Dissertations / Theses: 'Computer-assisted instruction. Web-based instruction'

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Ananta, Gede Pramudya. "Using an adaptive web-based learning environment to develop conceptual and procedural knowledge." Access electronically, 2004. http://ro.uow.edu.au/theses/202.

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Njenga, James Kariuki. "Instructional design process in a web-based learning management system: design, implementation and evaluation issues." Thesis, University of the Western Cape, 2005. http://etd.uwc.ac.za/index.php?module=etd&amp.

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Web technologies have necessitated a transformation culture in higher education institutions. Many of these institutions are employing web technologies whose development, for varying reasons, is not supported by research in their field and domain of use. One such field is instructional design for the web learning. Although there is a lot of research on the most effective instructional design strategies, the use of research for web-based learning applications has been limited. This thesis reports on a study aimed at transforming the research on instructional design into practice by designing an instructional design system and providing an argument for its implementation. The argument is intended to facilitate the design and development of an instructional design subsystem of the web, that would in turn offer effective and efficient ways for creating web-based learning materials to instructors. The study started by examining the various paradigms, theories and practices of instructional design with the intent of using them to enrich and improve the practice of instructional design in web learning. It undertook a thorough and systematic review of the literature on instructional design in order to come up with an instructional design system. The design approach used successful design patterns that have been used elsewhere, e.g. in software design, to create common responses or solutions to recurrent problems and circumstances. Instructional design patterns were identified in this study as the recurrent problems or processes instructional designers go through while creating instructional materials, whose solutions can be reused over and over again. This study used an iterative developmental research process of finding and modelling an instructional design process as the research methodology. This process follows and builds on existing research on instructional models, theories and strategies, and ensures that the same methodology can be used to test the theories in the design, thus improving both the research and the design.

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Viebach, Eric John. "Effectiveness of interactive web based review." CSUSB ScholarWorks, 2007. https://scholarworks.lib.csusb.edu/etd-project/3252.

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There were three main goals of this study. First, utilize technology in a non-conventional way to enhance student's study process. Second, gauge if the students access such a tool when it is available to them. Third, assess the student's learning based on the study tools available. This project also examined if there was a difference in comprehension of post-World War II era information between students who use the online test preparation program and those that received only traditional instruction.

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Lam, Chi-ming, and 林志明. "Using web-based activities in chemistry lessons." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B29399208.

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Lodree, Anika W. "The effects of animated agents with verbal audio on mathematics comprehension and attitudes towards mathematics and computers." Diss., Columbia, Mo. : University of Missouri-Columbia, 2005. http://hdl.handle.net/10355/4145.

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Thesis (Ph. D.)--University of Missouri-Columbia, 2005. The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file viewed on (November 13, 2006) Vita. Includes bibliographical references.

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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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Cote, William Daniel. "A Web-based learning environment for textile engineering education." Thesis, Georgia Institute of Technology, 1997. http://hdl.handle.net/1853/8499.

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Stirn, Carol L. "A study to determine if in-house training staff in organizations possess the key skills necessary to author web-based and computer-based training programs." Menomonie, WI : University of Wisconsin--Stout, 2004. http://www.uwstout.edu/lib/thesis/2004/2004stirnc.pdf.

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Sammadyar, Abdul Wahid. "An investigation into the appropriateness of using agile processes to build an educational management information system." Thesis, University of the Western Cape, 2010. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_4324_1308727180.

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Since there was a need for an Educational Management Information System (EMIS) in the Ministry of Education in Afghanistan, we designed and implemented a prototype for use in the ministry and investigated the appropriateness of using Agile methods for producing the EMIS. The prototype consisted of a database containing data about schools and a Dari interface which was used by educational planners, managers and policy makers of the ministry for decision making and planning. Agile methods are relatively new in software engineering and have an approach and development guidelines which strive for user satisfaction and early incremental delivery of software. We adapt them to local conditions due to their collaborative client-developer approach. The interface, a key component, is easy to use and e cient. The key research result is an evaluation concerning the appropriateness of using Agile Methods for developing the EMIS. Focus groups and surveys were used to develop the prototype and accomplish the study.

