word processing terminology." Diss., Virginia Polytechnic Institute and State University, 1987. http://hdl.handle.net/10919/80281.
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Collett, Philip Godfrey. "Computer assisted language learning for academic development programmes : an appraisal of needs, resources and approaches." Thesis, Rhodes University, 1994. http://hdl.handle.net/10962/d1003338.
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A major objective of Academic Development Programmes is to support the student in acquiring a level of language competence which is sufficient to enable the student to cope with the linguistic demands of academic courses. Language teaching programmes in the Academic Development context in South Africa suffer from a number of constraints: staffing, time on task, relevance, and difficulty of integration with learning in other coUrses. A review of developments in the field of Computer Assisted Language Learning (CALL) shows that computers can be used to support language learning. CALL materials range from simple instructional programs to powerful linguistic research tools and need to be integrated into wider language programmes so as to support and enhance other teaching and learning activities. However, relatively little research has been done to investigate the feasibility and effectiveness of CALL in language development courses within Academic Development programmes in South Africa. The development of a system designed to enable students to practise proof-reading and editing is described and evaluated. Suggestions are made for using this system with other CALL materials within a computer assisted language development environment. It is argued that CALL can be used feasibly and effectively in this environment to enhance learning and to counteract constraints.
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Gruner, Greg L. "The design and evaluation of a computer-assisted error detection skills development program for beginning conductors utilizing synthetic sound sources." Virtual Press, 1993. http://liblink.bsu.edu/uhtbin/catkey/861377.
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The purposes of this study were to design and to evaluate an online system designed to enhance communication skills and project tracking of computer software courses at Ball State University (BSU). Student Online Project Planning and Tracking System (SOPPTS) was designed and field tested to provide real-time feedback from faculty on student progress, offer online guidance for software project planning, produce tracking automation, and facilitate communication between faculty and students.SOPPTS technology was designed under the supervision of W. Zage and D. Zage, professors in the Computer Science Department at BSU.Participants in this study included six BSU undergraduate students, six BSU graduate students and seven BSU faculty members. Each participant was interviewed for one hour in an instructor’s office in the BSU Computer Science Department. With the participants’ permission, each interview was audio-taped and coded with a letter and number.Data evaluation consisted of narrative summaries of the interviews, an analysis of the evidence in terms of the research questions and the compilation of data to show both emerging themes and major trends.Analysis of the data showed that learning was definitely enhanced, and that faculty evaluations were also strongly enhanced. Participants recommended more SOPPTS applications, both industrial and academic. The emerging themes showed that faculty and students:1) Had more and easier access to information; students' work was better organized; student team spirit grew; students were more accurately evaluated by instructors;2) Had more efficient methods for report submission and record keeping; students interaction with teachers increased; students found SOPPTS better than email;3) Students and teachers could work from various locations, with greater access to record retrieval and submission of reports, so that documents submitted were available to all instead of getting lost;4) Students were motivated by the nature of online task assignment and tracking because of greater accountability; faculty members were happy to see students' project progress online;5) Improved time and project management through greater awareness of milestones,deadlines and date/ time "stamping" of report submissions.Major trends show that improved access to information and communication facilitated learning, and that planning and tracking skills improved.<br>School of Music
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麥建年 and William Brian Maclean. "The development of an instrument for evaluating computer assisted language programs." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1986. http://hub.hku.hk/bib/B3862767X.
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Anderson, Patricia M. "Development of intelligent computer-assisted instruction systems to facilitate reading skills of learning-disabled children." Thesis, Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 1993. http://handle.dtic.mil/100.2/ADA276250.
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Thesis (M.S. in Computer Science) Naval Postgraduate School, December 1993.<br>Thesis advisor(s): Yuh-jeng Lee ; John A. Daley. "December 1993." Cover title: Development of computer-aided instruction ... Bibliography: p. 90. Also available online.
