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Hamilton, Zachary. "Blended Learning: Internal Factors Affecting Implementation." Otterbein University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=otbn1592312559615025.
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Shaddock, Ann, and n/a. "Factors affecting metamemory judgements." University of Canberra. Schools & Community, 1995. http://erl.canberra.edu.au./public/adt-AUC20050712.102157.
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Contemporary theories of learning suggest that successful learners are active in the
learning process and that they tend to use a number of metacognitive processes to
monitor learning and remembering. Drawing on the theoretical framework of Nelson
and Narens (1992), the current study examined the effect of certain variables on
metamemory processes and on students' ability to recall and recognise learned
material.
The present study explored the effect of four independent variables on five dependent variables.
The independent variables were:
1. degree of learning (responses given until 2 or 8 times correct),
2. judgment of learning (JOL) timing (given immediately after learning session or 24
hours later),
3. retention interval between study and test (2 or 6 weeks), and
4. type of material studied (sentences, in or out of context).
The dependent variables were:
1. judgement of learning (JOL),
2. confidence rating,
3. feeling of knowing (FOK),
4. recall, and
5. recognition..
As ancillary analyses, the study explored, firstly, whether gender differences had an
effect on meta-level and object-level memory, and secondly, whether students who
recalled more also made more accurate metamemory judgements.
The effects of the independent variables on recall and recognition were consistent
with those found by previous studies. The most interesting new finding of the present study was that students who made JOLs after twenty four hours were more likely to
take into account the effect of the interval between learning and testing. Students who
made immediate JOLs did not allow for the effect of the time interval on retention. A
further new finding was that gender appeared to have had an influence on JOLs.
The findings about the effects of timing of JOLs and of gender effects on JOL have
implications for metacognitive theory and will stimulate further research.
The practical significance of this research, particularly the implications for study skills
training for all students, was that educators cannot presume that students will correctly
predict what they will recall after six weeks if they make that judgement immediately
after learning has occurred. Therefore, the effects of the passage of time on memory,
and the efficacy of delaying judgments, should be made explicit.
The finding that the manipulation of JOL timing has a significant effect on the
accuracy of judgements has implications in the wider area of educational policymaking
and for the current debate on competencies and quality assurance. Learning
cannot be considered a simple process and when a large component of learning is selfdirected,
as it is in tertiary institutions and increasingly in schools, many variables are
operating.
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Poon, Wai-cheong Alex. "Factors affecting learning attitudes and learning outcomes of secondary students." Click to view the E-thesis via HKUTO, 2007. http://sunzi.lib.hku.hk/hkuto/record/B40039912.
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Poon, Wai-cheong Alex, and 潘維醹. "Factors affecting learning attitudes and learning outcomes of secondary students." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2007. http://hub.hku.hk/bib/B40039912.
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Dhungel, Dhruba Prasad. "Factors Affecting Recogntion of Expriential Learning in Nepal." OpenSIUC, 2014. https://opensiuc.lib.siu.edu/dissertations/946.
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Access to opportunities for better life through education and training has been in debate among stakeholders of education and social scientists for a long time. This study has attempted to understand how recognition of individuals' prior experiential learning might be instrumental to widen the access to higher education. The perceptions, experiences, and opinions to recognition of prior experiential learning of stakeholders of the education system in Nepal have been the basis to understand the phenomena in this study. This is a descriptive study that used sequential mixed method design (QUAN emphasized). The purpose of the study was to identify factors affecting the implementation of a system for assessing RPEL in Nepal. A pragmatic paradigm guided the collection and analysis of data (survey and interview). A researcher-developed survey (.719, Chronbach alpha index) containing 20 statements facilitated data collection for the quantitative phase of the study followed by interviews of individuals for the qualitative phase. The population of the study was comprised of the stakeholders of the education sector in Nepal covering various strata that includes university teachers, Ministry of Education personnel, workers who have a skills certificate and want to move on to higher education, and personnel of international development agencies working on human resource development in Nepal. A total of 80 individuals responded to the survey questionnaire and six individuals were interviewed. Quantitatively, the survey results of the stakeholders of the education system in Nepal showed some factors were influential on implementing Recognition of Prior Experiential Learning (RPEL) in Nepal. There were no consensuses among the groups regarding the identified factors on degree of influence on recognition of prior experiential learning with the factors that emerged from the survey, thus indicating that there is a mixed attitude towards RPEL. Qualitatively four themes were identified during the course of data analysis: a) recognizing non-formal and experiential learning is not common practices in Nepal, b) there are no common factors that influence recognition of prior experiential learning, c) mechanism/procedures/structure for prior experiential learning are in infant stage, and d) policies regarding non-formal learning along with experiential learning are concerns of debate in education arena. The qualitative portion of the study provided categories that confirmed existing categories in the survey, which provided clarity and specificity to existing categories, as well as provided new categories. Participants had favorable attitudes towards RPEL regarding the widening the access to higher education.
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Nitta, Takayo. "Affective, cognitive and social factors affecting Japanese learners of English in Cape Town." Thesis, University of the Western Cape, 2006. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_1842_1210749983.
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This research used diary studies and interviews with five Japanese learners of English to investigate the different affective, cognitive and social factors that affected their learning of English in Cape Town between 2004 and 2005. The findings of this study corroborate arguments put forward by Gardner that factors such as learning goals, learning strategy, attitude, motivation, anxiety, self-confidence and cultural beliefs about communication affect the acquisition of a second language and correlate with one another.
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Joyer, Richard Alan. "Factors Affecting Secondary Students' Learning in a Credit Recovery Program." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3791.
