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Bain, Yvonne Catherine. "Learning through online discussion : case studies of higher education student's experiences." Thesis, University of Aberdeen, 2011. http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=167158.
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Although much has been written about learning in online discussion, the research literature reveals the need for further empirical research to be carried out. For example, the use of online discussion is often seen as a means by which students can engage in a socially constructivist approach to learning, (Pena-Shaff et al., 2005; Hudson et al., 2006; Schrire, 2006) whilst others raise questions about the depth of engagement and the preparedness to learn in this socially constructivist context (Hawkey, 2003; Roberts and Lund, 2007). The need to gain further understanding of learning through discussion is raised by Ravenscroft (2005); McConnell (2006); Goodyear and Ellis (2008). This study adds to empirical research by exploring students’ engagement with online discussion at an individual and course level. Two key research questions are: What are the different approaches taken by students when responding to learning activities which ask them to engage in online discussion? What are students’ perceptions of how their engagement in online discussion impacts on their learning and the learning of others? The study is qualitative, phenomenographic in nature drawing on six case studies of Higher Education students’ engagement with online discussion. A rich set of empirical data is gathered within the case studies. A grounded approach to data collection and analysis is used, including the analysis of interview data in order to hear the students’ voices about their experiences. The findings from the analysis of the case studies reveal different strategies that students use when engaging in online discussion, and diverse students’ views of learning through online discussion, even from within the same course context. A framework for learning through online discussion emerges from the discussion.
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Chan, Kok-chi, and 陳覺慈. "Effectiveness of computer-assisted learning in Chinese language." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B31959969.
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Gray, Steven G. "The implementation of a humanities computer laboratory." Thesis, University of British Columbia, 1987. http://hdl.handle.net/2429/26823.
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The last 10 years have seen an explosion in the number of microcomputers available for use in the educational system. However, teachers have little experience in using microcomputers in the classroom and teachers' perceptions of this innovation have seldom been taken into account when implementing computers into the classroom.
This case study was undertaken to delineate teachers' perceptions of computers during the implementation of a 14 computer English/Social Studies computer lab being installed as a teaching tool. Twelve teachers were interviewed during June 1985, just before the implementation of the lab, and again in June 1986, one year after the lab's implementation. The interviews were analysed to determine whether past experience influenced teachers' present perceptions of the usefulness of the new computer lab.
The study found that Naive Users, or teachers with little or no experience with computers made more use of the computer lab as an aid in teaching the writing process than did Experienced Users who confined themselves to having students use the computer as an electronic typewriter. The study also found that the presence of an Aide to help students with the technical aspects of word processing freed the teachers to use the lab as writing tool without necessarily becoming technically proficient with the computer themselves.
As computers become more common in the school system, it becomes important that teachers recognize and understand that these new tools are useful in helping to teach students to write. Otherwise computers may largely become a subject of study rather than a tool suitable for student use in many curricular areas.<br>Education, Faculty of<br>Curriculum and Pedagogy (EDCP), Department of<br>Graduate
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Ruberg, Lorena Ferguson. "Student participation, interaction, and regulation in a computer-mediated communication environment." Diss., Virginia Tech, 1994. http://hdl.handle.net/10919/40137.
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Kwong, Chung-yuk, and 鄺頌鈺. "A classroom study of collaborative study at the computer." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B31960212.
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Baeza, Mario Enrique. "The influence of behavior modeling and experience on the acquisition of computer skills." CSUSB ScholarWorks, 1990. https://scholarworks.lib.csusb.edu/etd-project/588.
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黃美玲 and Mei-ling Emily Wong. "Leadership in a technology enriched school: an exploratory case study." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B31256491.
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Ho, Chiu-chi, and 何釗志. "The use of computer software in geometry learning." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B3196011X.
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Buck, Amber M. "Keyboard collaborations : a case study of power and computers in writing center tutoring." Virtual Press, 2005. http://liblink.bsu.edu/uhtbin/catkey/1318610.
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This thesis presents a case study of one tutor in two tutoring sessions using electronic drafts in the Ball State Writing Center, focusing on the sessions' power dynamics. Writing centers have developed nondirective tutoring pedagogies in order to help tutors navigate the power dynamics of sessions with paper drafts. While these pedagogies have recently been adapted for tutoring online, attention has not yet been focused on face-to-face sessions using a computer. Using conversational, textual, and user interface analysis, this study provides thick descriptions of the power dynamics of each tutoring session, analyzing the interactions between tutor, student and computer. The descriptions of both sessions show them to be vastly unique and complex, undermining strict dichotomies between directive and nondirective tutoring. The use of the computer reflects the overall dynamics of each tutorial and raises questions about the ways in which tutors and students prefer to use computers in tutoring sessions.<br>Department of English
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Choy, Ko-leung Tyrone, and 蔡高亮. "An investigation on the learning of statistics with MINITAB." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B31960078.
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Van, Alstyne Audrey May. "Computers in the home curriculum project : an atttitude and gender study." Thesis, University of British Columbia, 1991. http://hdl.handle.net/2429/31215.
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Computers are a valuable tool for education. Studies have proven that the computer can assist in the development of a positive self-concept and a positive attitude toward school. Computers can increase student-teacher interaction and achievement by individualizing the learning process. The research clearly documents the dominance of males in the computer field. Home economics educators have the ability to assist individuals and families in using this tool to their best advantage.
This research study included 224 students at Sir Charles Tupper School in Vancouver, B.C. The students were thirteen or fourteen years of age and in grade nine or ten. The study was conducted between September 1989 and February 1990.
The purpose of this study was to determine if the integration of computers into home economics can encourage attitude changes and promote equitable computer use between male and female students. This study will test the assertion of previous research that indicates females are less interested in computers and less likely to use computers than males. Can females do as well as males and males as well as females when given the opportunity to study personally relevant material under the supervision of a female role model?
Of the 224 students in the study, 185 were in the control group and 39 were in the treatment group. The treatment involved participation in the new course, Computers in the Home. This course studies the impact of computers on family life, and explores personal and home computer applications. The survey was designed
to assess student attitudes toward the computer and how they may have changed as a result of the course. Student responses to the survey were analyzed using SPSS-X and Chi-Square analyses were performed to determine any significant differences.
During the period of study, the enrollment patterns in both Computer Science and Computers in the Home refute the majority of research in that more females than males were enrolled in these computer classes. It was expected and postulated that students enrolled in Computers in the Home would have been exposed to a different experience than those not enrolled. Unfortunately, there was no significant difference between the attitudes of the students enrolled in the course and students not enrolled in Computers in the Home.