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Rodríguez, Elvin Samuel. "The use of HyperCard in the development of software for creative elementary keyboard activities /." Access Digital Full Text version, 1991. http://pocketknowledge.tc.columbia.edu/home.php/bybib/11042588.
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Thesis (Ed.D.)--Teachers College, Columbia University, 1991.<br>Typescript; issued also on microfilm. Sponsor: Robert Face. Dissertation Committee: Jan Douglas. Includes bibliographical references (leaves 47-49).
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Watson, Patricia A. "Kids' voices, teachers' thoughts : informing the process of software development through user input /." free to MU campus, to others for purchase, 2000. http://wwwlib.umi.com/cr/mo/fullcit?p9974697.
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Doss, David L. Rhodes Dent. "Development of a multimedia instructional local area network." Normal, Ill. Illinois State University, 1992. http://wwwlib.umi.com/cr/ilstu/fullcit?p9227165.
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Thesis (Ed. D.)--Illinois State University, 1992.<br>Title from title page screen, viewed January 11, 2006. Dissertation Committee: Dent M. Rhodes (chair), Raymond A. Davidson, Janet D. Hartman, Bill E. Swafford. Includes bibliographical references (leaves 82-85) and abstract. Also available in print.
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Wu, Penn Pinlung. "Development of a Career-Oriented Instructional Design Model for Game Programming." NSUWorks, 2012. http://nsuworks.nova.edu/gscis_etd/339.
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This dissertation proposal begins with a discussion about how the education of game programmers was not meeting the needs of the game industry. With this problem identified, this study proceeded to verify the existence of disparities of current game programming curricula. The findings from the literature review were able to: (a) justify the need to develop a career-oriented instructional design model for education of game programming; (b) identify the disparities that caused the mismatch of instructional content between academia and the game industry; (c) review research that contributed to the identification of three disparities: curriculum objectives and structure, instructional content, and curriculum orientation; (d) discuss theories and models of instructional design, student engagement, and related pedagogies; and (e) explore how these theories and models might be instrumental in improving education of game programming. The results obtained from the literature review were also used to formulate guidelines for investigating the status of currently available curricula in game programming. The research design and the research methods utilized by this study to examine the research questions are also described in detail.
Four research questions were used to guide the study with the goal of identifying or forming a guiding principle for developing an instructional design model for a career-oriented education of game programming professionals. The results of this study indicated that all of the investigated game programming curricula had not yet produced graduates whom the game companies are interested in hiring as game programmers and that educational institutions had missed an opportunity to equip students with the proper programming skills for the game industry. Furthermore, this study identified that an accreditation standard as well as an industry-accepted instructional design model was not yet available to reflect the personnel hiring requirements of the game industry. The curriculum and coursework must be career-oriented and instructional content must center on game programming. Game programming pedagogy must lead to development of core competencies. In reviewing these findings, the guiding principles for developing an instructional design model became clear. The contribution of this study was to present an immediately applicable instructional design model that could be used as a basis by schools to create or fine tune their game programming curricula. The completed model is provided as an attachment to this dissertation. This proposed instructional design model is intended to provide an initial basis towards a solution to minimize the disparities between academia and the game industry in educational areas of curriculum orientation, curriculum objectives and structure, and instructional content. As with any problem solution, future study and analysis should be done in order to optimize and standardize a game programming curriculum that will be accepted by the game industry as well as accredited by a mutually accepted accreditation body.
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Liu, Ching-wan Cherry. "Turning refusal to acceptance via IT staff development initiatives." Click to view the E-thesis via HKUTO, 2003. http://sunzi.lib.hku.hk/hkuto/record/B4004032X.
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Delombaerde, Fred. "Development of multimedia courseware technology for use in Hydrology and Water Management instruction." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape11/PQDD_0022/MQ50753.pdf.
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McGee, Patricia Ann. "Unintended professional development in curriculum-based K-12 telementoring projects /." Digital version accessible at:, 1998. http://wwwlib.umi.com/cr/utexas/main.