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A credit recovery (CR) program was implemented at a rural high school in Texas to assist with high school completion. While graduation rates increased, the time for completion also increased for students in the CR program. The purposes of this correlational study were to examine factors that impact student learning in the CR program and to determine whether teachers were implementing student-centered instruction. Piaget's constructivist theory provided the framework for the study. The guiding question was to examine the relationships between student achievement and classroom environment, active learning, attendance, and student success from those enrolled in the credit recovery class at the target high school. A sample of 103 students in Grades 9-12 completed a 65-item Likert-scale customized form of the What Is Happening in the Classroom (WIHIC) survey with subscales in classroom environment, active learning strategies, student motivation, and student success. A correlational analysis was conducted using scores from the state assessment test, attendance data, and scores from the WIHIC. Results showed no statistically significant relationships among the variables. Based on these findings, a professional development program was crafted to assist teachers at the study site with writing CR curriculum to better align with the Texas Essential Knowledge and Skills and to include more hands-on constructivist learning activities. Implications for positive social change include the potential to improve secondary students' academic outcomes.
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Chandler, Helena Kate. "Factors affecting the relationship between trauma and illness behavior." Diss., Virginia Tech, 2002. http://hdl.handle.net/10919/27626.
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Associations between the experience of traumatic events and illness behaviors such as health complaints and healthcare use are reported in recent studies. Posttraumatic Stress Disorder (PTSD) symptoms and diagnosis have been found to mediate this trauma-illness relationship. Differences in health behaviors have additionally been noted in the literature, with trauma victims engaging in more negative health behaviors, which may subsequently affect illness status. Further, illness behaviors such as somatic complaints and healthcare utilization are influenced by modeling and reinforcement of such behaviors. The current study sought to evaluate the contributions of negative health behaviors, illness-related learning history, and PTSD symptoms on trauma victims' health complaints, functional health status, and utilization of healthcare services.
The final sample included 298 undergraduate students at a large southeastern university. Participants provided information about their trauma histories, health behaviors, illness-related learning history and current illness behaviors on group-administered self-report questionnaires. Consent to obtain utilization information from the university health center was also obtained. Hierarchical regression analyses were used to assess the additive contributions of the predictor variables.
The results indicated that health complaints, functional health status, and utilization behavior are each influenced by trauma history, with more illness behavior associated with greater trauma severity. In addition, health behaviors, illness-related learning history and PTSD symptoms all contribute to the prediction of health complaints and functional health status. Utilization behavior, however, was predicted only by trauma history and learning history. Further, the different types of learning history (modeling, reinforcement, priming) appear to affect different illness behaviors. Implications of the study are discussed.Ph. D.
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Fernie, Gordon. "Factors affecting learning and decision-making in the Iowa Gambling Task." Thesis, University of Nottingham, 2007. http://eprints.nottingham.ac.uk/10421/.
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Damasio's somatic marker hypothesis (SMH; Damasio, 1994, 1996) integrates emotion with rational decision-making using evidence drawn from neurology, neuroscience and performance on a now widely cited decision-making test developed to model real-life in a laboratory setting (the Iowa Gambling Task; Bechara, Damasio, Damasio and Anderson, 1994). The SMH posits a critical input from an embodied emotional system (somatic markers) in making decisions in choice situations. But Damasio's consideration of how the undamaged brain interacts with the body has some interesting and somewhat controversial implications in the context of modern psychological research on choice behaviour. In interpreting behaviour on the IGT in accordance with the SMH three central assumptions have been made: a) that somatic markers indicate the goodness or badness of alternatives and without them decision-making cannot become optimal, b) this somatic biasing or guidance can occur unconsciously or in the absence of explicit knowledge, and c) that the system operates so as to maximize or achieve the best outcome in the long-term. The Experiments described in this thesis have explored the validity of the second and third assumptions and found that they are not accurately reflected in behaviour on the IGT. The importance of information about the IGT in the instructions participants receive suggested that explicit knowledge about the task is a more critical factor than any somatic input. No evidence of a somatic influence prior to the emergence of explicit knowledge sufficient to guide behaviour was found. Instead there were indications that knowledge precedes somatic activity on the IGT. Novel manipulations of the reinforcement contingencies in individual decks also revealed that immediate outcomes of choices are an important determinant of subsequent behaviour. Selection does not solely depend on long-term outcomes.
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Alhabeeb, Abdullah. "Factors affecting the success of e-learning processes in Saudi Arabia." Thesis, Manchester Metropolitan University, 2018. http://e-space.mmu.ac.uk/620923/.
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The recent revolution in information and communication technologies has changed the ways people carry out their day to day activities. Education is one of the fields that has been largely influenced by this revolution. The majority of academic institutions have integrated Electronic Learning either as part or as their full approach to learning delivery. Governments around the world have invested significant resources to integrate the new media in their education systems. Despite these investments and commitment from these institutions, many of the new e-learning systems tend to fail. This has motivated researchers to investigate suitable approaches to overcome these failures. One of the well-known approaches is to identify what so known as Critical Success Factors (CSFs) which are those factors and areas of interests that can potentially have higher impact on the success, or failure, of an e-learning system. This approach has been widely applied areas around the globe and from different perspectives of e-learning systems stakeholders. However, when considering Saudi Arabia as one of the leading countries in Middle East in adopting e-learning base education, very limited research was found in the literature to identify e-learning systems CSFs. This is despite the extensive resources the government invested in encouraging the Saudi institutions to adopt e-learning. In particular, there is a lack of investigative academic research that considers the perspectives of the different e-learning stakeholders in a Saudi context. Motivated by this gap, this thesis has investigated e-learning CSFs from academic staff, experts, and students in King Saud University. Both quantitative and qualitative research methods were employed to carry out this investigation. The results have shown that the three investigated populations consider different factors to be more important than others. For example, academic staff considered students’ characteristics to be the most important while students considered technology infrastructure to be most important. Differences in opinion also emerged between experts and academic staff and experts and students. This thesis document the first study of its kind that carries out this comparative study between the three main e-learning stakeholders groups concerning the identification of e-learning CSFs. Moreover, this study opens several avenues for future research focusing on this subject.