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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. 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". 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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Beach, Glenell McKinnon Newton Connie L. "An examination of factors contributing to critical thinking and student interest in an on-line college-level art criticism course." [Denton, Tex.] : University of North Texas, 2007. http://digital.library.unt.edu/permalink/meta-dc-4005.

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Deranger, Brant S. Raign Kathryn Rosser. "Blurring the lines between instructor-led and online learning an evaluation of an online composition curriculum on the bleeding edge /." [Denton, Tex.] : University of North Texas, 2007. http://digital.library.unt.edu/permalink/meta-dc-3980.

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Esterhuyse, Maxine Pier. "A best practice e-learning environment for software training." Thesis, Nelson Mandela Metropolitan University, 2017. http://hdl.handle.net/10948/12165.

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The incorporation of best practice in e-learning environments can increase the probability of success for companies and learners alike. By identifying and understanding the barriers that potential learners may face when interacting with e-learning products, the potential for e-learning failure may be alleviated. There are a variety of benefits that may be realised by companies incorporating e-learning opportunities into their management strategies. However, certain pedagogical principles, metrics and components need to be investigated and implemented in order for a corporate e-learning environment to be successful. The aim of this research is to prototype and evaluate a practical e-learning environment for software training (eLESTP) with e-learning components consisting of interactive learning objects that can guide the development and management of online training in the corporate context. The eLESTP is based on a theoretical contribution that is conceptualised in the form of an e-learning environment for software training (eLESTT). Hence, this study followed a research methodology that is appropriate for educational technologies, namely the Design-Based Research (DBR) methodology, which was applied in iterative cycles. Quantitative and qualitative data was collected by means of a case study, interviews, a focus group and survey. The proposed eLESTP underwent several iterations of feedback and improvement and the result is a real-world solution to the problem at hand. With the purpose of determining the success of corporate e-learning, the barriers and critical success factors for e-learning as well as evaluation criteria were explored. Interviews, a focus group and a survey were conducted in order to validate the investigated literature in a real-world context. Informal interviews enabled a better understanding of the organisational context of this study. The focus group was conducted with customers who were undergoing face-to-face training using conveyancing software developed by Korbitec. Many of the issues faced by learners identified in literature regarding e-learning in developing countries were identified by the participants from the case study. An e-learning survey was used to gather information regarding the intention of Korbitec’s customers to use e-learning as well as their satisfaction with using e-learning. From the survey, it was found that respondents were positive regarding intention to use and satisfaction toward e-learning usage. DBR Cycle 1: Problem Investigation and Proposal entailed the initial problem investigation by conducting a literature review, focus group and survey. DBR Cycle 2: Design Alternative 1 of this study involved a design alternative for eLESTP, namely Prototype 1. DBR Cycle 3: Design and Evaluate Alternative 2 involved the design and prototyping of Prototype 2 for eLESTP as well as the improvement of Prototype 2 through sub-cycles of testing and refinement. The suggestions for improvement were obtained from the relevant stakeholders at Korbitec who are content developers and subject-matter experts. The criteria used to evaluate the success of eLESTP, including its e-learning components, were synthesised and adapted from literature and a new set of evaluation criteria for e-learning environments in software training contexts was proposed. The evaluated eLESTP consists of the technology basis of the Modular Object Oriented Dynamic Learning Environment (Moodle), design guidelines for e-learning components, certification and competency-based training, pedagogical principles and best practice. Overall, eLESTP was positively received by various evaluator groups in formative and summative evaluations. The research results indicate that the use of an e-learning environment for software training purposes was useful and necessary. In support of this Masters dissertation, the following three conference papers have been published and presented at one local conference and two international conferences. In addition, an article has been published in an accredited journal: 1. IDIA 2015, Conference Paper – Zanzibar (Tanzania); 2. Conf-IRM 2016, Conference Paper – Cape Town (South Africa); 3. MCIS 2016, Conference Paper – Cyprus (Europe); and 4. IJIKM 2016, Journal Article.

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Dillon, Andrew, and Erping Zhu. "Designing web-based instruction: A human-computer interaction perspective." Englewood Cliffs, N.J.: Educational Technology Publications, 1997. http://hdl.handle.net/10150/105815.