Although empirical observation throughout the study period lead the researcher to believe there were differences, statistical analysis of the survey responses did not support this observation. Males overtly displayed their enjoyment—they were more adventurous, aggressive and curious. Female students were quieter and tended to be more covert toward this machine. Since no difference in attitude was found, this research study has shown that females are as interested and use computers as often as male students at Sir Charles Tupper School. Although females react differently toward computers, the general trend appears to be moving toward more equitable computer experiences for all.<br>Education, Faculty of<br>Curriculum and Pedagogy (EDCP), Department of<br>Graduate
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Lui, Kwong Man, and 呂廣文. "Patterns of discussion in computer-assisted collaborative learning in pupils with mental handicap." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1995. http://hub.hku.hk/bib/B31958102.
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Casey, Cheryl. "Computer-Based Instruction as a Form of Differentiated Instruction in a Traditional, Teacher-led, Low-Income, High School Biology Classroom." PDXScholar, 2018. https://pdxscholar.library.pdx.edu/open_access_etds/4437.
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In 2015 the U.S. continues to struggle with academic achievement in public schools. Average test scores from 15 year olds taking the Program for International Student Assessment placed the U.S. as 38th out of 71 countries (Drew Devlin, 2017). It is common to discuss elimination of the achievement gap as the single most effective way to improve the U.S.'s mediocre standing among the highest scoring countries in the world in primary and secondary student test scores (McGhee,2004; Flemming 2012). In the broadest sense of the term the "achievement gap" refers to the difference in academic success between different groups of students. It is often used to describe the lower performance of underprivileged student populations (National Education Association, 2004). Attempts to understand why this GAP exists and how educators may narrow such GAPs, researchers have identified both large class size and lack of personalized instruction as two conditions that commonly accompany lower academic achieving student populations (Lee and Buxton, 2008).
Although there is a wealth of literature attempting to assess the effect of class size, few studies have defined small and large class sizes. In her research, Sarah Leahy (2006) defines a small class as one containing between 13 and 17 students and a regular class as one containing between 22 and 25. For the purposes of this research, a large classroom is defined as one with over 25 students.
In theory, computer-based instruction (CBI) offers great potential to expand on the concept of personalized instruction. However, there is very little research available that describes how this tool can be used to effectively enhance the classroom learning process. This study examines the impact of providing computer-based instruction (CBI) or teacher-led instruction on students of various achievement levels enrolled in a traditional, high school biology classroom. The high school in which this research as conducted is a Title One (low income) identified school. 111 from four sections of freshman high school biology, were randomly divided into two learning groups per section. Both groups in each section were taught one 50-minute lesson on cellular biology. One group received the lesson from CBI while the other group from teacher-led instruction. The impact on learning was measured by the change in pre- and post-test scores. All students in each section received the same lesson content which was provided in the same classroom concurrently. Data from 82 students that returned signed parental consent forms and took the pre-test on day one, the lesson on day two, and the post-test on day three, were analyzed in this study.
Results: The twenty students ranked as high academic achievers scored the highest correct answers on pre- and post-tests (mean 7.1 and 9.4 respectively). Improvement in test scores, measured as mean number of additional correct answers on the post-test, for the high achievers was equal whether they received CBI or teacher-led instruction (+1.72 and +1.75 respectively). Twenty-seven middle ranked academic achieving students also showed a statistically equal degree of improvement from each instructional platform. However, middle students that scored the highest pre-test scores also produced the highest improvement from CBI. The thirty-five low academic achieving students produced the highest improvement in test scores overall from teacher-led instruction and produced a mean negative change in post-test scores from CBI (mean +2.13 and -.68 respectively). Findings from this study suggest that in a classroom setting, higher academic achieving students will learn equally well from CBI or from a teacher while lower achievers benefit more from small group, teacher-led instruction.
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Cotter, Dale S. "Children's learning of fractions : a comparison study of user-controlled computer-based learning vs. noninteractive learning environments." Thesis, University of British Columbia, 1990. http://hdl.handle.net/2429/29583.
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Thesis Supervisor: Dr. Marv Westrom
The purpose of this study was to investigate the effectiveness of the software program Visual Fractions in teaching basic fraction concepts and the effect that student control over the construction of fraction diagrams had on their learning.
The Visual Fractions program provides a diagram and two fractions in numeric form. The diagram consists of a figure divided into partitions with some of the partitions shaded. One fraction represents the shaded parts of the whole and the other represents the unshaded parts. Students can control the total number of partitions and whether each is shaded. Manipulating the diagram changes the value of the fractions.
A Non-interactive (crippled) version of the software was designed to eliminate the user-control aspect of the program. Users of this program could click to generate a new fraction, but had no control over the choice of fraction. The computer randomly generated a new fraction and displayed the corresponding diagram each time.
A third treatment, Fraction Flash Cards, was designed to simulate the Noninteractive version of the program, without the computer. The students received Flash Cards containing images of the computer-generated fraction diagrams.
The study consisted of a pilot project during which data collection techniques were tested and revised and the main study. Sixty-four subjects were taken from four intact classes of grade four students. The students were randomly assigned to one of the three Treatment Groups or the Control Group. Three different sets of data were collected: a pretest and postest on fractions, structured interviews, and field notes taken by the researcher during the treatment process. In Treatment Group One, students used the Interactive Version of Visual Fractions. Here, students could create fractions at their command. There is evidence to suggest that this type of interactive control is a critical factor in learning (Merrill, 1987).
In Treatment Group Two, students used the Noninteractive version of the software. Students could control the rate of observing fractions and fraction diagrams, but not the value of the fraction.
Students in Treatment Group Three used the Flash Cards. Motivation appears to strongly affect one's ability to learn and children appear to be highly motivated to use computers. The purpose of this treatment was to control for any achievement gain that may have been due to the novelty of using computers.
The four Groups were compared using analysis of variance with repeated measures. Significance at the 0.01 level was found for the tests and the interaction. A study of the interaction showed that there was no significant difference between the gains of the Visual Fractions Noninteractive Group, the Flash Card Group, or the Control Group. However the gain achieved by the Visual Fractions Interactive Group was significant.
From this study, it is clear that the Visual Fractions Interactive program which provides students the opportunity to construct fraction diagrams with immediate feedback, is an effective method of teaching fractions.<br>Education, Faculty of<br>Graduate
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Caruso, Gina Christina. "The Impact of Wiki-based Collaborative Writing on English L2 Learners' Individual Writing Development." PDXScholar, 2014. https://pdxscholar.library.pdx.edu/open_access_etds/2004.
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Although the benefits of group and pair work in the second language (L2) classroom have been extensively studied, most documented research has focused on the use of oral tasks and spoken interaction between learners. Recently however, researchers have begun to investigate the advantages of collaboration on written work. More specifically, with the advancements in computer technology and web-based collaborative platforms like wikis, there has been a growing awareness of the educational possibilities of wikis to enhance L2 writing instruction. This study followed a pretest/posttest repeated measures design to investigate the impact and students' perceptions of wiki-based collaborative writing activities on individual writing performance. The study involved 12 university students in a TOEFL preparation course at a large university in Bogota, Colombia. Students were divided into two groups: the experimental group (n=8) engaged in a series of wiki-based collaborative writing activities and focused practice between pre and posttests, while the control (n=4) received no treatment. Two individual writing samples (pre and posttest) composed by each participant under timed conditions were quantitatively analyzed using the three linguistic developmental measures of complexity, accuracy, and fluency. While statistically significant differences were not evident for measures of fluency or accuracy, descriptive statistics showed an overall positive impact for collaborative writing on individual learners' written fluency. Analysis of complexity measures revealed mixed results with respect to learning gains. Further analysis of perception data reported by learners in an exit survey disclosed their positive attitude towards perceived linguistic benefits with regard to the wiki-based collaborative writing activities. Both theoretical and pedagogical implications of the study, limitations, and directions for future research are presented.