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Pickering, Christopher. "Factors affecting alcohol self-administration: learning, environmental and genetic influences on behaviour /." Stockholm, 2006. http://diss.kib.ki.se/2006/91-7140-902-5/.
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Magerman, Yolande Nerissa. "Academic factors affecting learning at a nursing college in the Western Cape." Thesis, Stellenbosch : University of Stellenbosch, 2011. http://hdl.handle.net/10019.1/6648.
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Thesis (MCur)--University of Stellenbosch, 2011.ENGLISH ABSTRACT: Nursing education, including the individual nurse educator, has a responsibility to society and to students for providing quality education, for maintaining the highest academic standards, for the proficient use of teaching strategies and for ensuring adequate support to learners. These standards were threatened at a particular college in the Western Cape which instigated this study. This study aimed at investigating the academic factors that influenced learning at a particular nursing college in the Western Cape. The objectives included the following possible factors that may have contributed towards the unsatisfactory, academic performances of students: • Nursing as a career choice; • Selection criteria; • Approaches to learning; • Motivation and learning; • Language barrier to learning; and • Factors affecting the learning environment. A non-experimental, descriptive research design was applied with a quantitative approach. The target population (N = 963) consisted of nursing students following the course leading to registration as a professional nurse, according to the South African Nursing Council’s regulation 425, as promulgated by the Nursing Act 50 of 1978, as amended (Nursing Act 33 of 2005). Probability, stratified sampling was used to select the sample of participants (n = 174). A structured questionnaire, consisting of predominantly closed questions, was used for the collection of data. Ethical approval was obtained from Stellenbosch University to conduct this study. Permission to conduct the research was also obtained beforehand from the management of the nursing college being studied, whilst prior informed consent was obtained from each participant. Reliability and validity of the study were assured by means of a pilot study and through the use of experts in nursing research, methodology and statistics. Data was collected and captured by the researcher personally. The data was analysed with the support of a statistician and was expressed as frequencies and in tables and histograms. Descriptive statistics and post-hoc analyses, including tests for statistical associations, were performed. The outcomes from this study showed that third year students (n = 49/23%) spent the most time studying, whilst first years (n = 74/43%) and second years (n = 40/23%) only spent 2.3 hours studying per day. Academic support classes, when offered, were always attended by (n = 64/37%) and most times by (n = 72/42%). The majority of the participants were able to cope with the workload most of the time (n = 107/61%), whilst (n = 51/30%) and (n = 6/3%) of the participants indicated coping seldom and never, respectively. A significant relationship between the ages of participants and being able to cope with the workload (Spearman p-value = 0.02) existed. Results indicated that (n = 83/48%) of the participants received support with language problems, whilst (n = 75/43%) indicated that they did not receive support with language problems. The Afrikaans speaking participants coped the best with the workload (mean score = 1.72), followed by the English speaking students (mean score = 1.68), and lastly the Isi- Xhosa speaking learners (mean score = 1.65). Recommendations made by participants included the following: • Strict adherence to the selection criteria, which should help decrease the attrition rate. • English as a subject / module during the first year was proposed. • The promotion of the proficiency in English, through interaction between English speaking learners and students with English as second language, should be encouraged. • Regular updates of the contents of the curriculum. • The importance of identifying ‘at risk’ students and pro-actively introducing a mentorship programme. • Information technology needed to be improved in many aspects, such as accessibility of Web based communication. Results from the open ended questions showed that participants regarded the teaching strategies as boring. Large classrooms were also mentioned as a problem. Smaller classes were requested to enable more interaction in the class. In conclusion, this study showed that specific academic factors were influencing learning at the nursing college being investigated in the Western Cape. Therefore, recommendations were made in this study, which, if implemented, should result in an improvement in the overall academic performances of students.
AFRIKAANSE OPSOMMING: Verpleegkundige onderrig, insluitende die individuele verpleegkundige opvoeder, het 'n verantwoordelikheid teenoor die samelewing en teenoor studente om kwaliteit onderrig te verskaf, om die hoogste akademiese standaarde te handhaaf, om die effektiewe gebruik van onderrigstrategieë te bied en om die begeleiding van leerders te verseker. Hierdie standarde was gedreig by ′n seker verpleeg kollege in die Wes Kaap en dus was die studie geinisieër. Hierdie studie het ten doel gehad om die akademiese faktore, wat moontlik leer by 'n bepaalde verpleegkollege in die Wes-Kaap beïnvloed, te ondersoek. Die doelwitte het faktore, wat moontlik die akademiese prestasie van studente kon beïnvloed het, ingesluit: • Verpleging as 'n loopbaankeuse; • Keuringskriteria; • Benaderings tot leer; • Motivering en leer; • Taalhindernis; en • Faktore wat die leeromgewing affekteer. 'n Nie-eksperimentele, beskrywende navorsingsontwerp is toegepas, deur van ′n kwantitatiewe benadering gebruik te maak. Die teikenbevolking (N = 963) het uit verpleegkunde studente bestaan wat die kursus gevolg het wat tot registrasie as 'n professionele verpleegkundige lei, in ooreenstemming met die Suid-Afrikaanse Raad op Verpleging se regulasie 425, soos gepromalgeer deur die aangepaste Wet op Verpleging 50 van 1978 (Wet op Verpleging 33 van 2005). Daar is van waarskynlikheid-gestratifiseerde steekproefneming gebruik gemaak om die deelnemers te kies (n = 174). 