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Relevant bibliographies by topics / Computer mediated learning / Dissertations / Theses

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Dissertations / Theses on the topic 'Computer mediated learning'

Author: Grafiati

Published: 4 June 2021

Last updated: 29 January 2023

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1

Paterson, Patricia Ann. "Learning in a computer mediated environment." Thesis, University of Portsmouth, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.306946.

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2

Morgan, Michael. "Distributed cognition in computer mediated learning environments." Access electronically, 2005. http://www.library.uow.edu.au/adt-NWU/public/adt-NWU20060719.141836/index.html.

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3

Baldwin, Beth Williams. "Conversations computer mediated dialogue, multilogue, and learning /." Access online version, 1996. http://wac.colostate.edu/rhetnet/baldwin.htm.

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4

Blomqvist, Ulf. "Mediated peer (to peer) learning." Licentiate thesis, Stockholm, 2006. http://www.diva-portal.org/kth/theses/abstract.xsql?dbid=3989.

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5

Robertson, Donald Alexander. "Teaching and learning in the computer-mediated conferencing context." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0024/NQ49812.pdf.

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6

Mertzani, Maria. "Video-Based Computer Mediated Communication for Sign Language Learning." Thesis, University of Bristol, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.499929.

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7

Chan, Cheng Cheng. "The influence of computer-mediated communication on English learning motivation." Thesis, University of Macau, 2010. http://umaclib3.umac.mo/record=b2456361.

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8

Annand, David George. "Experiences of instructors in graduate-level computer-mediated learning environments." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/NQ34867.pdf.

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9

Jain, Pawan. "Building learning communities facilitating interaction in computer mediated online courses /." Laramie, Wyo. : University of Wyoming, 2008. http://proquest.umi.com/pqdweb?did=1799869821&sid=1&Fmt=2&clientId=18949&RQT=309&VName=PQD.

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10

Young, Eric H. "Promoting Second Language Learning Through Oral Asynchronous Computer-Mediated Communication." BYU ScholarsArchive, 2018. https://scholarsarchive.byu.edu/etd/7051.

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Learning to speak a foreign language (L2) can be a challenging feat, made all the more challenging when done in only 50 minute, daily increments in class. Oral asynchronous computer-mediated communication (ACMC) provides learners with opportunities to practice spoken communication and evaluate their practice outside the classroom. In this dissertation, I explore methods for classroom integration of oral ACMC, linguistic traits developed in previous oral ACMC studies, methods for determining the effectiveness of oral ACMC, learner beliefs about the effectiveness of oral ACMC activities, and t

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11

Murray, Peter John. "Subject - talk.to/reflect : reflection and practice in nurses' computer-mediated communications." Thesis, Open University, 2001. http://oro.open.ac.uk/54858/.

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This study is situated within the everyday practice of nurses around the world, engaged in discourse with colleagues through listserv discussion forums, and immersed in Schon's swampy lowlands of important problems. Taking computer-mediated communications (CMC) to be an integral part of nursing informatics, the study begins by examining the literatures on CMC and nurses' reflection on and in practice. The study is congruent with emerging mixed method research approaches within both nursing and the study of CMC, and comprises an electronic ethnography, coupled with the development of a model of

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12

Delport, Rhena. "Computer-mediated communication in undergraduate mathematics courses." Diss., Pretoria : [s.n.], 2003. http://upetd.up.ac.za/thesis/available/etd-03042004-113653/.

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13

Thadphoothon, Janpha, and n/a. "Promoting critical thinking in language learning through computer-mediated collaborative learning: a preliminary investigation." University of Canberra. Languages, International Studies & Tourism, 2005. http://erl.canberra.edu.au./public/adt-AUC20060804.141259.

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This thesis proposed a framework for conceptualizing critical thinking in language learning. A learning environment where collaborative learning and network technology were combined − computer-mediated collaborative learning (CMCL) − was set up. The main aim was to study the potential of the learning environment in promoting critical thinking (CT) in language learning. The proposed framework of CT in language learning had three aspects: (1) communication, (2) reasoning, and (3) self-reflection. The study was a qualitative one that took place between June 2003 and January 2004. Three case studi

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14

Jewitt, Carey. "A multimodal framework for computer mediated learning : the reshaping of curriculum knowledge and learning." Thesis, University College London (University of London), 2003. http://discovery.ucl.ac.uk/10006654/.