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This item is not the definitive copy. Please use the following citation when referencing this material: Dillon, A. and Zhu, E. (1997) Designing Web Based Instruction: A Human-Computer Interaction (HCI) Perspective. In: Khan (ed.) Web-Based Instruction. Englewood Cliffs. NJ: Educational Technology Publications, 221-225. Introduction: The general interest in the World Wide Web (WWW) as a medium for sharing and distributing textual and graphic information has brought about an increasing number of instruction-oriented web sites and web-based instructional pages. These range from offering supplemental (or even duplicate) instructional materials to students on campus to providing opportunities for off-campus individuals to complete courses via WWW. This chapter briefly discusses the design of web-based instruction from an HCI perspective, raising issues which instructors and designers need to consider in the design of web-based instruction, and suggesting ways in which instructors and designers can build optimal web instructional sites and pages.

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Agostinho, Shirley Flavia Corrent. "Interactions in a web-based learning environment creating an online learning community /." Access electronically, 2000. http://www.library.uow.edu.au/adt-NWU/public/adt-NWU20061024.154536/index.html.

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Nagel, Lynette. "The dynamics of learner participation in a virtual learning environment." Pretoria : [s.n.], 2007. http://upetd.up.ac.za/thesis/available/etd-03032009-160447.

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Williams, Paula A. "Developing Student Competencies in Information Literacy Sessions Through Web-Based Instruction for Distance Learners." Thesis, NSUWorks, 2015. https://nsuworks.nova.edu/fse_etd/93.

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Distance learners are expected to conduct research in fulfilling their coursework. However, they possess varying skill levels and many lack the information literacy skills necessary to access, locate, evaluate and use the information effectively. Numerous academic libraries are increasingly using nontraditional methods such as computer-assisted instruction (CAI) designed to provide instruction. This dissertation aims to address the following research questions: How successful are CAI methods in equipping distance learners with the skills necessary to become information? What are the attitudes of distance learners regarding information literacy? To what extent are they able to locate resources relevant to a research topic? To what extent are distance learners able to identify and cite sources correctly? The study included a sample size of 114 distance learners drawn from writing, communications, psychology, sociology, and business courses. Each of the courses selected had multiple sections which were randomly assigned to the two groups. Participants in the treatment group received computer-assisted instruction, while similar classes from each discipline served as the control group with no change in their instruction. Four instruments were selected to address the research questions. A questionnaire was utilized to gather data on the learners’ attitudes and perceptions regarding information literacy and their own skills. Each participant completed a bibliography which was examined to determine the extent to which students are able to locate, identify, and cite sources correctly. A test was administered to measure the baseline levels of information literacy of distance learners and the extent to which their information literacy knowledge improved upon completion of the Web-based tutorial. The data were analyzed using a number of statistical procedures. SPSS and Excel software were used to obtain descriptive statistics and t tests of independent means. In addition, the one-parameter Rasch model of item response theory (IRT) was conducted to determine the average information literacy skill levels of participants. The findings support the belief that computer-assisted instruction is effective in developing information literacy competencies of students. The results of the test indicated that there are diverse levels of information literacy knowledge and skills among distance learners at the college and that pedagogical intervention is necessary. The participants who took the online information literacy tutorial demonstrated substantial improvement in their information literacy skills, as reflected in the SAILS test and bibliography scores. The survey, when compared with the results of the Critical Thinking Rubric and the SAILS test, confirmed the hypothesis that students overestimate those skills. The findings indicate that the students’ perceptions of their information literacy competencies are not accurately aligned with their demonstrated competencies.

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Sawtelle, John Douglas. "A comparative analysis of student performance utilizing computer based instruction and teacher based instruction within a secondary mathematics setting." CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2197.

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This project addresses the question: does computer based instruction enhance student learning when compared to traditional lecture or teacher based instruction? The overall purpose of this project was an assessment of student performance before and after using computer based instruction versus a before and after assessment using traditional teacher based instruction.

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Thompson, Jamie Ann. "Monitoring Overweight Adults Participating in an Interactive Web-Based Intervention Designed to Increase Consumption of Fruits and Vegetables for Weight Management." Fogler Library, University of Maine, 2007. http://www.library.umaine.edu/theses/pdf/ThompsonJA2007.pdf.