'n Gestruktureerde vraelys, bestaande uit hoofsaaklik geslote vrae, is vir die invordering van data gebruik. Etiese goedkeuring is vooraf van die Universiteit van Stellenbosch verkry om hierdie studie uit te voer. Toestemming om die navorsing te doen is ook vooraf vanaf die bestuur van die verpleegkollege wat ondersoek is verkry, terwyl elke deelnemer sy/haar ingeligte toestemming verleen het. Betroubaarheid en geldigheid is deur middel van 'n loodsstudie verseker, tesame met die gebruik van kundiges in verpleegnavorsing, metodologie en statistiek. Data is deur die navorser persoonlik versamel en vasgelê. Die data is met die hulp van ‘n statistikus ontleed en is as frekwensies en in tabelle en histogramme illustreer. Beskrywende statistiek en post-hoc analises, insluitende toetse vir statistiese assosiasies, is uitgevoer. Die bevindings uit hierdie studie het daarop gedui dat derdejaarstudente (n = 49/23%) die meeste tyd aan hul studies bestee het, terwyl die eerste- (n = 74/43%) en tweedejaarstudente (n = 40/23%) daagliks slegs 2.3 ure aan hul studies spandeer het. Waar akademiese ondersteuningsklasse aanbieding is, is dit altyd deur (n = 64/37%) bygewoon en die meeste kere deur (n = 72/42%). Die meerderheid van deelnemers was meestal in staat om die werkslading te hanteer (n = 107/61%), terwyl (n = 51/30%) en (n = 6/3%) van die deelnemers, onderskeidelik, aangedui het dat hulle selde of ooit die lading kon baasraak. 'n Beduidende verwantskap tussen die ouderdomme van die deelnemers en hul vermoë om met die werkslading te kon volhou (Spearman p-waarde = 0,02), het bestaan. Resultate het daarop gedui dat (n = 83/48%) van die deelnemers steun met taalprobleme ontvang het, terwyl (n = 75/43%) aangedui het dat hulle nie steun ontvang het nie. Die Afrikaanssprekende deelnemers het die werkslading die beste hanteer (gemiddelde telling = 1.72), gevolg deur die Engelssprekendes (gemiddelde telling = 1.68) en laastens die Isi-Xhosasprekende deelnemers (gemiddelde telling = 1.65). Aanbevelings deur deelnemers het die volgende ingesluit: • Die streng nakoming van die keuringskriteria behoort die afname in die uitvloeitempo te help bevorder. • Engels as 'n vak / module gedurende die eerste jaar is voorgestel. • Die bevordering van Engels as spreektaal, deur die interaksie tussen studente met Engels as Moedertaal en Engels as tweede taal, behoort aangemoedig te word. • Gereelde opdatering van die die kurrikuluminhoud. Die belangrikheid om "hoë risiko" studente te identifiseer en ’n pro-aktiewe mentorskapsprogram daar te stel. • Inligtingstegnologie behoort in baie aspekte verbeter te word, soos bv toeganklikheid tot Web-gebaseerde kommunikasie. Die resultate tov die oop vrae het getoon dat deelnemers die onderrigstrategieë as vervelig beskou het. Groot klaskamers is ook as 'n probleem geïdentifiseer. Daar was versoeke vir kleiner klasse, ten einde beter interaksie tussen leerders en dosente te bevorder. Ter afsluiting het die studie getoon dat spesifieke akademiese faktore leer by die Wes- Kaapse verpleegkollege, wat ondersoek is, beïnvloed het. Dus is aanbevelings in hierdie studie gemaak, wat, indien geïmplementeer, 'n verbetering in die algehele akademiese prestasie van studente behoort te help bewerkstellig.
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Triyarat, Wilasinee. "Factors affecting engagement with informal science learning in Thailand : a regional analysis." Thesis, University of the West of England, Bristol, 2017. http://eprints.uwe.ac.uk/31753/.
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There is currently minimal understanding as to how informal science learning affects young people’s scientific performance, attitudes and experiences at a regional level in Thailand. This thesis is the first to investigate this topic by examining the factors affecting engagement in science learning in regional informal settings. It focuses on ‘underserved’ students from remote schools with poor access to science learning in informal settings and educational support. This research aims to examine the impact of the activities offered by the Science Caravan, a travelling informal science learning activity, on young people in four regions of Thailand and to explore their informal science learning experiences, through five research questions; (1) What settings or resources are available to young people for informal science learning at the regional level?; (2) What are the main factors affecting the experiences of Thai young people in informal science learning?; (3) How do informal science learning activities meet the needs of different learners?; (4) What learning and other outcomes do young people obtain from participating in regional informal science activities?; and (5) How can this learning be applied to other informal science communication projects at the regional level? The research draws on a number of key theoretical models, including cognitive and social constructivism, which is used to examine how participants obtained and constructed their knowledge via engagement with informal science activities (Berkeley Graduate Division, 2017; Van Der Veer, 2007). Falk and Dierking’s (2000) contextual learning model is utilised to investigate personal, physical and social factors affecting the informal science learning experiences of young people. Finally, the Generic Learning Outcomes (GLOs) are used to examine the outcomes of learning achieved from engagement with informal science activities comprised within the Science Caravan (Art Council England, 2017). Mixed methods were used in this research, which employed triangulation to achieve convergence of results from two different methods (Greene, Caracelli, and Graham, 1989; Bryman, 2006 cited by Creswell and Plano Clark, 2011). Pre and post engagement questionnaires were designed to collect quantitative data from 1,400 participants across four different regions (350 participants for each region). Semi-structured interviews were employed for in-depth exploration of the experiences of 40 young people (10 participants for each region), 20 teachers (five teachers for each regions) and 22 National Science Museum, Thailand staff (two directors and 20 science communicators). The Wilcoxon signed-rank test was used to identify the changes in attitudes towards science and scientific knowledge from pre- and post-caravan responses taken from the same individual. The Kruskal-Wallis test was used to investigate independent data comprising more than two independent groups, and the Mann-Whitney U test when two independent variables were being explored (Field, 2009). For qualitative data analysis, inductive thematic analysis (TA) was used to capture any themes within the interview results (Braun and Clarke, 2013). This research identifies a number of key settings and resources which are available to young people regionally, including the public library, the school library, internet resources, as well as local national parks, zoos, science museums and discovery centres. The location of the informal learning setting, its accessibility and usefulness are significant factors that influence in the uptake of informal learning by local young people. Beyond these resources, factors effecting young peoples’ engagement with informal science learning include schools, teachers, family, friends, the government and other organisations (e.g. local university and local community institutes), with schools and teachers being the most significant factors in promoting informal science learning for young people based in different regions of Thailand. The results suggest that young people learn from informal science activities both as individual learners and via