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Carstens, Frederick Johannes. "Critical success factors associated with the development and implementation of academic E-learning system : a study within the Faculty of Economic and Management Sciences at the University of Stellenbosch." Thesis, Stellenbosch : Stellenbosch University, 2005. http://hdl.handle.net/10019.1/50310.
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Thesis (MBA)--Stellenbosch University, 2005.<br>ENGLISH ABSTRACT: This study is an investigation into the four year implementation period of WebCT as
web-based learning support and content management system, within the Faculty of
Economic and Management Sciences in order to:
• Identify the critical success factors related to the success of the implemented system.
• Review the relevance of these critical success factors by means of literature study,
along with reference to case studies of similar WebCT implementations.
• Review the initiatives undertaken by both the university and the faculty in order to
adhere to the identified critical success factors.
• To test, by means of a faculty questionnaire, whether these critical success factors
have in fact been met.
• To make recommendations for the way fonward based on the literature review, the
faculty review and the results obtained from the faculty questionnaire.
Reviewing e-Iearning derives various definitions and understandings of the concept of
e-Iearning within the modem e-Iearning environment and expands into the basic
activities of e-Iearning as practised within traditional universities to establish an
understanding of e-Ieaming application of e-Iearning within the University of
Stellenbosch. A further investigation reveals how the leaming and content
management system (WebCT) was implemented at the University of Stellenbosch as
supportive e-Iearning systern as supported by various advantages and subjected to
several criticisms.
The following eight critical success factors were identified for the faculty:
• All staff and students have access to the necessary stable 24/7 IT infrastructure
and support.
• All stakeholders have a shared vision of the system's objectives.
• Top management is strongly committed to the idea of e-Iearning.
• Performance evaluation of implemented system.
• Establishing a minimum online presence as launch pad.
• The Faculty buying into/taking ownership of the new system.
• Establishing lecturer's competency, benefits and e-Iearning integration.
• WebCT management becomes part of the normal business activities.
From the review into the relevance of the eight critical success factors, as identified
above, along with the faculty investigation of how these factors were managed and the
results obtained from the faculty survey, it can be concluded that there is room for
further improvement and that specific prioritised and classified management
recommendations relating to the future management of WebCT as learning support
system within the faculty can be made.
Specific recommendations are made to promote faculty development through strategy
formulation that addresses a prioritised list of recommendations, including the
following:
• The inclusion and recognition of e-Iearning development and administration in
normal workload.
• Lecture's development through technical competency development, the
developing awareness of benefits of e-Iearning and developing the awareness and
competency of e-Iearning integration.
• Setting and maintaining a standard of minimum presence.
• Providing additional lecturer support.
• System evaluation.
• Establishing a reward system for e-Iearning initiatives.
• Strategy review.
• E-Iearning research.
These recommendations aim to drive the faculty development in line with the
university's e-Iearning's vision and the university's e-Iearning main objective of: "elearning
becoming a strategic asset".<br>AFRIKAANSE OPSOMMING: Hierdie studie is 'n ondersoek na die vierjaar-implementering van WebCT as webgebaseerde
leerondersteunings- en inhoudbestuurstelsel, binne die Fakulteit van
Ekonomiese en Bestuurswetenskappe met doel om:
• Die kritiese suksesfaktore t.o.v. die geimplementeerde stelsel te identifiseer.
• Die relevantheid van hierdie suksesfaktore te ondersoek deur middel van
literatuurstudie, tesame met verwysing na gevallestudies van soortegelyke WebCT
implementerings.
• 'n Oorsig te verskaf oor die bestuursinisiatiewe wat deur die universiteit en die
fakulteit onderneem is om te voldoen aan die kritiese suksesfaktore soos
geidentifiseer.
• Om deur middel van 'n fakulteitsvraelys te toets of die fakulteit aan hierdie kritiese
sukses faktore voldoen het.