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15

Saarenkunnas, M. (Maarit). "Multidimensional participation in polycontextual computer-supported language learning." Doctoral thesis, University of Oulu, 2004. http://urn.fi/urn:isbn:9514274865.

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Abstract This thesis is an interdisciplinary study on how students and teachers as participants in computer-supported language learning make meaning to their activities. The analysis moves gradually from a more general discussion of participant activity and interaction in computer-supported environments to a domain-specific discussion of language learning and work. The main body of data for the study comes from three different university language courses. The last empirical study introduces a complementary data set from working life. The thesis grounds its arguments on a discourse perspectiv

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16

Lawrence, Geoffrey Philip John. "Teacher belief systems towards computer-mediated language learning, college ESL instruction." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0015/MQ53402.pdf.

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17

Leung, Wing-sum. "Applying computer-mediated concept mapping on problem-based learning in biology." Click to view the E-thesis via HKUTO, 2003. http://sunzi.lib.hku.hk/hkuto/record/B40040318.

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Leung, Wing-sum, and 梁穎琛. "Applying computer-mediated concept mapping on problem-based learning in biology." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B40040318.

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19

Jones, Christopher Richard. "Context, content and cooperation : an ethnographic study of collaborative learning online." Thesis, Manchester Metropolitan University, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.267538.

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20

Tsai, Su-Hsun. "Features of English in CMC and their implications for language learning." Thesis, University College London (University of London), 2001. http://discovery.ucl.ac.uk/10020367/.

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The similarities and differences between written and spoken forms of language have been a focus of interest of many scholars. There is agreement that instead of being a dichotomy or one single continuum, the differences between spoken and written forms can be measured along several dimensions. The coming into existence of computermediated communication (CMC) has made the line of distinction even less obvious. It is technically a writing (key-pressing) behaviour but may be used to carry out spontaneous communication. This study is intended to investigate the special linguistic features of CMC v

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21

Chen, Chun-Ying. "Managing perceptions of information overload in computer-mediated communication." Texas A&M University, 2003. http://hdl.handle.net/1969.1/1370.

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Many studies report information overload (IO) as one of the main problems students encounter in computer-mediated communication (CMC). To date, researchers have paid little attention to the problem of IOmore specifically, to its impact on students quality interactionin educational CMC. In an attempt to fill that gap, the purposes of this study were as follows: (a) to understand the difficulties students encounter that contribute to their perceptions of IO in CMC, (b) to observe the impact of those difficulties on students learning in online discussions, and (c) to identify students strate

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22

Shrewsbury, Eric-Gene Jackson. "Interaction through Asynchronous Audio-Based Computer Mediated Communication in the Virtual Foreign Language Classroom." Diss., Virginia Tech, 2012. http://hdl.handle.net/10919/26144.

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Because distance learning (DL) programs provide students educational opportunities with minimal restrictions on location and/or time, the number of institutions that provide DL courses has grown at a tremendous rate over recent years and is projected to increase in the future. Foreign language courses through DL, however, have been criticized for limited opportunities to engage in speaking activities and to develop oral proficiency. While previous research consistently reports no significant differences, the focus of those studies has been the comparison of outcomes assessments between face-

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23

Wiley, Shannon. "Professional Learning in Cooperative Extension: Understanding Opportunities for Social Learning and the use of Computer Mediated Technologies." Diss., Virginia Tech, 2018. http://hdl.handle.net/10919/85862.

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Social Learning in the workplace can encompass many things. In social environments, adults are constantly communicating with their colleagues and actually participating in an exchange of shared knowledge. As virtual learning continues to become more prominent in the workplace in an effort to help adults work and collaborate, learners will need to continually generate a network of communities to engage in practice. This study utilized the theoretical framework of Wenger's social theory of learning as a lens for identifying experiences contributing to social learning in the workplace and to what

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24

Cain, Darrell L. "The Explained Effects of Computer Mediated Conferencing on Student Learning Outcomes and Engagement." Diss., Virginia Tech, 2005. http://hdl.handle.net/10919/26746.

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There has been an increasing growth in the use of technology resources in traditional classroom styled higher education courses. This growth has received with both optimism and criticism. One of the issues critics have posed is that the use of technology resources does little, if anything, to improve student learning. As a result, this research examined if the use of technology contributes to student learning outcomes and student engagement activities, above and beyond student demographic variables. Specifically, this study investigated if the use of computer mediated conferencing (CMC) tools

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25

Ng, Yan-wing, and 吳恩榮. "Learning of environmental chemistry and information technology skills through computer-mediated cooperative group investigation." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B31960388.