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Petitt, Carlton Sutherland. "Simulating user experiences in computer-based multimedia instruction." Thesis, This resource online, 1994. http://scholar.lib.vt.edu/theses/available/etd-08042009-040530/.

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Chan, San-wing Frederick, and 陳新榮. "Developing inquiry based learning in secondary geography education topic: weather forecast : an actionresearch." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B3984870X.

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Basson, L. C. "WebCT : an alternative for the traditional classroom training." Thesis, Stellenbosch : Stellenbosch University, 2002. http://hdl.handle.net/10019.1/53220.

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Thesis (MBA)--Stellenbosch University, 2002. ENGLISH ABSTRACT: Technology and especially Internet has advanced rapidly during the last ten years. Universities have been in the forefront with access to Internet, but are only now beginning to wake up to the opportunities that exist within the technological arena. Unfortunately Universities have been slow to accept the possibilities of the World Wide Web and its uses within the classroom. Student demographics are changing and their requirements are changing. The Students of today are no longer studying full time and in their early twenties. They are older, are working part-time and need to arrange their study-time to accommodate their work schedules. Universities have to adapt some of their courses or lose out to the competition, which has become global due to technological advances. Web based learning is a perfect answer to the problems working students face, but the mindset of lecturers and even students need to be changed to accept this new form of learning. Many universities have already started distance-learning projects, which are perfect for certain parts of the world and certain students, generally in the Western world. The best ways to start changing perceptions is by combining webbased learning and traditional classroom education and then gradually move on to a full online virtual classroom scenario. In this project a software package called WebeT was used to move a People Management MBA course, which was previously only presented via a traditional classroom into the realm of a virtual classroom. This was achieved by giving the students online access to all information they would traditionally get physically, such as course information. The move of classroom information onto WebCT resulted in file downloads, questionnaires and other information becoming available online. As a direct result the traditional classroom contact for the People Management course was shortened from twelve sessions to seven sessions. The course is close to becoming a complete online course. AFRIKAANSE OPSOMMING: Tegnologiese ontwikkeling en veral die gebruik van die Internet het gedurende die afgelope tien jaar baie gevorder. Universiteite het reeds 'n geruime tyd toegang tot die Internet, maar begin nou eers besef watter voordele hierdie tegnologiese era vir hulle inhou. Ongelukkig was Universiteite stadig om die potensiaal van die 'World Wide Web" binne die tradisionele klaskamer te ontgin. Die demografiese profiel van studente het in die laaste paar jaar baie verander. Die hedendaagse student is nie meer 'n voltydse student in sy vroeë twintigs nie. Studente is nou ouer, werk deeltyds en hul studietyd moet kan aanpas by hul werkskedules. Universiteite sal of hul kursusse hierby moet aanpas, of studente aan die kompetisie verloor, wat weens die tegnologie nou globaal is. Web gebaseerde onderrig is die perfekte antwoord vir die probleme wat werkende studente ervaar. Die persepsie van die lektor en ook die student moet egter verander om hierdie nuwe vorm van onderrig te aanvaar. Universiteite het alreeds met afstand onderrig begin, wat baie goed werk in sekere lande en met sekere studente. Die doeltreffendste manier om persepsies te verander, is.deur web gebaseerde onderrig en tradisionele klaskamer onderrig te begin kombineer. Hierna kan daar stelselmatig beweeg word na 'n volle virtuele klaskamer scenario. In hierdie projek is 'n sagteware program WebCT gebruik om 'n MBA-kursus in Mensebestuur, wat tradisioneel 'n klaskamer gebaseerde kursus is, te omskep in 'n virtuele klaskamer kursus. Dit is bewerkstellig deur die kursus informasie, wat tradisioneel in fisiese notas aan die studente oorgedra is, direk aanlyn beskikbaar te stel. Die gebruik van WebCT het tot gevolg gehad dat studente nou informasie kon aflaai en vraestelle beantwoord op die Internet. Die tradisionele klaskamer sessies van die Mensebestuurkursus is hierdeur verkort van twaalf sessies na sewe sessies. Hierdie verandering het veroorsaak dat hierdie kursus bykans geheel en al in 'n virtuele klaskamer kursus omskep is.