• Om aanbevelings aan die hand van die literatuurstudie, die fakulteit se inisiatiewe en
die resultate van die fakulteitsvraelys, aanbevelings te maak vir die pad vorentoe.
Uit die literatuurstudie spruit daar verskeie definisies en verklarings vir die konsep van
e-leer binne die moderne e-Ieer omgewing. Hierdie basiese definisies lei na 'n oorsig
van die basiese e-Ieer aktiwiteite soos beoefen in tradisionele universiteite om ten einde
'n basiese agtergrond daar te stel van die toepassing van e-Ieer by die Universiteit van
Stellenbosch. 'n Verdere ondersoek wys hoe die leer- en inhoudsbestuurstelsel
(WebCT) geimplementeer was in die Universiteit van Stellenbosch om as
ondersteundende e-Ieer stelsel te funksioneer aan die hand van die voordele en kritieke
gekoppel aan die gebruik van soortegelyke stelsels.
Die volgende agt kritiese suksesfaktore is vir die fakulteit geidentifiseer:
• Alle personeel en studente het 24/7 toegang tot die vereiste infrastruktuur en
ondersteunding.
• Alle belanghebbendes het 'n verenigde visie van die stelsel se doelwitte.
• Topvlakbestuur is sterk toegewyd tot die e-Ieer konsep.
• Prestasie-evaluasie van die geimplementeerde stelsel.
• Die daarstel van 'n minimum aan-Iyn teenwoordigheid as vertrekpunt.
• Dosente (gebruikers) se inkoop/eienaarskap in die nuwe stelsel.
• Die daarstel van dosente se bevoegdheid, voordele en e-Ieer integrasie.
• Bestuur van WebCT word gevestig as deel van normale besigheidsaktiwiteite.
Vanuit die oorsig van die relevantheid van elk van die agt kritiese suksesfaktore, soos
hierbo ge'fdentifiseer, tesame met die ondersoek t.o.v. hoe die faktore bestuur is binne
die fakulteit en die resultate wat vanaf die vraelys verkry is, kan daar tot gevolgtrekking
gekom word dat daar ruimte vir verdere verbetering bestaan. Om hierdie ruimte vir
verbetering te vul en die toekomstige bestuur van WebCT as e-Ieer ondersteunende
stelsel aan te spreek, kan spesifieke, prioriteitsgekoppelde en geklassifiseerde
aanbevelings t.o.v. die toekomstige bestuur van e-Ieer gemaak word.
Spesifieke aanbevelings is gemaak om die fakulteit se ontwikkeling d.m.v.
strategieformulering wat 'n Iys van geprioritiseerde aanbevelings aanspreek, te
bevorder. Die aanbevelings stuil die volgende in:
• Die insluiting en erkenning van e-Ieer ontwikkeling en administrasie in die normale
werklas.
• Dosente-ontwikkeling d.m.v. tegniese vaardigheidsontwikkeling, ontwikkeling van
bewustheid van voordele van e-Ieer en die ontwikkeling van bewustheid en
vaardigheid t.o.v. e-Ieer integrasie.
• Die daarstel en onderhoud van 'n minimum teenwoordigheid.
• Verskaffing van addisionele dosente-ondersteuning.
• Stelsel-evaluasie.
• Die daarstel van 'n erkenning- en vergoedingstelsel vir e-Ieer inisiatiewe.
• Strategie hersiening.
• E-Ieer navorsing.
Hierdie aanbevelings poog om die fakulteit te dryf in Iyn met die universiteit se e-Ieer
visie en die hoofdoelwit van e-Ieer aan die universiteit: "dat e-Ieer 'n strategiese bate
moet word."
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Smith, Samuel Joseph Chester. "The Development of Interactive Technology for Conveying Symbols, Signs, and Meaning for Beginning Learners of Arabic." BYU ScholarsArchive, 2012. https://scholarsarchive.byu.edu/etd/3254.