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鍾志興 and Chi-hing Caleb Chung. "Effective ways of integrating ICT into mathematics lessons." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B3125620X.
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Deranger, Brant. "Blurring the Lines Between Instructor-Led and Online Learning: an Evaluation of an Online Composition Curriculum on the Bleeding Edge." Thesis, University of North Texas, 2007. https://digital.library.unt.edu/ark:/67531/metadc3980/.
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The contemporary classroom currently faces an evolving world of computer based training, online courses, instructor-led learning and several blended approaches in-between. With the increased presence of computers and communication in every facet of students' lives, students have changed to adapt to the continuous presence of technology in their daily lives. These recent rapid developments have changed the relationship between technology and communication. Indeed, communication and technology have become linked to such a degree that it is difficult to differentiate one from the other, thereby altering our rhetorical situation as instructors. Instructors can no longer deny the presence of technology in the contemporary classroom, much less in the contemporary composition classroom.
This case study serves as a post-modern analysis of the technology based blended classroom. A gap exists between what online learning is (being) today and what it is (becoming) tomorrow. This dissertation explores the gap by examining two rich data sources: online visitor navigational patterns and instructor interviews. The fundamental ideas that this text explores are the following:
- Web server logs and PHP logs can be analyzed to yield relevant information that assists in the design, architecture, and administration of online and blended learning courses.
- Technology in the writing classroom does not necessarily solve traditional problems associated with the composition classroom. Technology is a tool, not a solution.
- Technology has changed the rhetorical situation of the composition classroom. As a result, instructors must adapt to the changed rhetorical environment.
Via this study, readers will hopefully gain a better understanding of the relatively unexplored margins between instruction, composition and technology paradigms. Instructors, trainers, technical writers, pedagogues, industry and academia alike must step forward to research technology-assisted pedagogy so that they can de-privilege the paradigms that position technology itself as a solution, and move forward toward realistic and real-world expectations for instructors in technology mediated learning environments.
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Atchade, Pierre Jacques. "A qualitative study of distance learners' perceptions of learning computer technology delivered through two-way audio video conferencing and online instruction." Ann Arbor, MI : UMI Dissertation Services, 2002. http://0-proquest.umi.com.aupac.lib.athabascau.ca/pqdweb?did=726373631&sid=1&Fmt=6&clientId=12302&RQT=309&VName=PQD.
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Seto, Wood-hung Andy, and 司徒活雄. "Information and communication technology-supported pedagogical practices in a local secondary school." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B30415597.
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Brook, Christopher. "Exploring community development in online settings." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2004. https://ro.ecu.edu.au/theses/835.
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As educators and training providers embrace online technologies, some researchers posit that the development of a learning community is perhaps the most fundamental goal of online instructors (Hiltz, 1997). The process for developing and maintaining learning communities, however, remains unclear (Bonk & Wisher, 2000; PaJloff & Pratt, 1999). This study sought to provide insight into factors that influence community development through an exploration of the community experience in online settings. To do this, it was necessary to establish an understanding of the community construct through an extensive review of contemporary literature. A review of the online learning community literature was conducted to provide a broader perspective on the process for developing a learning community and to ensure that current knowledge informed the study. As a consequence of the expansive literature review a framework to guide the exploration of the community experience in online settings was designed. This framework identified pre-existing factors as well as instructor actions that influence community development in a chain if events that concludes with the community experience. The research took the form of a multi case study methodology based on the qualitative research paradigm conducted over a one:-semester period. Data gathering processes were based on Grounded Theory (Strauss, 1987) utilising course related discourse, instructor interviews, observations and the , Sense of Community Index (Chavis, Hogge, McMillan, & Wandersman, 1986). Data analysis utilised a constant comparative approach in the data coding and management processes. Data was categorised according to factors that demonstrate community development, the elements of SOC and emergent themes. Findings were presented as an aggregation of all courses to provide an expansive view of factors that influence community development. Findings suggest that the Model developed to guide the study provides a robust framework that is useful in investigating the sense of community experienced in online settings. Numerous pre-existing factors that limit community development were identified. However, instructor actions that promote community development, and in some instances overcome limitations presented by pre-existing factors, were also identified. The interrelationship between these factors was seen to influence in various ways the sense of community experienced by students in the each of the settings. The major implications of the study are that instructors will inevitably encounter pre-existing conditions that will limit community development. Given the context specific nature of the community experience it is difficult for researchers to provide a discrete set of design principles that will account for all considerations in the process of community development. It is the instructor who is in the position to ascertain the most effective strategies to overcome factors that limit community development. The Model developed in this study, provides a robust framework for identifying pre-existing factors that are likely to influence community development. The Model also provides a strong framework for guiding instructors in the selection of instructional strategies that promote community development. At the conclusion of the thesis factors that serve to limit the generalisability of findings are described and suggestions 'for future research are provided.
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Miller, Shawn J. "Effects of Bring Your Own Device Initiatives Related to Instructional Planning and the Classroom Environment in Two Texas High Schools." Thesis, University of North Texas, 2017. https://digital.library.unt.edu/ark:/67531/metadc984275/.
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This study was an examination of 20 North Texas high school teachers' perceptions about the effects of bring your own device (BYOD) initiatives on instructional planning and classroom environment. The BYOD initiative at two high school campuses was studied through a qualitative approach, i.e. a collective case study. Data were collected through interviews, classroom observations, and reviews of participants' lesson planning documents. The findings indicated teachers had to plan for inequitable technology access, technology support, effective classroom management, and relevant content to support student learning effectively. Teachers participated in professional development focused on planning for student devices, effective use of instructional technology, and classroom management during this type of instruction. Results revealed that, during instruction that included students' devices, teachers believed student engagement and content retention were greater. Observation data also indicated that students were more engaged in the instruction. The interviews and classroom observations indicated that students assumed a more active role in their learning during these lessons, and teachers facilitated and provided more support as needed. Effective planning and classroom management were identified as key components in the success of this type of initiative. Overall, the study supports the necessity for relevant professional development for teachers and campus administrators to ensure the success of BYOD initiatives. Similarly, these two groups should work together to develop the campus framework to support BYOD technology in the classroom.
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袁東璇 and Tung-shuen Yuen. "Using ICT in learning and teaching mathematics." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B31256570.