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Baek, Okbun. "Web based entry level mathematics test." CSUSB ScholarWorks, 2007. https://scholarworks.lib.csusb.edu/etd-project/3148.

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Riggs, Arthur Hughes. "Evaluating IT in ESP: action research comparing web-based and classroom-based instruction." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B3194467X.

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Chiu, Ying-san Enoch, and 趙迎新. "Implementing web-based teaching and learning of Putonghua at The Institute of Vocational Education." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B29959998.

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Oberem, Graham Edmund. "An intelligent computer-based tutor for elementary mechanics problems." Thesis, Rhodes University, 1987. http://hdl.handle.net/10962/d1001997.

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ALBERT, an intelligent problem-solving monitor and coach, has been developed to assist students solving problems in one-dimensional kinematics. Students may type in kinematics problems directly from their textbooks. ALBERT understands the problems, knows how to solve them, and can teach students how to solve them. The program is implemented in the TUTOR language and runs on the Control Data mainframe PLATO system. A natural language interface was designed to understand kinematics problems stated in textbook English. The interface is based on a pattern recognition system which is intended to parallel a cognitive model of language processing. The natural language system has understood over 60 problems taken directly from elementary Physics textbooks. Two problem-solving routines are included in ALBERT. One is goal-directed and solves the problems using the standard kinematic equations. The other uses the definition of acceleration and the relationship between displacement and average velocity to solve the problems. It employs a forward-directed problem-solving strategy. The natural language interface and both the problem-solvers are fast and completely adequate for the task. The tutorial dialogue system uses a modified version of the natural language interface which operates in a two-tier fashion. First an attempt is made to understand the input with the pattern recognition system, and if that fails, a keyword matching system is invoked. The result has been a fairly robust language interface. The tutorial is driven by a tutorial management system (embodying a tutorial model) and a context model. The context model consists of a student model, a tutorial status model and a dynamic dialogue model. ALBERT permits a mixed initiative dialogue in the discussion of a problem. The system has been tested by Physics students in more than 80 problemsolving sessions and the results have been good. The response of the students has been very favourable

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Hartley, Andrée Vanda. "Expédition aux terres Australes : a web-based online role-play simulation : the enhancement of language acquisition through social interaction /." Access via Murdoch University Digital Theses Project, 2004. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20050603.151117.

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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/.

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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.

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Koti, Vijayalakshmi. "Hypermedia in architectural education : the World Wide Web as a learning tool /." Connect to this title online, 1997. http://www.caup.washington.edu/Archimedia/thesis/home.htm.

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Thesis (M. Arch.)--University of Washington, 1997. Includes printouts of pages from the World Wide Web site at: http://www.caup.washington.edu/Archimedia/thesis/home.htm. Includes bibliographical references (leaves [73]-76).

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Chang, Huo-Tsan. "The diffusion of instructional technology : computer-based training instructional developer competencies /." The Ohio State University, 1985. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487262825076789.

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Kettelson, Karen. "An analysis of the most useful elements of an instructor-created web site." Menomonie, WI : University of Wisconsin--Stout, 2005. http://www.uwstout.edu/lib/thesis/2005/2005kettelsonk.pdf.

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Liang, Jie. "Study of the effectiveness of a web-based interactive homework." Master's thesis, Mississippi State : Mississippi State University, 2002. http://library.msstate.edu/etd/show.asp?etd=etd-03132002-213808.

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Tsoi, Hiu-ching, and 蔡曉青. "Supplementing teaching and learning fashion design with the web." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B29958192.

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Ali, Mohammed Abdulmalik Awad. "Reading in a foreign language : effectiveness of computer-based reading instruction in comparison to teacher-based reading instruction." Thesis, Loughborough University, 2004. https://dspace.lboro.ac.uk/2134/11062.