social interaction. The results show that participants obtained and constructed their scientific knowledge and understanding by watching and observing activities, performing experiments, repeating activities and using experiences to solve science problems. Additionally, they also observed, discussed and shared information with others. Over 50% of participants has post-test knowledge scores which were higher than their pre-test scores, with participants in the Northeast showing the greatest improvement in terms of their post-test scores. There were minimal differences by region, age and gender in terms of which types of science activities were most popular with participants. The results also present evidence of changing attitudes towards science and technology, amongst young people following engagement with the informal science activities, including a growing awareness of the relevance of science and technology to life, as well as the complexity of science and its role within society. In examining the learning outcomes from engaging, most participants showed high levels of agreement that the learning outcomes had been met, wanted to be involved in the activities and were following instructions. Over 80% of all of participants indicated attaining new scientific knowledge, promoting development of social skills, increasing self-confidence in presenting ideas in front of others, enjoying science activities, using knowledge from the science caravan to support learning in school, and sharing information to encourage science awareness to others after engagement with the Science Caravan. Older participants aged 13-15 and females were more likely to want to be involved in science activities, to read instructions, and to anticipate using their learning at school. Additionally, local teachers obtained new scientific knowledge and gained new ideas for teaching science. Finally, three significant factors were identified in response to the five research questions; contexts of informal learning, knowledge construction and learning outcome. This research proposes a model based on these three contexts which can be used to investigate other contexts, other informal learning settings and different participants to expand knowledge and understanding in this area. This study of contextual learning, knowledge construction processes and outcomes from engagement with the Science Caravan can lead to further development of the Science Caravan, and this knowledge can also be applied to investigate other regional informal learning projects that may be occurring internationally.
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Wang, Airong. "Learning English in a Multi-User Virtual Environment : Exploring Factors Affecting Participation." Doctoral thesis, Mittuniversitetet, Avdelningen för humaniora, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:miun:diva-30795.
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Online language learning and teaching is a field that has received a significant amount of research attention. What factors could affect student participation in simpler online learning environments has been investigated by researchers, but there has been limited study of factors affecting participation in complex Multi-User Virtual Environments. By using the typical Multi-User Virtual Environment Second Life, three English courses offered by Swedish universities were examined in this thesis. The courses were video-recorded, and selected parts of the recordings were transcribed. The transcribed recordings were complemented by author(s)’ observation, participants’ reflection, an online questionnaire and an online interview. Participation from the courses was measured both quantitatively and qualitatively. Quantitative methods were used to measure, for example, floor space, number of utterances, turn length, number of turns; the qualitative analysis centered on, for instance, utterance functions, discourse analysis, and Conversational Analysis. The results were published in five papers that focused on different central factors affecting participation in Second Life. In this thesis, the findings from those articles are synthesized. Furthermore, on the basis of the findings, a general model of factors affecting participation is presented and discussed to highlight that different factors interrelate and that some factors are particularly important in terms of affecting participation in Multi-User Virtual Environments. These are students’ technical skills, task design, course design, technical support, and Second Life technology. The complex technology also places critical demands on teachers’ technical skills, teaching strategies, and roles that teachers should play. Finally, this thesis argues that it is important to choose a suitable technology for an English course.
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Tiwari, Deborah E. "Factors affecting collaboration among learners in a Web-based learning (WBL) environment." Thesis, University of Ottawa (Canada), 2002. http://hdl.handle.net/10393/6176.
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Because Web-based Learning (WBL) is a relatively new educational environment, limited research has been undertaken in exploring the factors that affect learners and instructors in WBL. (Trentin, 2001; Muirhead, 2001; Sloffer, Dueber & Duffy, 1999; Gabriel, 1999; Land & Hannafin, 1997; Mayer, 1997; Newman, Webb & Cochrane, 1996). How WBL learners co-construct knowledge through collaboration with each other under the guidance of an instructor has not been examined in-depth. Although there is literature that examines general factors affecting learners in the WBL environment, there is little research that reveals why these factors are significant to the process of constructing learning, or how they impact learners' ability to collaborate in a WBL environment (Trentin, 2001; Carstens & Worsfold, 2000; Sloffer, Dueber & Duffy, 1999; Gabriel, 1999; Edelson, Pia, & Gomez, 1996; Silva & Breuleux, 1994). This qualitative single case study was comprised of a WBL course delivered to a group of public sector employees in various locations around the world, and focused on their WBL experiences. An instructor, a course administrator, a Website manager, and eight learners volunteered to participate in the case study. Data from the study were analyzed in order to provide in-depth descriptions of factors affecting collaboration among learners in a course delivered solely through WBL. This study revealed factors that primarily prevented learners from collaborating among themselves as they constructed their learning in a Web-based environment. Some factors that could have facilitated collaboration were evident; however, the barriers to it were insurmountable in this case. The findings of this study have illuminated findings of previous studies, and contributed new understandings. Recommendations for WBL processes and components will assist WBL instructors and designers to facilitate collaboration and knowledge co-construction among learners.