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李漢耀 and Hon-yiu Lee. "The role of information technology in resource-based learning: a case study of a Hong Kong secondaryschool." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B31256363.
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Ip, Kin-sheung, and 葉建常. "Teachers' perspectives on the role of leadership in promoting effective ICT integration in a school." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B40040252.
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Yip, Wan-hung, and 葉韞紅. "The relative functions of text and drawing in computer-supported collaborative problem-solving." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B31225494.
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Ma, Suet-chun Phyeon, and 馬雪珍. "How a principal's role influences ICT implementation in a Hong Kong primary school." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B29717851.
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Lee, Wingyan Maggie, and 李詠恩. "How to support elementary teachers in implementing ICT." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B31963432.
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郭尚賢 and Sheung-yin Dominic Kwok. "Implementation of a web-based collaborative tool for learning computerprogramming: a case study." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B31256296.
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Mowes, Delvaline Lucia. "An Evaluation of student support services in open and distance learning at the University of Namibia." Thesis, Stellenbosch : University of Stellenbosch, 2005. http://hdl.handle.net/10019.1/1263.
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Distance education and open and flexible learning policies have done much to
extend accessibility to higher education throughout the world. However, distance
education is not just a move away from learning in the classroom. It is a complete
paradigm shift and when delivering learning materials outside the classroom
across any distance, it is important that technologies and techniques support
students. Against this background, the case has been made that the provision of
student support services, according to the diverse needs and expectations of
adult distance education students, should be an integral part of the provision of
open and distance learning.
The focal point of this study was to evaluate student support services, provided
at the northern campus of the University of Namibia, from a student perspective.
A combination of both quantitative and qualitative methodologies was chosen
and data were collected by means of a literature review and a questionnaire,
supplemented with open-ended questions. The subjects of the study were
second- and third-year B.Ed. students from the northern campus of the University
of Namibia.
The results of this study have provided evidence that adult distance education
students indeed value the provision of student support services. Specifically,
students in this study placed the greatest importance on student support services
related to getting started with their studies, for example orientation sessions
about available student support services and contact and communication with
tutors and fellow students by means of vacation schools, face-to-face tutorials on
Saturdays at regional centres and support through study groups. One of the conclusions of the study was that the institutional policy and the role
of management are crucial in the establishment of an effective student support
model to facilitate distance learning.
The following recommendations were formulated:
The University’s Centre for External Studies (CES) should conduct periodic and
regular evaluation studies of its distance education students to design, develop
and provide student support services that will be tailored to students’ specific
needs and expectations.
CES should pay attention to support services that help reduce barriers if it is to
attain its mission of making quality higher education more accessible.
CES should provide adequate training to tutors to prepare them for the special
challenges presented by open and distance learning.
CES should design and implement an appropriate Information and
Communication Technology (ICT) course to empower distance education
students adequately for the use of modern ICT.
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Cheng, Yuk-ching, and 鄭毓正. "Motivational aspects of using computer-assisted language learning program for learning English as a second language in a secondaryschool in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B31962488.
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Kam, Shuk-han Tiffany, and 甘淑嫻. "Effect of Knowledge Forum on primary mathematics understanding." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B23501285.
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(Uncorrected OCR)
Abstract
This study is designed to examine the effectiveness of Knowledge Forum (KF) on foresting mathematical concept understanding and problem solving; and on enhancing attitude towards and beliefs of mathematic word problems.
Thirty-eight sixth graders from a Hong Kong pnmary school were introduced to KF in mathematics proportional reasoning learning for five weeks. The students spent about one hour a week at school to solve ratio and proportion problems through KF and another hour to reflect on their learning by whole class
discussion.
Before and after the experimental program, instruments like traditional mathematics tests, mathematics word problems tests, beliefs and attitude questionnaires were administered in both the control and the experimental groups. An ANCOVA analysis was conducted to the data collected by the four quantitative instruments. During the program, the experimental group's KF notes and learning diaries were collected and analysed qualitatively to evaluate
the knowledge building process.
The results suggested that the KF not only had a significant positive effect on mathematics performance and problem-solving competency, it also yielded a positive influence on beliefs of mathematic word problem. However, the KF
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had no impact on attitude towards mathematic word problem.
There were
evidences that some subjects were applying the five-step metacognitive strategy and appropriate heuristics during the problem solving process. Furthermore, there were mathematical discourses on the concept of ratio and proportion.
The information obtained from this study will be helpful in gaining a better understanding of the computer-supported collaborative learning environment, in particular, the Knowledge Forum and mathematics problem solving. Despite of the constraints, the findings of this study may have implications for developing instructional programs and improving mathematical teaching methods for teachers in elementary schools.
111<br>abstract<br>toc<br>Education<br>Master<br>Master of Education
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Hara, Cristina Yuri Nakata. "Tecnologia digital educacional e o estudo de caso clínico para a aprendizagem de estudantes de enfermagem: revisão integrativa." Universidade de São Paulo, 2015. http://www.teses.usp.br/teses/disponiveis/22/22132/tde-09102015-154359/.