Full textAbstract:
This study explored how a computer-assisted second-language instructional method introduced basic Arabic vocabulary and grammar and affected vocabulary acquisition. This instructional method used audio, text and animated images to introduce the vocabulary and grammar in a meaningful step-by-step presentation. Volunteers from Brigham Young University and Brigham Young University-Idaho were randomly assigned to either a control group or an experimental group to participate in interactive Arabic language computer programs. The control group received Arabic instruction by means of computerized flashcards, while the experimental group received Arabic instruction by means of animated images. Following the treatment, the volunteers completed an online posttest to measure how much Arabic vocabulary and grammar they learned. Statistical analyses indicated that, overall, neither method was significantly better than the other for these groups of volunteers.
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Warty, Durgesh A. "Development of Graphcards a hypertext system for learning graph theory and graph algorithms." Virtual Press, 1998. http://liblink.bsu.edu/uhtbin/catkey/1101590.
Full textAbstract:
GraphCards is a research project devoted to the development of a system for learning graph theory and implementing graph algorithms. It contains an information base for learning and referencing graph theory topics, integrated with an experimentation tool set to create and manipulate graphs. Due to the non-linear relationship of the information, its organization is hypertext based. The hypertext system NoteCards 1 is used to develop the application.The contribution of the current project is to complete and improve an existing system by reclassifying and rewriting the textual information into different chunks called "typed cards". This should serve to enhance the organization and make the traversal by the user easier.This project will also contribute to the development of an interface between the Information Base and the Graph Experimentation Tool Set.<br>Department of Computer Science
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Whiston, Sandra Kristine. "The development of melodic concepts in elementary school age children using computer-assisted instruction as a supplemental tool /." The Ohio State University, 1986. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487323583622967.
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Lai, Siu-ming Theresa, and 黎小明. "Electronic communication and its contribution to students' writing development: a case study of a group of ESLengineering students in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B31944814.
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Mobarak, Barbara Ann. "The development of a computer literacy curriculum for California charter schools." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2683.
Full textAbstract:
To develop leaders for the 21st century, schools must be able to prepare students to meet the high academic, technical and workforce challenges. Charter schools are increasingly attempting to meet these challenges by educating students through innovative means and by creating effectual educational programs that are more conducive to the needs of the student. This document provides a computer literacy curriculum, which will facilitate student learning of computer literacy skills.
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Nadarajah, Kumaravel. "Computers in science teaching: a reality or dream; The role of computers in effective science education: a case of using a computer to teach colour mixing; Career oriented science education for the next millennium." Thesis, Rhodes University, 2000. http://hdl.handle.net/10962/d1003341.
Full textAbstract:
Science education in South Africa is not improving much. Many science educators do not have appropriate science qualifications. Majority of the learners have limited facilities to learn science. In this dilemma the move to OBE may result in further substantial deterioration of science education. A possible way out is to use computers in science education to facilitate the learning process. This study was designed to investigate how computers contribute to learners’ skills development in a physics course. A series of interactive computer simulations of colour mixing and a number of closely related traditional practical activities are aimed to promote learners’ understanding of colour. It was concluded that while computer environments have greater potentialas learning tools, they also limit interactions in significant ways.
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Greenwood, Joey. "Faculty training and professional development programs designed to impact Web-based instruction in higher education: A faculty perspective." Thesis, University of North Texas, 2007. https://digital.library.unt.edu/ark:/67531/metadc3667/.