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This study investigated the effectiveness of two methods of instruction, Teacher-Based Instruction (TBI) versus Computer-Assisted Language Learning (CALL), in improving undergraduate Arab learners' English reading ability in the three aspects of speed, comprehension and vocabulary knowledge. The Experimental Pre-test/Post-test Treatment Group Design was implemented in both experiments carried out in this study. Two samples of 100 and 150 students for Experiments I & II, respectively, were randomly chosen from two higher education institutions in the Arab world. Each sample was divided into two groups depending on learners' pre-instruction preferences for TBI or CALL methods. After eight weeks of instruction using one method, the students of the two groups exchanged instructional methods for another period of eight weeks. In both cases the learners attended three 90- minute reading lectures per week. Quantitative and qualitative data analysis showed that CALL was significantly more effective than TBI for improving the learners' reading ability in the three aspects targeted. Results showed that CALL was more effective due to different reasons: learners were more motivated to read and they enjoyed reading; CALL made learners' reading progress visible to them through immediate feedback; it fostered learner autonomy and their desire to be in control of the program and it offered the learners a large number of different reading activities to work on. Learners' suggestions for improving CALL were mainly related to increasing the time they can use CALL programs in learning to read. Findings of the study should encourage higher education institutions especially in the Arab world to take considerable steps towards utilising computers in instruction. Even at school level this utilisation should be considered, but further research should be carried out with learners at different age levels and in different regions in the Arab world.

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Gustafson, Amy L. "An analysis of employee perceptions towards computer-based training." Menomonie, WI : University of Wisconsin--Stout, 2007. http://www.uwstout.edu/lib/thesis/2007/2007gustafsona.pdf.

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Chiu, Sai-ho, and 趙世灝. "Effectiveness of using web-based call to teach English vocabulary acquisition in upper primary school." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B39838110.

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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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Soplata, Rebecca D. "Proposed computer based training for the Minnesota Army National Guard." Online version, 2001. http://www.uwstout.edu/lib/thesis/2001/2001soplatar.pdf.

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Kim, Myong Sun. "An investigation of undergraduate and graduate students' perceptions of online interaction." [Pensacola, Fla.] : University of West Florida, 2008. http://purl.fcla.edu/fcla/etd/WFE0000113.

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Chen, Tsai-Yun. "A meta-analysis of effectiveness of computer-based instruction in mathematics /." Full-text version available from OU Domain via ProQuest Digital Dissertations, 1994.

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Yan, Mo-lan, and 甄慕蘭. "Knowledge building in project-based science learning." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B31598687.

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Grupe, John. "A comparison of student success in University of Wisconsin-Stout's computer-based and classroom-based instruction." Online version, 2003. http://www.uwstout.edu/lib/thesis/2003/2003grupej.pdf.

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Anderson, Mindi Kvaal. "Comparing the Effectiveness of Three Unique Research Based Tutorials for Introducing Newton's Second Law." Fogler Library, University of Maine, 2009. http://www.library.umaine.edu/theses/pdf/AndersonMK2009.pdf.

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Hutcheson, Tracy. "The Effectiveness of animation and narration in computer-based instruction /." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp04/mq22083.pdf.

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Belland, Joshua. "Comparison of Homework Systems (Four Web-Based) used in First-Semester General Chemistry." Thesis, University of North Texas, 2009. https://digital.library.unt.edu/ark:/67531/metadc9858/.

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Web-based homework systems are becoming more common in general chemistry as instructors face ever-increasing enrollment. Yet providing meaningful feedback on assignments remains of the utmost importance. Chemistry instructors consider completion of homework integral to students' success in chemistry, yet only a few studies have compared the use of Web-based systems to the traditional paper-and-pencil homework within general chemistry. This study compares the traditional homework system to four different Web-based systems. Data from eight, semester classes consisting of a diagnostic pre-test, final semester grades, and the number of successful and unsuccessful students are analyzed. Statistically significant results suggest a chemistry instructor should carefully consider options when selecting a homework system.

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Morgan, Pamela Cope. "Adult Learner Satisfaction with Web-Based Non-Credit Workforce Training." Thesis, University of North Texas, 2007. https://digital.library.unt.edu/ark:/67531/metadc3937/.