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Percebe-se a pulverização de tecnologias digitais educacionais, todavia há escassez de estudos que agreguem conhecimentos sobre tecnologia e estudo de caso clínico no ensino de enfermagem. O objetivo do estudo foi avaliar evidências disponíveis na literatura mundial acerca do estudo de caso clínico inserido em tecnologias digitais educacionais e as aprendizagens cognitiva, procedimental e atitudinal de estudantes de enfermagem. Os objetivos específicos foram: identificar e sintetizar as evidências disponíveis na literatura mundial acerca do estudo de caso clínico inserido em tecnologias digitais educacionais no ensino de graduação em enfermagem; caracterizar os tipos de recursos tecnológicos nos quais o estudo de caso clínico foi inserido para o ensino de enfermagem e caracterizar as aprendizagens atitudinais, cognitivas e procedimentais construídas pelos estudantes de enfermagem no desenvolvimento do estudo de caso clínico. Trata-se de revisão integrativa da literatura de acordo com as seguintes etapas: formulação do problema de pesquisa, coleta dos dados, extração de dados e avaliação crítica, análise e interpretação dos dados e apresentação dos resultados.A questão de pesquisa foi: como o estudo de caso clínico inserido em tecnologia digital educacional colabora para as aprendizagens cognitiva, atitudinal, e procedimental de estudantes enfermagem?Foi realizada busca de estudos primários nas seguintes bases de dados: Literatura Latino-Americana e do Caribe em Ciências da Saúde (LILACS); National Library of Medicine (PUBMED), Cumulative Index to Nursing and Allied Health (CINAHL) e Scopus; os descritores controlados e não controlados (palavras- chave) foram delimitados de acordo com cada base de dados. A busca resultou em 437 estudos, sendo 136 indicados no LILACS, 122noPUBMED, 104 no Scopus e 75noCINAHL. Destes, 240 não atenderam aos critérios de inclusão delimitados, 03 estudos eram duplicados dentro das bases, 45 se repetiram entre as bases e 04 estudos estavam indisponíveis. Após análise de todos os resumos, foram selecionados 197 estudos, sendo que dentre estes 31 foram considerados potencialmente relevantes, selecionados conforme os critérios de inclusão e lidos na íntegra; 10 foram excluídos após o preenchimento do instrumento de análise dos artigos científicos, portanto, a amostra final resultou em 21 estudos primários. Dentre os 21 estudos primários, o idioma inglês foi predominante (71,4%). Sobre o modo de trabalho do aluno para utilizar o recurso tecnológico, houve distribuição semelhante entre participação individual sem mediador n=08(38,1%), colaborativa com mediador n=07(33,3%) e colaborativa sem mediador n=06 (28,6%). Sobre a inserção da tecnologia em curso ou disciplina de Educação a Distância (EAD),n=13 estudos (61,9%) não estavam inseridos neste tipo de ensino, n=04(19%) faziam parte de um curso EAD e n=04 (19%) não continham esta informação.Vários temas foram abordados pelos estudos identificados. Muitos deles denotaram que a utilização de estudo de caso em tecnologias digitais educacionais permitiu ao aluno construir diferentes tipos de aprendizagem, sendo a aprendizagem cognitiva identificada em 15 estudos, a atitudinal em 13 e a aprendizagem procedimental em 6 estudos.Conclui-se que os estudos de caso podem colaborar para que o aluno desenvolva conjuntamente diferentes aprendizagens,as quais podem ser construídas de maneira integrada, contínua, informativa, formativa e transformadora do conhecimento, visando a formação integral e alinhada às políticas nacionais e internacionais de formação em enfermagem<br>It has been noted that there is a spread of several educational digital technologies, although there is a lack of studies which add knowledge about technology and clinical case study in nursing education. The aim of the study was to evaluate available evidences in worldwide literature regarding clinical case study inserted in educational digital technologies, as well as cognitive, procedural and attitudinal learning for undergraduate nursing. The specific aims were: to identify and synthesize available evidences in worldwide literature regarding clinical case study that had been inserted in educational digital technologies in undergraduate nursing education; characterize the types of technology resources in which the clinical case study had been included for nursing education and characterize attitudinal, cognitive and procedural learning built by nursing students to develop the clinical case study. It is an integrative review of literature for which were adopted the following steps: development of the research problem, data collection, data extraction and critic evaluation, data analysis and interpretation and presentation of results. The research question was: how does the clinical case study, inserted in educational digital technology,collaborate for cognitive, attitudinal and procedural learning of nursing students? The research for primary studies was done in the following data bases: Literatura Latino-Americana e do Caribe emCiências da Saúde (LILACS); National Library of Medicine (PUBMED), Cumulative Index to Nursing and Allied Health (CINAHL) and Scopus; the controlled descriptors and non-control descriptors (key words) were delimited according to each data base. The search resulted in 437 studies: 136 from LILACS, 122 from PUBMED, 104 from Scopus and 75 from CINAHL. Of these, 240 did not met the including criteria established for this integrative review, three studies were duplicated inside the bases, 45 repeated among data bases and four studies were unavailable. After analyzing all abstracts, there were selected 197 studies, among them 31 were considered potentially relevant according to including criteria and were integrally read. After filling out the instrument of analysis of scientific papers, 10 were excluded and the final sample resulted in 21 primary studies. Among the 21 primary studies, the English language was predominant (71.4%). Referring to the way that students should work to use the technology resource, there was a similar distribution among individual participation without a moderator n=8 (38.1%), collaborative participation with moderator n=7 (33.3%) and collaborative participation without moderator n=6 (28.6%). In regard of combine the technology with a course of distant education, n=13 studies (61.9%) were not included in this type of education, n=4 (19%) were part of a course of distant education and n=4 (19%) had no information about it. The findings also demonstrated that several themes were approached by the identified studies. Besides, many of them denoted that the case study use in educational digital technologies allowed the students to build different types of learning, being the cognitive learning identified in 15 studies, followed by attitudinal learning in 13 studies and procedural learning in 6 studies. It is possible to conclude that case studies can collaborate with the students in developing conjoint different learnings, which can be built in an integrate, continuous, informative, formative and knowledge transformer way, aiming integral formation and aligned to policies of formation in nursing, both national and international
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吳森森 and Sum-sum Sam Ng. "Factors affecting mathematics teachers in the use of computers in the classroom: a case study." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B31256429.
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Snow, Janet P. "Information and communication technology driven teaching and learning opportunities in support of environmental education processes : a case of the eno-environment online programme at Treverton Preparatory School, South Africa /." Thesis, Rhodes University, 2008. http://eprints.ru.ac.za/1623/.
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Brinkley, Robyn Lynette. "Opportunities and obstacles: implementing a web-based teaching and learning strategy in a vocational educationinstitution." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B31256107.
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Mlambo, Watson. "Information and communication technology in A-level physics teaching and learning at secondary schools in Manicaland Zimbabwe: multiple case studies." Thesis, Rhodes University, 2008. http://hdl.handle.net/10962/d1003458.
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As personal computers (PCs) and related ICTs become more and more omnipresent than ever before in institutions of education, teachers are faced with the challenge of having to teach in ICT rich environments. Some syllabuses increase this pressure by stipulating where ICT may be applied. While past research efforts have focused on presence of and/or effectiveness of ICTs on achieving various didactic goals, there is limited literature on the extent to which actual practice occurred naturally. It was the aim of this study to determine the extent to which Physics teachers and students used ICT in their usual teaching/learning ambience, referred to as natural settings in this study. Using activity theory as a theoretical lens, multiple case studies were chosen as a strategy using 10 schools, 15 Physics teachers, 20 A-level Physics students and 10 ICT teachers (computer specialists). Questionnaires, observations and informal and focus group interviews were used to elicit responses from students, teachers and computer specialists. It emerged from the case studies that despite the presence of apt ICT infrastructure in the schools and although the teachers had a positive attitude towards the use of ICT for teaching and learning of Physics, teachers were apathetic when it came to the actual use. Some of the reasons militating against use were lack of an ICT policy, school authority, and monopoly of computers enjoyed by computer studies teachers. However among students there were ‘early starters’ who used ICTs outside of school, a situation that tended to change the Physics learning environment. These findings led to a proposal for a post of Computer Specialist (CS) in the schools. The need for developing ICT policy at all levels namely national, Ministry of Education and the school was also proposed. Lastly staff development in the use ICT for Physics teachers was proposed as indispensable.
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Ip, Kwai-fun, and 葉桂芬. "The perceived usefulness of webBoard in enhancing collaborative learning." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B31962361.
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Nagisetty, Vytas. "Using Music-Related Concepts to Teach High School Math." PDXScholar, 2014. https://pdxscholar.library.pdx.edu/open_access_etds/1958.