Full textAbstract:
Web-based instruction has fast become a common component of higher education. Although such instruction began as a supplemental form of interaction, it has now become a basic aspect of many college courses and degree programs. If teacher and student are not in the same place at the same time, it becomes necessary to introduce a communications medium that will not only deliver information but also provide a channel of interaction between them. This study focused on faculty training and development programs designed to impact Web-based instruction in higher education at the five largest state-funded universities in Texas within a college of education. The instrument used in this study was developed by the research to collect data relating to faculty perception of training and development opportunities available to them at their institutions, perceptions of administrative support, and technical support. The objective was to determine if there was a relationship between these items listed above and faculty members' levels of confidence and perceptions of effectiveness when teach Web-based courses. The population consisted on 151 faculty members at the University of Texas at Austin, Texas A&M University, the University of Houston, the University of North Texas, and Texas Tech University. This research study suggests that full-time tenure track faculty members at the five largest state-funded universities in Texas perceive that the amount of formal training they have received increases their ability to teach Web-based courses effectively and that the amount of formal training received also increases their perceived level of confidence when teaching Web-based courses. The researcher discovered similar results when faculty members were asked about their perceived level of institutional commitment and current initiatives for teaching Web-based courses.
38
Lim, Joan Bernice. "The development and evaluation of a computer-assisted instruction module for university students in the field of adult education." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape8/PQDD_0020/MQ47141.pdf.
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Purcell, Steven L. "Integrating digital images into computer-based instruction : adapting an instructional design model to reflect new media development guidelines and strategies /." Diss., This resource online, 1993. http://scholar.lib.vt.edu/theses/available/etd-06062008-165453/.
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Sutter, Berthel. "Instruction at heart : activity-theoretical studies of learning and development in coronary clinical work /." Karlskrona : Blekinge Institute of Technology, 2001. http://www.bth.se/fou/forskinfo.nsf/01f1d3898cbbd490c12568160037fb62/0409ef09b02780cfc1256c3300435117!OpenDocument.
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Halse, Michelle Louise. "The development and evaluation of a custom-built synchronous online learning environment for tertiary education in South Africa." Thesis, Rhodes University, 2008. http://hdl.handle.net/10962/d1006545.
Full textAbstract:
The Departments of Computer Science and Information Systems at Rhodes University currently share certain honours-level (fourth year) course modules with students from the corresponding departments at the previously disadvantaged University of Fort Hare. These lectures are currently delivered using video-conferencing. This was found to present a number of problems including challenges in terms of implementing desired pedagogical approaches, inequitable learning experiences, student disengagement at the remote venue, and inflexibility of the video-conferencing system. In order to address these problems, various e-learning modes were investigated and synchronous e-learning were found to offer a number of advantages over asynchronous e-learning. Live Virtual Classrooms (LVCs) were identified as synchronous e-learning tools that support the pedagogical principles important to the two universities and to the broader context of South African tertiary education, and commercial LVC applications were investigated and evaluated. Informed by the results of this investigation a small, simple LVC was designed, developed and customised for use in a predominantly academic sphere and deployment in a South African tertiary educational context. Testing and evaluation of this solution was carried out and the results analysed in terms of the LVC’s technical merits and the pedagogical value of the solution as experienced by students and lecturers/facilitators. An evaluation of this solution indicated that the LVC solves a number of the identified problems with video-conferencing and also provides a flexible/customisable/extensible solution that supports highly interactive, collaborative, learner-centred education. The custom LVC solution could be easily adapted to the specific needs of any tertiary educational institute in the country, and results may benefit other tertiary educational institutions involved in or dependant on distance learning.
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Kostelnik, Joyce L. "How Computer Use Functions as an Aspect of Literacy Development : A Qualitative Description of a Second-grade Classroom." Thesis, University of North Texas, 1993. https://digital.library.unt.edu/ark:/67531/metadc279338/.
Full textAbstract:
In this study, the researcher investigated how computer use functions as an aspect of literacy development within a second-grade classroom. The researcher sought to gather data to help define the role that computer use plays in the literacy development of elementary school students by concentrating on how computers are actually used in the classroom being studied, and by looking for relationships revealed by students' and teacher's beliefs about computer use in the classroom.