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Web-based training has become a billion dollar industry in the United States. Electronically aided learning is viewed by many companies as a cost-effective way to deliver the up-to-date, up-gradable job-related training that the industry is demanding. This study sought to examine the relationship between learners’ satisfaction with online training as it relates to learner readiness, online features, and course relevance. The population for this study was adults seeking non-credit workforce training, specifically library professionals who were involved in web-based training through the Lifelong Education @ Desktop (LE@D) program at the University of North Texas, Denton. Online methods of training are used most extensively in the area of mandatory or compliance training, in which 35 % of training is conducted mostly or completely online. The total potential library population using LE@D product to date is approximately 4,000 unique enrollments nationwide. Participants were selected from a complete list of unique LE@D users over a 90-day period. A survey instrument was sent via e-mail to 514 enrollees who had completed a recent LE@D online training course. In total, 254 participants responded to the survey. Bivariate analysis of the variables using the Pearson product-moment correlation was used to determine the occurrence and strength of a relationship between each of the three independent variables and the dependent variable in order to test the three research hypotheses. A regression model was used to explain how significantly the three independent variables, that is, online features, learner readiness, and course relevance, would have an impact on learner satisfaction. Results suggest that learner awareness of issues surrounding online features, learner readiness, and course relevance have a statistically significant impact on the overall satisfaction of the Web-based training event. As companies continue to adopt eLearning as a training investment, attention should be given to the end-users experiences. Employee responses to Web-based training are important because employee satisfaction is an indicator that a company’s training investment will result in positive outcomes.

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Desai, Mayur S. "Longitudinal Study to Assess the Impact of Instructor-Based Training Versus Computer-Based Training on User Performance: A Field Experiment." Thesis, University of North Texas, 1996. https://digital.library.unt.edu/ark:/67531/metadc278808/.

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The purpose of this study is to investigate the relationships between selected end-user training programs corporations provide to their employees and subsequent employee performance based on these opportunities.

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Marmon, Michael 1983. "Student Preferences for Technology-Based Learning Environment Interfaces as Influenced by Social Presence." Thesis, University of North Texas, 2016. https://digital.library.unt.edu/ark:/67531/metadc849687/.

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The purpose of this research was to investigate the preferences of online students for technology-based learning environments (TBLEs) as influenced by the level of social presence in the online courses the participating students have taken. This investigation was centered around utilizing TBLEs and methods for establishing social presence in online classes (MESPOC) survey instruments to obtain the preferences of current online students at public university in the state of Texas. This study assumed a qualitative research structure comprising analysis of the data obtained on the TBLE and MESPOC instruments followed by semi-structured interviews with some of the survey participants. The results of the studies indicated that an individual’s preferred online learning environments impacted satisfaction in an online course. Moreover, the study, also explored the students’ preferences when it comes to the organization and facilitation of online courses.

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Lee, Zeng-Han. "An Experimental Study on Situated and Dynamic Learning Assessment (SDLA) Environment." Thesis, University of North Texas, 2010. https://digital.library.unt.edu/ark:/67531/metadc28448/.

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The current supplementary web based English learning in Taiwan provides online learning resources and gives assessments at the end of each lesson to evaluate learners' online learning results. Based on the testing results, instructors may adjust their in-class instructional method to focus on the students' weaknesses. For the average classroom size of 40 students with one instructor, it is extremely difficult to provide individual learning content for each learner's needs because each student has his or her own weaknesses. This study conducted the situated environment with Vygotsky's dynamic assessment theory to test learner's learning achievements and satisfactions as compared to the current web learning environment. The study finds that when both groups of Taiwanese students used Internet based learning, those that utilized the situated and dynamic learning assessment environment showed a statistically significant higher achievement score than those using only the current online learning environment (p < .01). In addition, learners in the SDLA environment had statistically significant higher satisfaction scores than those in the current web learning environment.

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Jones, Jay Marcus. "Engaged: A teacher resource based on fun factor." CSUSB ScholarWorks, 2007. https://scholarworks.lib.csusb.edu/etd-project/3271.

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The purpose of this project was to develop a teacher resource in which content is both standards based and student demonstrated as "fun" in which to participate. The form of this resource is a website called Engaged. It will ultimately consist of several folioed and interconnected web pages. Academic content is to be all teacher supplied. At risk youth are in danger of being left behind, not only in schools, but by society as a whole. Through classroom teachers it has the potential to provide at-risk-youth a vital bridge across the digital divide.

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Dissertations / Theses on the topic 'Computer-assisted instruction. Web-based instruction'

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