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26

Daly, Caroline. "The impact of text-based computer-mediated communication (CMC) on teachers' professional learning (TPL)." Thesis, University College London (University of London), 2008. http://discovery.ucl.ac.uk/10007367/.

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The thesis investigates the impact of text-based computer-mediated communication (CMC) on teachers' professional learning (TPL). It is based on the online discussions conducted by a group of teachers participating in an accredited course in continuing professional development. Concepts of 'community' and 'agency' are identified as core conceptual links between the fields of CMC and TPL. These concepts inform theoretical perspectives on the impact of CMC, based on socio-constructivist perspectives on learning, and inform an analysis of TPL. A qualitative case approach is adopted, in which CMC i

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Ng, Yan-wing. "Learning of environmental chemistry and information technology skills through computer-mediated cooperative group investigation." Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B20057945.

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28

Murakami, Janel Rachel Goodman, and Janel Rachel Goodman Murakami. "The Influence of Social Cues and Cognitive Processes In Computer Mediated Second Language Learning." Diss., The University of Arizona, 2017. http://hdl.handle.net/10150/625644.

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This dissertation investigated the effects of technological mediation on second language (L2) learning, focusing, as a case study, on gains in listening perception of the subtle but important feature of pitch placement in Japanese. Pitch accent can be difficult to perceive for non-native speakers whose first language (L1) does not rely on pitch or tone as a distinctive feature, such as English (Wayland & Li, 2008). Pedagogically, Face-To-Face (FTF) interactions with native or near-native speakers are typically the most effective way to learn L2 sound system features due to social presence, but

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29

Bandy, Kenneth E. "Computer Supported Collaboration: Is the Transfer of Cognitive Structures Mediated by Mode of Communication?" Thesis, University of North Texas, 2002. https://digital.library.unt.edu/ark:/67531/metadc3162/.

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The objective of this study was to observe evidence of structural transfer among subjects in a group problem-solving activity and determine whether mode of collaborative technology or use of a priming agent affected the nature of transferred structures. Evidence for structural transfer is found in three theoretical perspectives: organizational ditransitive (linguistic) verb structures, adaptive structuration theory, and mental model transfer theory. Dependent variables included various grammatical structures and coefficients derived from pretest and posttest scores on David Kolb's Learning Sty

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30

Leavitt, Peter. "The Effects of Student Social Class on Learning in Computer-Mediated Versus Face-to-Face Settings." Diss., The University of Arizona, 2016. http://hdl.handle.net/10150/612889.

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Contemporary higher education makes use of computers and the Internet more than ever before and the extent to which education is delivered via these media is only likely to increase in the future. While computer-mediated communication and education have been studied extensively, relatively little research has examined the potential impact of cultural background (e.g. social class) on students' experiences of different learning media. To address this gap, the current research uses a multi-sample (6 samples; n = 473), quasi-experimental approach to interrogate the relationship between student so

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31

Soong, Benson. "Improving secondary students' revision of physics concepts through computer-mediated peer discussion and prescriptive tutoring." Thesis, University of Cambridge, 2010. https://www.repository.cam.ac.uk/handle/1810/226859.

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In this dissertation, I report on the design, implementation, and evaluation of my intervention for the revision of physics in a mainstream public secondary school in Singapore. This intervention was conducted over a one-year period, and involved students who were taking their GCE 'O' level physics examination after immersion in the intervention, which was conducted as part of their regular physics revision curriculum. Based on sociocultural theory, the intervention changed the practice of how physics revision was conducted in a particular secondary physics classroom. The intervention consiste

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32

Salmon, Gillian Kay. "On-line training for computer mediated conferencing : an action research study in a distance management tutoring context." Thesis, Open University, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.481521.

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33

Lukman, Heryawan. "A Computer-mediated Support for Writing Medical Notes with Coder's Perspective." Kyoto University, 2020. http://hdl.handle.net/2433/259072.

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付記する学位プログラム名: デザイン学大学院連携プログラム<br>Kyoto University (京都大学)<br>0048<br>新制・課程博士<br>博士(情報学)<br>甲第22804号<br>情博第734号<br>新制||情||125(附属図書館)<br>京都大学大学院情報学研究科社会情報学専攻<br>(主査)教授黒田知宏, 教授吉川正俊, 教授緒方広明<br>学位規則第4条第1項該当

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34

Yu, Wie-Chien (Wayne). "College students' perceptions of computer-mediated instruction/learning and its impact on their academic programs." Diss., Mississippi State : Mississippi State University, 2008. http://library.msstate.edu/etd/show.asp?etd=etd-10272008-132849.