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Pongmussaya, Vittaya. "The development of computer assisted instruction on the world wide web to enhance English learning for Thai non-formal education students." CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/2024.
Full textAbstract:
The purpose of this project was to develop computer-assisted instruction (CAI) software on the world wide web (WWW). This project was an interactive English learning environment for Thai adult students at the Warin Chumrab District Non-Formal Education Center, Thailand. This project software followed the recommendation of a recent study by the center of education technology (CET) indicating that the favorite types of CAI among Thai adult students were tutorial and drill and practice. In this project students chose to learn from two types of lessons, either a tutorial or a drill and practice. The lessons were made interesting by the use of music, animation, and Java applets. Internet tools, such as discussion boards, email, and related educational hyperlinks were easily accessible from within this project. The review group consisted of 20 Thai adult students. The review group responded to a web survey after they had used this project software. The surveyed students stated that the drill and practice exercises, the tutorial and the internet tools enhanced their learning of English.
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Norman, Maxie. "Making pupils think: the development of a microcomputer-inspired adaptation of the Standard 7 mathematics curriculum." Thesis, Rhodes University, 1992. http://hdl.handle.net/10962/d1003550.
Full textAbstract:
This half-thesis gives an overview of the influence of the microcomputer on the way in which mathematics is done, taught and learnt. The nature of mathematics and the nature of the tutor, tool and tutee modes of microcomputer usage are discussed as background. A case is made for the use of action research methods and a classroom-based curriculum development model to facilitate innovation and the integration of the microcomputer into the mathematics classroom. A curriculum development cycle of situation analysis. planning, trial and evaluation is advocated. This approach is used to develop a microcomputer-based course aimed at enhancing the reasoning skills of standard 7 pupils. Pupils, working in groups of three, interact with the PROLOG system to build up databases of facts and rules. The microcomputer is used in tutee mode. In "teaching" this tutee, pupils discover the need for formal language and logical reasoning. Active learning is promoted by pupils' interaction with the PROLOG system and by discussions within groups. In this environment the teacher becomes a consultant and constructive critic rather than a lecturer. Findings suggest that the microcomputer plays an important role in terms of pupil motivation and that the microcomputer-based course enables pupils to experience formal language usage and logical reasoning·as relevant activities. Pupil databases provide evidence of the pupils' ability to make appropriate use of rules and to distinguish between and-conditions and or-conditions. The objective of making pupils think was largely achieved. It is recommended that the course be incorporated in the standard 1 or standard 8 curriculum to complement or replace parts of the Euclidean geometry sections as a vehicle for developing logical reasoning skills. Suggestions for the further use of the microcomputer as an investigative tool in mathematics classes and for further microcomputer-inspired courses are also made. The provision of appropriate training to enable teachers to make effective and innovative use of the microcomputer in mathematics lessons is advocated.
45
Chapman, William James. "The development, design, and theory of educational interactive multimedia software." CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2330.
Full textAbstract:
This project provides teachers and students with background information regarding software design. Specifically it will focus on design theory including content, interface, graphics, animation, navigation, and audio issues which may arise during the design and construction of educational multimedia software. The design issues represented here are demonstrated in the software "You can make a difference ... Human Rights".
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De, Silva Chamelle Rene. "Technology integration : tracing in-service primary teachers' technological, pedagogical and content knowledge development." Thesis, Cape Peninsula University of Technology, 2015. http://hdl.handle.net/20.500.11838/2374.
Full textAbstract:
Thesis (DEd (Education))--Cape Peninsula University of Technology, 2015.<br>The past decade has witnessed the proliferation and use of computer technologies or ICTs (Information and Communication Technologies) in varying levels in the traditional classroom within the South African context. The policy on e-Education (DoE, 2004) refers to the significance of e-Education and expects schools to be developed into e-Schools, consisting of a community of both teachers and learners. This policy also foregrounds how new models of learning are radically changing and challenging current conceptions of learning.