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Šimelionienė, Aida. "Factors affecting the achievements of intellectually gifted children." Doctoral thesis, Lithuanian Academic Libraries Network (LABT), 2012. http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2012~D_20120131_092535-76705.
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The aim of the study - to analyze the main factors of learning achievements of intellectually gifted children. The sample consists of 16 - 18 year old students (N = 54), whose Reasoning Total (RT) scores in Intelligence Structure Test 2000R (I-S-T 2000 R, Amthauer R., Brocke B., Liepmann D, Beauducel, 2001) are 90 percentile or higher. This thesis analyses the peculiarities of intellectual activity of intellectually gifted 16- 18 years old students, their learning achievements and has the objective to determine individual and environmental factors of their learning achievements. The results show that Intellectually gifted 16 - 18 year old students have unique intelligence structure when fluid intelligence (Gf) is higher than crystallized intelligence (Gc) and numerical abilities are higher than verbal abilities. Part of older intellectually gifted students are underachievers and their learning achievements are not related to their intelligence. Learning motivation, study/organizational skills and gender are the most important factors of learning achievements of intellectually exceptionally gifted and gifted 16 - 18 year old students and they not depend on the level of their intellectual abilities.Disertacijos tikslas – išanalizuoti intelektualiai gabių vaikų pasiekimų veiksnius. Tyrime dalyvavo 16–18 m. mokiniai (n = 54), kurių Bendrieji samprotavimo gebėjimai, tirti Intelekto struktūros testu (I-S-T 2000R) (Amthauer ir kt., 2007) atitinka 90 ir didesnį procentilį. Tyrime įvertinti mokinių intelektinės veiklos ypatumai, mokymosi pasiekimai bei mokymosi pasiekimų individualūs ir aplinkos veiksniai. Remiantis tyrimo rezultatais nustatyta, kad intelektualiai gabūs 16–18 m. mokiniai pasižymi savita intelekto struktūra, kai fluidinis intelektas (Gf) yra aukštesnis už kristalizuotą intelektą (Gc), o matematiniai gebėjimai yra didesni nei verbaliniai. Dalis intelektualiai gabių vyresnių klasių mokinių mokosi prasčiau nei geba ir tokie jų mokymosi rezultatai nėra susiję su jų intelekto ypatumais. Mokymosi motyvacija, mokymosi įgūdžiai ir lytis yra svarbiausi itin gabių ir gabių 16–18 m. mokinių mokymosi pasiekimų veiksniai ir nepriklauso nuo jų intelektinių gebėjimų lygio.
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Johnson, Alicia Leinaala. "Exploration of Factors Affecting the Self-Efficacy of Asynchronous Online Learners: a Mixed Methods Study." Diss., Virginia Tech, 2017. http://hdl.handle.net/10919/77518.
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This study explored former and current graduate and undergraduate online students' self-efficacy perceptions for asynchronous online coursework. Self-efficacy is described as a person's judgment of his or her ability to successfully complete a learning or performance task (Bandura, 1997). Using an exploratory sequential mixed methods approach, this study explored the research question in three phases: 1) Conducted interviews and analyzed transcripts of 11 current and previous asynchronous online learners; 2) Created and enlisted the expert review of a survey instrument developed from the interview data analysis; and 3) Collected and analyzed survey responses from current and previous asynchronous online learners. The findings from this research show, based on 215 participant responses, several factors present or absent in asynchronous online learning experiences have positive, negative or no effects on perceived self-efficacy to complete online course requirements. Findings, limitations, practical implications and future research ideas are discussed in Chapter Six of this document.Ph. D.
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Steinbach, Marilyn. "Socio-cultural factors affecting the language learning experiences of south Asian female immigrants." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape11/PQDD_0004/MQ43957.pdf.
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Hammond, Lamis. "Factors affecting students’ attitude and performance when using a web-enhanced learning environment." Thesis, Brunel University, 2010. http://bura.brunel.ac.uk/handle/2438/4622.
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The purpose of this thesis is to investigate the use of a course management system in a University learning environment and the factors that affect students' attitude and performance in such environments and to study the relationship between these factors. The course management system that was used in the research studies in this thesis was WebCT. Three in-field studies were carried out to achieve the aim of this research thesis. A mixture of qualitative and quantitative approaches was used in the studies. Data from participants were collected via questionnaires, interviews, and numerical data from the WebCT tracking system. First the relationship between the students' attitude towards using WebCT and their module leaders' attitude towards using it was studied. Then, the relationship between students' cognitive styles and their satisfaction, their achievement, and their way of using WebCT was investigated. Finally, a model of the critical factors affecting students‟ attitudes to WebCT, use of WebCT and achievement was developed and tested. The model is divided into three main dimensions. The three dimensions are 1) The learner dimension: students' interaction with their classmates, students' capability of using the internet, students' capability of using WebCT. 2) The instructor dimension: Instructor's technical competence, instructor's way of presenting materials on WebCT, interaction between students and their instructor. 3) The technology dimension: usefulness, ease of use, flexibility, quality. The results suggested that students have a positive attitude towards using a course management system (WebCT) on their courses. Also, the results indicated that students' use of WebCT is a positive indicator of their academic achievement (in terms of performance on specific modules). It was also found that instructor attitude and way of using WebCT affects students' attitude and performance when using WebCT. The Technology dimension was found to be a positive indicator of students' attitude and use of WebCT. The Instructor dimension was also found to be a positive indicator of students' attitude and achievement in WebCT. Moreover, the Learner dimension was found to be a positive indicator of students' attitude, use of WebCT and achievement.
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Chu, Shiu-cheung Billy, and 朱兆昌. "Factors affecting the perceived usefulness of information technology in mathematics learning and teaching." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B29961270.