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The purpose of this research was to test a strategy which uses music-related concepts to teach math. A quasi-experimental study of two high school remedial geometry sections was conducted during a review lesson of ratio, proportion, and cross multiplication. A pretest was given to both groups. Then, Group A received normal textbook instruction while Group B received the treatment, Get the Math in Music, which is an online activity involving proportional reasoning in a music-related context. Afterwards, a posttest was given to both groups. Pretest and posttest scores were used to compare gains in subject knowledge between the groups. Then a second evaluation of the treatment was conducted. Group A received the treatment and took a post-posttest. Score gains for Group A before and after receiving the treatment were compared. After these tests, all participants took a survey to determine if their appreciation of math grew as a result of the treatment. Finally, interviews were conducted to provide better understanding of the results. The research questions of this study were: to what extent does the integration of Get the Math in Music improve students' academic performance in a remedial geometry review of ratio, proportion, and cross multiplication, and to what extent does participation in the Get the Math activity improve students' attitudes towards math? My hypotheses were that students would perform significantly better on a subject knowledge test after receiving the treatment, and that all students would have a more positive attitude towards math after receiving the treatment. Quantitative results did not triangulate to support or refute these hypotheses. Greater improvement from pretest to posttest was statistically correlated with Group B, which was the group first receiving the treatment. But later, between posttest and post-posttest Group A did not show statistically significant greater gains after receiving the treatment. Surveys results showed that students did not necessarily like math any more after the treatment. Interviews revealed that several of these students were apathetic to geometry in particular, if not to math in general. The case of one student's improvement suggested that positive teacher-student relationships are more effective than any particular method to increase academic performance and student engagement. Survey results were consistent with earlier psychological studies claiming teenagers care about music. Additional studies in the future on the merits of using music to teach high school math would be useful. Claims that proportional reasoning is challenging were supported. It would be beneficial to evaluate the treatment in an Algebra or Pre-Algebra setting when students first study proportions.
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Chung, Lai-kam Kathy, and 鐘麗金. "Teachers' perceptions of using e-mail as a communication tool in student guidance in primary schools: a casestudy." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B31962373.
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Martin, Brian C., J. Michael Stoots, Robert P. Pack, Randy Wykoff, and John J. Dreyzehner. "Potential Approaches to Address the Undergraduate Public Health Training Needs for Working Professionals: A Case Study of One Rural Area." Digital Commons @ East Tennessee State University, 2010. https://dc.etsu.edu/etsu-works/6334.
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The leadership of several health districts in the rural Appalachian region of northeast Tennessee and southwest Virginia has expressed interest in addressing the educational needs of their employees. The majority of these workers have not completed an undergraduate degree, but they desire to further their education. The College of Public Health at East Tennessee State University has begun preliminary discussions with these leaders to identify potential approaches to address these needs. There appear to be four approaches that should be explored by regions facing similar challenges: on-line or on-line/on-site degree completion programs; course clusters provided for academic credit; partnerships with community colleges; and training programs offered for nonacademic credit.
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Ng, Hon-chuen, and 吳漢泉. "A case study on the implementation of information technology in education in a secondary school: implicationsfor the process of change." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B31961848.
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Fung, Ngan Ho Heidi, and 馮顏好. "Investigating student adoption of web-based learning platform in higher education." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B30412663.
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Ntsohi, Mamosa M. E. "Investigating teaching and learning of Grade 9 Algebra through excel spreadsheets : a mixed-methods case study for Lesotho." Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/85657.
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Thesis (PhD)-- Stellenbosch University, 2013.<br>ENGLISH ABSTRACT: The teaching and learning of algebra in the middle school grades in Lesotho is dominated by the mechanistic approach where learners are drilled on procedures for solving certain types of problems in algebra, without making any connection to the experience learners had with arithmetic. This is one of the sources of learners’ difficulties in mathematics. Research indicates that use of spreadsheets such as Excel has a potential of bridging the gap between arithmetic and algebra and thus enhancing the teaching and learning of algebra, making it meaningful to the learners.
The study sought to answer the question: How do Grade 9 learners in Lesotho experience teaching and learning of algebra through Excel spreadsheets? The research commenced with a literature review that was followed by the empirical study. The theories of instrumental genesis and instrumental orchestration were identified as the framework for the investigation. Instrumental genesis is the process in which learners develop facility with the artifact as they use it towards achieving lesson objectives; technical (conceptual, mechanical) and personal (attitudes, behavior and preferred learning styles) aspects of learners’ experiences were identified. Instrumental orchestration is the steering of learners’ instrumental genesis by the teacher and the manner in which this process is carried out, depends on the teacher’s Technological Pedagogical Content Knowledge (TPCK). The research was a multi-case study following a mixed-methods approach, where both qualitative and quantitative methods were used. The empirical study was conducted in two schools in Lesotho. In each school, fifteen learners volunteered participation. The investigation was done through classroom teaching by me as the researcher. The focus was on what challenges learners encountered and how they benefited from their “spreadsheets algebra” learning experience. Data were collected through classroom observations where field notes were recorded and an observation schedule was used by the researcher and the Assistant Observer respectively. A questionnaire was also administered to all learner participants after the whole teaching period. Six learners, representative of high, medium and low performances in class, were also interviewed with a goal of finding out their experiences. The Assistant Observer was also interviewed to reduce the bias that may result from to the researcher studying her own practice
The study found that learners experiences with learning algebra through spreadsheets, comprised of both challenges and benefits. The challenges encountered by learners could be classified into those that were school-based and those that were instruction-based. The school-based challenges related to inadequate physical structures and lack of well-functioning equipment in the computer laboratories. Instruction-based challenges encountered by learners were both technical and personal. Technical challenges related to the physical manipulation of the artifact and the lack of understanding of concepts involved, where the spreadsheets meet the algebra. Personal challenges related to learners’ attitude and behavior towards use of spreadsheets for algebra teaching and learning. While school authorities could address some of the challenges, it was found that both the teacher and learners could initiate strategies that could be used to overcome the instruction-based challenges. Teaching strategies such as “technical-demo”, “explain-the-screen”, “discuss-the–screen”, “link-screen-board” and “spot-and-show” (building on learners’ responses), and the general organization of classroom environment were helpful in orchestrating algebra learning within the spreadsheets. It was also found that use of spreadsheets had both cognitive and affective values for the learners.
Even though use of spreadsheets may benefit both teachers and learners in algebra teaching and learning, implementation of the practice would require critical considerations in terms of teacher preparation and infra-structural improvements in the schools.<br>AFRIKAANSE OPSOMMING: Die onderrig en leer van algebra in die middelbare skoolgrade in Lesotho word oorheers deur die meganiese benadering waarvolgens leerders gedril word in prosedures om oplossings vir sekere tipe algebraprobleme te vind en die ervaring wat leerders in rekenkunde opgedoen het, nie daarmee in verband gebring word nie. Dit is een van die oorsake waarom leerders met wiskunde sukkel. Navorsing toon dat die gebruik van sigblaaie soos Excel moontlik die gaping tussen rekenkunde en algebra kan oorbrug, en dat die onderrig en leer van algebra daardeur kan verbeter, wat dit sinvol vir leerders sal maak.