As schools acquire technological infrastructure, teachers are expected to become technically skilled in order to deliver the curriculum utilising technology as a tool. Practising primary school teachers are generalists who subscribe to a more holistic approach of teaching. Specialised knowledge influences the in-service primary teacher's perceptions with regard to technology in the classroom. Technology integration,therefore, represents particular challenges for teachers as they search to construct a coherent, technological content base to inform their teaching. Learners with diverse ranges of learning abilities and needs are also present in classrooms, which may further compound the challenges teachers face within the confines of a rigid curriculum and emergent technologies. This study follows and documents the trajectory of a purposive sample of ten practising primary
school teachers who had no specialised training in technology. A qualitative ethnographic
research design, underpinned by an interpretive paradigm is employed. This research is
premised on the argument that teachers can acquire the technical skill, underscored with the
relevant pedagogical aims, needed for the seamless integration of emerging technologies
required to enhance teaching and learning. "Without skilled pedagogical application of
educational technology, technology in and of itself cannot provide innovative school practice
and educational change" (Levin & Wadmany, 2006:158).
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Galvez, Valla Elizabeth. "THE EFFECTS ON PRESCHOOL CHILDREN'S DEVELOPMENT OF NUMBER CONCEPTS: MICROCOMPUTER VS. CONVENTIONAL TECHNIQUES (COMPUTERS)." Thesis, The University of Arizona, 1985. http://hdl.handle.net/10150/291713.
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Armenth-Brothers, Francine R. Rhodes Dent. "Design and development of modules for a medical terminology electronic textbook." Normal, Ill. : Illinois State University, 2006. http://proquest.umi.com/pqdweb?index=0&did=1251873661&SrchMode=1&sid=1&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1202151713&clientId=43838.
Full textAbstract:
Thesis (Ed. D.)--Illinois State University, 2006.<br>Title from title page screen, viewed on February 4, 2008. Dissertation Committee: Dent M. Rhodes (chair), Temba C. Bassoppo-Moyo, Cherie A. Toledo. Includes bibliographical references (leaves 208-222) and abstract. Also available in print.
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Pullen, Grant. "The development of a model to effectively utilise computer mediated communication to support assessment in a virtual learning environment." Thesis, Port Elizabeth Technikon, 2001. http://hdl.handle.net/10948/54.
Full textAbstract:
Programming lecturers are faced with logistical problems associated with evaluating students’ assignments. This dissertation will discuss the problems associated with paper- and electronic-based submission and evaluation systems. Managing student assignments is thus an important issue and this dissertation investigates how the computer can be used to help in both the management of programming assignments and giving of feedback for those assignments. Computer Mediated Communication (CMC) technologies offer a technical solution for the submission of assignments. CMC technologies are therefore studied and their use in the educational sphere discussed. Information Security is another important feature that is needed when using CMC for assignment management. A guideline showing the different features that an assignment management and feedback system would need was developed. Current systems that offer some assignment management features were studied and evaluated according to the guideline. A model was developed for the management of programming assignments. The model addresses the problems of paper-based and previous electronic submission systems and includes the assessment of the assignments. The viability of the model was determined by building and testing a prototype based on the model’s specifications. The prototype was evaluated within a second year Visual Basic programming class. The evaluation determined that there were areas that needed improvement, however the feedback was generally positive.
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Smith, Sherwin Anthony. "Standardization in the development and delivery methods of technology workshops." CSUSB ScholarWorks, 2007. https://scholarworks.lib.csusb.edu/etd-project/3225.
Full textAbstract:
Trainers have long relied on visual content to make their training more effective. As the use of computer-based delivery has become an accepted method of distributing training and instructional materials, a system of standardizing the development and delivery of training workshops was worthy of considerable attention. The study concludes that while many of the older studies do not directly address the use of computer-based presentation applications, a development process can be achieved to streamline the creation of instructional content while maintaining consistency and quality in the content created.