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Wilson, Martina E. "Learning and teaching online : structuring computer-mediated communication systems to support interaction at a distance." Thesis, Open University, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.247054.

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Messina, Dahlberg Giulia. "Languaging in virtual learning sites : studies of online encounters in the language-focused classroom." Doctoral thesis, Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:du-20590.

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This thesis focuses upon a series of empirical studies which examine communication and learning in online glocal communities within higher education in Sweden. A recurring theme in the theoretical framework deals with issues of languaging in virtual multimodal environments as well as the making of identity and negotiation of meaning in these settings; analyzing the activity, what people do, in contraposition to the study of how people talk about their activity. The studies arise from netnographic work during two online Italian for Beginners courses offered by a Swedish university. Microanalyse

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37

Charbonneau-Gowdy, Paula. "Forbidden fruit : identity, power and investment issues in learning a second language through computer mediated communication." Thesis, McGill University, 2005. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=100334.

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In this inquiry, I use ethnographic research methods to uncover the tensions that a selected group of military officers and students from Central and Eastern Europe and Asia experienced learning English in Canada and in Europe. In both settings, I use a Participatory Action Research (PAR) approach to the inquiry to critically explore with the participants their experiences using computers for second language learning. We negotiate changes to their current perceptions of computer-assisted language learning (CALL) through the use of computer-mediated communication (CMC). This communication invol

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Turyagyenda, Joy Kyarimpa. "Participants' perceptions of Computer-Mediated Communication: a case study of the Global Teenager Project." Thesis, Rhodes University, 2003. http://hdl.handle.net/10962/d1003570.

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The study outlines general trends evident in Computer-Mediated Communication (CMC), participants’ perceptions and the promotion of CMC across the curriculum in a South African Secondary School. This case study focuses on the Global Teenager Project (GTP), which started as a bi-national pilot project in April 1999 between secondary schools in South Africa and the Netherlands. The study sets out to investigate how well the GTP can be incorporated into the existing school curriculum through the teacherresearcher’s direct involvement in facilitating the project at a school where she is a fulltime

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Wright, Regina Renee Veal. "High School World Language Teacher Perspectives on Computer-Mediated Communication Applications." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/6153.

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Computer-mediated communication (CMC) offers opportunities to assist world language students to become global communicators in a digital society. However, perceptions of high school world language (HSWL) teachers on the suitability of these applications are not known. The purpose of this qualitative case study was to explore and document the professional perspectives of HSWL teachers who have taught over 10 years, to learn the benefits and obstacles that they must consider in teaching communicative language skills with CMC. The research questions explored possible reasons that would motivate o

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Hillman, Daniel Charles Alexander. "Improving coding and data management for discourse analysis : a case study in face-to-face and computer-mediated classroom interaction." Thesis, University of Cambridge, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.284988.

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41

Tecedor, Cabrero Marta. "Developing Interactional Competence Through Video-Based Computer-Mediated Conversations: Beginning Learners of Spanish." Diss., University of Iowa, 2013. https://ir.uiowa.edu/etd/4918.

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This dissertation examines the discourse produced by beginning learners of Spanish using social media. Specifically, it looks at the use and development of interactional resources during two video-mediated conversations. Through a combination of Conversation Analysis tools and quantitative data analysis, the use of turn-taking strategies, repair trajectories, and alignment moves was examined to discover how beginning language learners manage videoconferencing exchanges and develop their interactional capabilities in this n

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42

Mbuye, Kanku Lisette. "Integrating Online Discussion Forums into the Foreign Language Curriculum: A Case Study of Advanced Learners of French." Thesis, University of North Texas, 2011. https://digital.library.unt.edu/ark:/67531/metadc68012/.

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This exploratory case study aims to develop a set of best practices for integrating online discussion forums into the foreign language curriculum, focusing specifically on a group of learners in an advanced French grammar course at a large, public U.S. university. During a period of two months, 26 participants completed a series of tasks designed to provide three different types of data: 1) exploration and analysis of interactional, linguistic, and social features of Web forum discourse; 2) participation in Web forums; and 3) feedback from students. Since the feedback received from two questio

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Vandeyar, Kaminthia. "A systemic analysis of postgraduate students' experiences of computer mediated communication in a Web-based learning environment." Diss., Pretoria : [S.n.], 2004. http://upetd.up.ac.za/thesis/available/etd-09062005-140257/.