Die studie was daarop gemik om ’n antwoord op die volgende vraag te vind: Hoe ervaar graad 9-leerders in Lesotho die onderrig en leer van algebra deur middel van Excel-sigblaaie? Die navorsing het met ’n literatuuroorsig begin en is deur ’n empiriese studie opgevolg. Die teorieë instrumentele genese en instrumentele orkestrasie is uitgewys as die raamwerk vir die ondersoek. Instrumentele genese is die proses waarvolgens leerders bedrewenheid in die produk ontwikkel namate hulle dit gebruik om lesdoelstellings te bereik; tegniese (konseptuele, meganiese) en persoonlike (ingesteldheid, gedrag en voorkeurleerstyle) aspekte van leerders se ervarings is geïdentifiseer. Instrumentele orkestrasie is die stuur van leerders se instrumentele genese deur die onderwyser; en die wyse waarop hierdie proses uitgevoer word, hang van die onderwyser se Tegnologiese Pedagogiese Inhoudskennis (TPCK) af. Die navorsing het ’n meervoudige gevallestudie gebruik en ’n gemengde metodebenadering is gevolg, terwyl beide kwalitatiewe en kwantitatiewe metodes gebruik is. Die empiriese studie is in twee skole in Lesotho uitgevoer. Vyftien leerlinge uit elke skool het vrywillig deelgeneem. Die ondersoek is by wyse van klaskameronderrig deur my as die navorser gedoen. Daar is gefokus op die uitdagings wat leerders teëgekom het en hoe hulle by die “sigbladalgebra”-leerervaring gebaat het. Data is aan die hand van klaskamerwaarnemings versamel, waar veldnotas afgeneem is en ’n waarnemingskedule onderskeidelik deur die navorser en die assistentwaarnemer gebruik is. ’n Vraelys is na die volle onderrigtydperk by al die leerderdeelnemers afgeneem. Onderhoude is gevoer met ses leerders, wat hoë, medium en lae prestasies in die klaskamer verteenwoordig, met die doel om hulle ervarings te bekom. ’n Onderhoud is ook met die Assistentwaarnemer gevoer om vooroordeel, deurdat die navorser moontlik haar eie praktyk kon bestudeer, te verminder.
Die studie het bevind dat leerders se ervarings met die leer van algebra deur middel van sigblaaie uitdagings sowel as voordele inhou. Die uitdagings wat leerders teëgekom het, kan onderskeidelik as skoolgebaseerde uitdagings en onderrig-gebaseerde uitdagings geklassifiseer word. Die skoolgebaseerde uitdagings hou verband met onvoldoende fisiese strukture en ’n gebrek aan behoorlik funksionerende toerusting in die rekenaarlaboratoriums. Die onderrig-gebaseerde uitdagings vir leerders is beide tegnies en persoonlik. Tegniese uitdagings hou verband met die fisiese manipulering van die produk en ’n gebrek aan begrip ten opsigte van die betrokke konsepte, naamlik waar die verband tussen die sigblaaie en algebra bestaan. Persoonlike uitdagings hou verband met leerders se ingesteldheid en gedrag rakende die gebruik van sigblaaie by die onderrig en leer van algebra. Alhoewel die skoolowerhede bepaalde uitdagings kan aanspreek, is daar bevind dat onderwysers sowel as leerders strategieë kan aanvoor om onderrig-gebaseerde uitdagings te oorkom. Onderrigstrategieë soos “tegniese demo”, “verduidelik die skerm”, “bespreek die skerm”, “koppel-skerm-bord” en “vind-en-wys” (wat op leerders se reaksie voortbou), asook die algemene organisasie van die klaskameromgewing, dra tot die orkestrasie van algebraonderrig met die sigblaaie by. Daar is ook bevind dat die gebruik van sigblaaie kognitiewe sowel as affektiewe waarde vir die leerders inhou.
Selfs al sou onderwysers en leerders voordeel uit die gebruik van sigblaaie in die onderrig en leer van algebra kon trek, sou die implementering van die praktyk kritiese oorwegings moet geniet ten opsigte van onderwyservoorbereiding en infrastruktuurverbetering by die skole.
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Li, Sau-fun Ocean, and 李秀芬. "The implementation of ICT in teaching English in a primary school." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B3040325x.
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Buscemi, Catherine Elizabeth. "Computer-enhanced and non-computer-enhanced Spanish language instruction a case study /." Thesis, 2003. http://wwwlib.umi.com/cr/utexas/fullcit?p3110737.
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Yates, Steven. "RAT online : design, delivery and evaluation of constructivist computer supported martial arts learning environments." Thesis, 2011. http://hdl.handle.net/10413/7565.
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This thesis describes the evaluation of several computer supported martial arts learning environments. These learning environments were designed, developed and implemented for practitioners of Rough and Tumble (RAT), a South African martial art, originally as a result of an increasing number of RAT practitioners relocating to other countries and yet wishing to continue their learning and practise of RAT. This project revolves mainly around the effectiveness evaluation of whether RAT martial arts knowledge, skills and attitudes can be learned in computer supported learning environments. The research is situated within design research and has pragmatic goals to provide a computer supported learning environment for the learning of RAT. Furthermore the design research was conducted to derive design principles for future design and development efforts. A brief account of the literature is provided, covering three main learning paradigms, with a focus on behaviourism and constructivism, followed by a description of issues in the computer supported learning field, an explanation of various definitions of martial arts and how the term is delimited in this study, and an overview of various evaluation paradigms. This account revealed inadequacies of the theories and terminology described pertaining to this study, resulting in the combined use of various underlying theoretical approaches to guide this research. These approaches include the eclectic-mixed methods-pragmatic paradigm as the overarching framework, a social constructivist learning approach, cognitive flexibility theory, Bloom’s Taxonomy, the RAT approach to martial arts learning and teaching, and a mixed methods research design. Two main components were developed as solutions, which included the development of a computer martial arts resource, the RAT CD-ROM, and four online courses, the RAT Online courses. Data were collected using a number of research instruments, such as questionnaires, interviews, observations, records, expert reviews and learner artefacts in an attempt to understand the data from multiple viewpoints and develop a more reliable depiction of evaluation events. The data were analysed using mainly qualitative coding in software, expert rating diagrams, basic frequency statistics, and martial arts assessments of physical performances. These analyses revealed that although there is significant work involved in mixed methods research and there are issues such as participants not meeting task deadlines, technology failures, software usability issues, and small participant numbers, the research approach has contributed to the pragmatic goal of providing computer supported learning environments to RAT
practitioners, who otherwise would not have been able to participate in RAT. In addition a number of design principles for the creation of RAT computer supported learning environments were derived from this research, including the use of social constructivism, cognitive flexibility theory, Bloom’s Taxonomy, multiple contextual training, and using computers as learning and knowledge construction tools. These underlying theoretical principles translate to more practical procedural principles, such as amongst others, to design computer supported learning environments incorporating tools to enable knowledge construction and collaboration, provide learning designs that are complex and authentic, encourage multiple representations of learner knowledge, take on a mentor role as online course facilitator, and to build problem solving activities into the learning design.<br>Thesis (Ph.D.)-University of KwaZulu-Natal, Durban, 2011.