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Barnard, Jane. "Factors affecting the use of computer assisted learning by further education biology teachers." Thesis, n.p, 1999. http://ethos.bl.uk/.
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Maxwell, Tricia Lesley. "Factors affecting the representation of objects in distributed attention." Thesis, University of Sussex, 2011. http://sro.sussex.ac.uk/id/eprint/7478/.
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Our phenomenological experience of what we see around us is of an accurate representation. However, such information is widely distributed in the brain so necessitates that some form of co-ordination of this information takes place to enable a coherent view of the world. The most prominently researched theory is Feature Integration Theory (Treisman, 1993). This proposes that accurate binding is dependent on the current spatial distribution of attention. Individual objects compete for attention via activity in a master map of locations with competition being modulated by grouping processes. When attention is distributed, features are randomly selected and a bound object can be perceived to be located at any position within the attentional window. However, there is evidence to suggest that in distributed attention, coarse location information is available and two alternative proposals have been put forward. The first suggests that it is the information from a unitary feature that can determine the perceived location of a bound object (Tsal & Lavie, 1988) and the second proposes that the information from all contributing features is averaged to provide the location information (Ashby et al, 1996). One way to determine which model best represents feature integration is to investigate the contribution each feature makes to the perceived location of a bound object by using the illusory conjunction paradigm in which an object is formed when the visual system binds together individual features from items located in different parts of the display. Results indicated that in briefly presented displays, perception can be subject to tritan-like shifts in colour space. No support for spatial averaging or for the random rule was found. Rather, there was a strong indication that the perceived location of illusory objects was sourced from a single feature supporting the unitary rule.
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Swesi, Khaled. "An investigation into the influence of learning styles and other factors affecting students' perception of virtual learning environments." Thesis, De Montfort University, 2012. http://hdl.handle.net/2086/7105.
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In order to explain and determine the attitudes and factors affecting perceptions of students to adopt and use Virtual Learning Environment (VLE) as a tool in complementing and supplementing face-to-face learning, this research combined two theoretical models: Technology Acceptance Model (TAM), one of the more popular acceptance models, and Learning Style Inventory (LSI). The Technology Acceptance Model is one of the models used to study the problem of low adoption or underutilization of technology while learning styles model adopted in order to determines the preferred learning styles for the users of VLE. This study investigates students at Tripoli University, the main University in Libya to understand their perceptions of using VLE with respect to their learning styles. The study used a quantitative descriptive research design method by using a survey as the primary means of data collection. Empirical data were collected from different departments and schools (n=302) to examine the impact of specialisation construct. The study proposed a conceptual model which includes external variables derived from previous research, the core TAM model combined with learning style as an independent variable in order to determine the impact of learning styles on the perception of students towards VLE use. A combination of t tests, ANOVAs, chi-squares, and Pearson’s product-moment correlation coefficients was used to analyse the data by using two techniques: single and multiple regressions. Findings from the quantitative data revealed that, regardless of gender or learning styles impacts, the participants have a strong positive behavioural intention to use VLE tools in their existing learning environment. The results of this study implied that gender and learning styles did not play a significant role in determining perceptions and usage of VLE. However, the other defined independent variables had significant effects on the model and contributed to the explanation of the model except for example, job relevance, complexity factors. The interesting result found in this study was the fact that the specialisation constructs shows that there is a different level of VLE use depending on the student’s specialisation, namely that natural and formal science students showed the most interest in using the new technology. Another interesting outcome found that students’ perceived ease of use demonstrated a more consistent influence compared to usefulness in determining the usage of VLE. This finding is new and is inconsistent with most previous research. Although, the results show that there is no significant impact of learning styles on the research model, the results, however, show learning styles can play a very important role as a moderating factor between beliefs constructs and external variables. The results of the coefficients were not the same for each learning style, which may indicate that different learning styles moderate the relationships between variables involved in the research model (VLEAM). The people with the highest coefficients were those with the assimilator style compared to other learning styles, followed by divergent/accommodator convergers. This means that assimilators are the best target learners for VLE. However, the results show that female assimilators have more negative impact on PU, meaning that they regard VLE as being less useful. The parameters in the model may be altered for each learning style to get the maximum benefit from the model. From a theoretical and methodological perspective, it was found that TAM being a simple psychological model was not good enough to explain broader systems such as VLE and subsequently has not fully explained students’ perceptions towards use. In the light of the findings, the study suggested that a study of adoption and acceptance technology should move from using a simple psychological TAM model to another form that is able to measure IS that contains complex functions. The outcomes of the study are beneficial to decision makers at the university level when making decisions about technologies that affect the teaching and learning process as well as assisting in institutional decision in regards to where to commit resources (technology, monetary, labour, etc.) to implement and maintain those systems.
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Ivan, Elaine R. "Examining factors affecting transfer of learning for centralized medical schedulers in a hospital setting." [Denver, Colo.] : Regis University, 2007. http://165.236.235.140/lib/EIvan2007.pdf.
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Trettin, Ann F. "Distance Learning During Combat Deployment: A National Exploratory Study of Factors Affecting Course Completion." University of Toledo / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1492703865993093.
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Wilkinson, Warren George. "Investigating systemic factors affecting science learning in Curriculum 2005 : case studies of two schools." Thesis, Rhodes University, 1999. http://hdl.handle.net/10962/d1003470.