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44

Weaver, Cathy M. "What encourages student participation in online discussions." University of Southern Queensland, Faculty of Education, 2005. http://eprints.usq.edu.au/archive/00001523/.

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Distance learning began as a means of catering to students who needed to learn in isolated, individual learning environments but, more recently, has been evolving to offer an interactive and collaborative learning environment supported by Computer Mediated Communication (CMC). However, research has found that not all online discussions are productive for learning and that simply making discussions boards accessible to students does not achieve the interactive and collaborative experience for which they are promoted. One of the first requirements needed for successful online discussions is stud

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45

Hudson, James M. "The Role of Chatrooms in Facilitating Learning Behaviors in Small Group Discussions." Diss., Georgia Institute of Technology, 2006. http://hdl.handle.net/1853/10441.

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Primary and secondary school students (Setzer, Lewis, and Greene, 2005), college students (I. E. Allen and Seaman, 2003, 2004), and corporate employees (Galvin, 2002) are all engaging more and more in some form of online or blended online/face-to-face education. Given the large number of pedagogical and design choices that we must make, however, where do we begin when designing new environments? I argue that its important for us to consider how technological design choices interact with pedagogical choices and cognitive states to affect learning behaviors. To illustrate this, I examine t

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McDonald, Jacquelin. "The role of online discussion forums in supporting learning in higher education." University of Southern Queensland, Faculty of Education, 2007. http://eprints.usq.edu.au/archive/00003588/.

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[Abstract]: This study investigates the contribution of asynchronous, online discussion forums to student learning in an Australian, online postgraduate course. The study of online forums is an emerging field of research and therefore calls for a methodology suited to the context where knowledge and application is still at the exploration stage. Grounded theory – an open, qualitative methodology – was chosen as an appropriate method to explore the nature of the interaction in the online forums.The grounded theory analysis of the data revealed that participant interaction did generate instructi

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Hughes, Ann-Marie. "The re-eduation of upper limb movement post stroke using iterative learning control mediated by electrical stimulation." Thesis, University of Southampton, 2009. https://eprints.soton.ac.uk/66283/.

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An inability to perform tasks involving reaching is a common problem following stroke. Evidence supports the use of robotic therapy and electrical stimulation (ES) to reduce upper limb impairments following stroke, but current systems may not encourage maximal voluntary contribution from the participant. This study developed and tested iterative learning control (ILC) algorithms mediated by ES, using a purpose designed robotic workstation, for upper limb rehabilitation post stroke. Surface electromyography (EMG) which may be related to impaired performance and function was used to investigate

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48

Xu, Mingfei. "Meaning negotiation through task-based synchronous computer-mediated-communication (SCMC) in EFL learning in China : a case study." Thesis, University of Cambridge, 2018. https://www.repository.cam.ac.uk/handle/1810/274915.

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There has been a strong advocacy of Communicative Language Teaching (CLT) in China since the 1980s. One underlying assumption behind this approach is that acquisition is a process which depends on conversational interaction (Wagner-Gough & Hatch, 1975). A specific kind of interaction, meaning negotiation, which “includes routines or exchanges that involve indications of non-understandings and subsequent negotiations of meaning” (Gass & Varonis, 1991, p. 127) has long been considered to be a key factor in L2 development research. From the interactionist perspective, the facilitative role of mea

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Yang, Bo. "How students with different learning styles collaborate in an online learning environment." Diss., Manhattan, Kan. : Kansas State University, 2007. http://hdl.handle.net/2097/260.

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Alman, Lourdes Fraga. "The Effects of a Computer-mediated Intervention on "At-risk" Preschool Students' Receptive Vocabulary and Computer Literacy Skills." Thesis, University of North Texas, 2003. https://digital.library.unt.edu/ark:/67531/metadc4372/.

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This study examined the effects of a computer-mediated intervention on "at-risk" preschool students' receptive vocabulary development, computer-literacy skills, and enthusiasm for leaning. Twenty-two preschool-aged children attending an urban primary public school and participating in government subsidized school lunch program participated in the study. A pretest/posttest control-group design and case-study participant observations were used for data collection. Students were assigned to one of two treatment groups. Eleven preschool students with pretest School Readiness Composite (SRC) standa

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