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Sidman-Taveau, Rebekah Lee. "Computer-assisted project based learning in second language: case studies in adult ESL." Thesis, 2005. http://hdl.handle.net/2152/2314.
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Denis, Armelle. "Using computers for reversing language shift : ethical and pragmatic implications from a Wasco case study." Thesis, 2001. http://hdl.handle.net/1957/32282.
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Indigenous languages worldwide are rapidly disappearing, forced out of
use by the spread of dominant Western culture and its languages. On the Warm
Springs reservation of Oregon, the Culture and Heritage department, the tribal
agency in charge of language preservation, is offering instruction in all three
languages of the reservation: Wasco, Sahaptin and Northern Paiute. Most of the
class offerings target the children of the tribes. In an effort to stimulate their
interest, Culture and Heritage has considered creating language learning computer
games. During a ten-week internship with Culture and Heritage in the spring of
1999, I did preliminary research for a Wasco computer game. Using participant
observation and informal interviews with children, elders and Warm Springs
Elementary School teachers, I developed a possible structure and scenario for a
game centered on traditional subsistence activities. I also identified obstacles to
the realization of language computer games, such as lack of technological
resources in Warm Springs, and elders' resistance to computers. Results and
recommendations were issued in a public meeting in Warm Springs and presented
in a report. This thesis is a case study exploring in greater depth issues that arose
during my internship, like the politics of anthropological fieldwork on
reservations, and issues related to the Wasco computer game project, such as the
pragmatics of language preservation and the role of computers in reversing
language shift. On the latter, it was found that the introduction of computers tends
to disrupt traditional hierarchies and patterns for the transmission of knowledge.
In view of the cultural, financial and logistic costs, the benefits of Computer
Assisted Language Learning for the preservation of severely endangered
languages are uncertain at best.<br>Graduation date: 2002
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Anderson, Allan F. "The effects of computer music learning activities on the tonal aptitudes of Canadian students." Thesis, 1993. http://hdl.handle.net/2429/1087.
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With the intent of learning more about the process of assessing music ability, the purpose of this study is to investigate the effects of music learning on music aptitude scores. The problem of this study is to determine if there is a difference between pretest-posttest tonal aptitude scores, as measured by AMMA, for students who possess high and low levels of tonal audiation ability and who either received specialized audiation training on computer or no specialized audiation training. Forty-eight Grade 11 and 12 music students were administered AMMA as a pretest. An intact music class of 24 students received 13 weeks of computer instruction. The experimental treatment consisted of a computer assisted software program, Tonal Syntax Tutorial, which provided audiation practice for high school and college students. A randomly selected group of 24 students received their normal classroom music instruction. Pretest AMMA scores were used as the criterion measure. At the end of 13 weeks, all students were re-administered AMMA as a posttest. AMMA pretest and posttest Tonal scores were organized into a multidimensional design. A covariate analysis of the AMMA scores was calculated and a MANOVA was employed to determine differences between the pretest and posttest AMMA Tonal scores. Main effects, interaction effects, and simple main effects were tested at the .05 level of significance. The researcher found no significant difference between the treatment and control group tonal aptitude scores, however, there was a significant difference between levels of aptitude. It was interpreted that the difference between the students who possessed high tonal aptitude and students who possess low tonal aptitude was not a real difference because the difference in student tonal aptitude levels actually existed before the study began. The researcher believes that AMMA can be a useful instrument in the assessment of music abilities of high school students. Also, based on our present knowledge of computer assisted music instruction, it seems that that type of instruction alone is not sufficient to affect a change in tonal audiation ability of high school students.
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Akintade, Caleb Ayodele. "Effect of computer assisted instruction on students' achievement and attitude towards latitude and longitude in Ogun State, Nigeria." Thesis, 2017. http://hdl.handle.net/10500/23613.
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For the past few years, the West African Examination Council (WAEC) Chief Examiners’ reports on students’ performance in mathematics have indicated that some topics (e.g. concepts of latitude and longitude) have posed a major problem for students at the senior secondary school level. This poor achievement of students in understanding the topic may be associated with the traditional “chalk and talk” method that teachers use in teaching the concept.
Education reforms in recent years, have advocated for a student-centred method of teaching; a method that allows individualstudent towork at his own pace or in groups. Various researchers have encouraged the use of different forms of ICT, such as computer-assisted instruction (CAI), in the teaching of mathematics to improve students’ learning of topics in mathematics perceived to be difficult. With all the efforts concentrated on improving students’ performance in mathematics, no research studies have been conducted on the effectiveness of CAI on students’ achievement and attitude towards the learning of the concepts of latitude and longitude in Nigerian secondary schools.
The study employed pre-test, post-test non-equivalent control group, quasi-experimental design involving two groups: experimental group (162) and control group (158) research design to investigate the effect of the CAI method of teaching on 2nd year senior secondary school students’ achievement and attitude to latitude and longitude.Instruments for the research study were Achievement test in latitude and longitude (ATLL); questionnaire on students’ attitude to latitude and longitude (QSALL); semi-structured interview and class observations protocol. The instruments were validated, and found reliable via a pilot study before they were employed for the main study. Datacollectedwere analysed using both the descriptive and inferential statistics to answer the research questions and to test the stated null hypotheses. Results showed a statistically significant difference in the post-test mean scores of the experimental and the control groups, whereas there was no statistally significant difference in the pre-test mean scores of these two groups. In addition, the results revealed non- significant difference between the mean scores of girls and boys in the post-test. Furthermore, there was no significant difference between science students’ post-test mean scores and their counterparts in the arts and commercial classes, and there was no interactive effect related to treatment, gender and students’ subject area in the post-test. Specifically, the knowledge in this study has added another dimension to everyday experiences of students in mathematics when the software was used to teach the perceived difficult topics, and they were actively involved in the learning process through the use of CAI techniques. The study concludes with recommendations for future research, because even though it is limited to Ogun State, it has potential for future research to be undertaken by expanding its scope to cover many other states in Nigeria. This study also recommends that efforts be made to integrate the philosophy of CAI to the teaching curriculum in Nigeiran secondary schools. Furthermore, applications of the recommendations would be appropriate for the improvement to the teaching methodology of mathematics and other science-related subjects in Nigerian secondary schools<br>Mathematics Education<br>Ph. D. (MSTE)