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The thesis illustrates the contention that an outcomes-based system with its underlying philosophy of social constructivism cannot operate effectively within a traditional school system. Restructuring of an institution is necessary to accommodate the outcomes-based system. Using the research instruments of interviews, questionnaires, journals, participant observations and collection of physical artefacts, two case studies investigating systemic factors as they influence science learning were conducted in two South African schools. The one school, St Sebastian's College, was an extremely well resourced school while the other, Mtunzini High School was a middle class school in comparatively deprived circumstances. Attempts were made to introduce an outcomes-based education course involving a group of grade 8 learners in the respective schools. Difficulties in implementation were encountered and at best only very limited success was achieved. There were two reasons for this. First, particularly in the case of St Sebastian's College, I designed a course which was over ambitious in that it was not suited to the developmental stage of the learners. Second, traditional schooling systems follow a perspective of education termed 'the structure of the disciplines' which fosters a system of rigid time tabling, compartmentalisation of subjects and emphasis upon summative assessment. In contrast, the curricula I designed involved a 'cognitive' perspective which required flexible time scheduling, integration of subjects and developmental assessment. The conflicts which arose include time constraints and resistant attitudes on the part of learners and teachers. The thesis culminates with some suggested steps to follow should a school community wish to restructure. These include a shared vision, employing organised abandonment, capacity building and commitment to a systemic perspective.
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Hartman, Bahar. "Students' perceptions of factors affecting L2 writing: Japanese women's cultural and identity issues." University of Cincinnati / OhioLINK, 2003. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1036513918.
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Payton, Whitney Monique. "Factors Affecting Institution Selection for Undergraduate Gates Millennium Scholars." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2016. http://digitalcommons.auctr.edu/cauetds/27.
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College enrollment is experiencing an upward trend; however, the quality of institutions selected by minority students remains a question. Promising minority students are failing to select high quality colleges and universities, despite academic components that would leave them otherwise qualified for admission. In fact, nearly 80% of high academic achieving low-income, minority students under match when selecting a college or university (Obama & Obama, 2014).
The purpose of this study was to examine the factors leading to selection of institution for Gates Millennium Scholars while examining the relationship between college selection and socioeconomic status, cost, high school grade point average (GPA), family support, need for achievement, self efficacy, persistence, advisement, and technology for Gates Millennium Scholars. Pearson Correlation was utilized to examine survey data collected from 87 Gates Millennium Scholars. The implications of collection selection for low- income, minority students are significant in understanding the needs of this highly diverse student population. This study sought to identify the variables that significantly impact college selection for low-income minority students.
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Khashkhush, Abdulbasit Salem. "Analysis of factors affecting the implementation of e-learning in higher education (HE) in Libya." Thesis, University of Salford, 2011. http://usir.salford.ac.uk/26759/.
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e-learning means the use of information and communications technology and the inclusion of the internet in teaching and learning, e-learning enhances the learning process by offering a different way of delivering education. Colleges and universities are using e-learning to make learning more accessible and efficient. It affords students of all ages and abilities the chance to learn anywhere, at any time and at their own pace. Despite the importance of e-learning in Higher Education (HE) and human development in Libya, implementation of e-learning is facing a number of challenges in Libyan universities. Those challenges can be summarized as follows: leadership support; strategy; ICT infrastructure; culture; instructors and learners, and technical expertise. This research aims to identify the factors affecting the implementation of e-learning in HE in Libya The main aim of this research is to identify and analyse the factors that affect the implementation of e-learning in HE in Libya. In order to achieve the research aim, four objectives have been accomplished. This research has adopted a phenomenological philosophy and has used multiple case studies as a research strategy. Two case study organisations were selected from Libyan Public Universities. The relevant data was collected using different sources of evidence such as semi-structured interviews, documentation, and direct observations. In this research, the NVivo software version 7 and Explanation Building Methods were employed to analyse the collected data. The research process allowed the researcher to combine those factors that were consistent with the literature and also some factors emerging from the empirical work. Thereafter, the framework for the study, developed and adopted in the light ofthe research findings, and was utilised to develop an implementation e-learning framework in Libyan HE The following contributions to knowledge have emerged from this research. The research provides specific original findings which include: absence of strategy; poor communications skills which encompass poor knowledge of English Language among staff members and poor knowledge of computer literacy especially among old-generation staff members; and the UN embargo against Libya. These factors have not been identified in any of the previous literature. In addition, the findings of this research strengthen the existing literature on e- learning in HE and reduce the gap in knowledge applying to Libyan studies, and will help the Libyan HE Ministry and University's Colleges to determine a procedure for e-learning implementation.
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Bowes, David Hutchinson. "Factors affecting the performance of trainable models for software defect prediction." Thesis, University of Hertfordshire, 2013. http://hdl.handle.net/2299/10978.
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Context. Reports suggest that defects in code cost the US in excess of $50billion per year to put right. Defect Prediction is an important part of Software Engineering. It allows developers to prioritise the code that needs to be inspected when trying to reduce the number of defects in code. A small change in the number of defects found will have a significant impact on the cost of producing software. Aims. The aim of this dissertation is to investigate the factors which a ect the performance of defect prediction models. Identifying the causes of variation in the way that variables are computed should help to improve the precision of defect prediction models and hence improve the cost e ectiveness of defect prediction. Methods. This dissertation is by published work. The first three papers examine variation in the independent variables (code metrics) and the dependent variable (number/location of defects). The fourth and fifth papers investigate the e ect that di erent learners and datasets have on the predictive performance of defect prediction models. The final paper investigates the reported use of di erent machine learning approaches in studies published between 2000 and 2010. Results. The first and second papers show that independent variables are sensitive to the measurement protocol used, this suggests that the way data is collected a ects the performance of defect prediction. The third paper shows that dependent variable data may be untrustworthy as there is no reliable method for labelling a unit of code as defective or not. The fourth and fifth papers show that the dataset and learner used when producing defect prediction models have an e ect on the performance of the models. The final paper shows that the approaches used by researchers to build defect prediction models is variable, with good practices being ignored in many papers. Conclusions. The measurement protocols for independent and dependent variables used for defect prediction need to be clearly described so that results can be compared like with like. It is possible that the predictive results of one research group have a higher performance value than another research group because of the way that they calculated the metrics rather than the method of building the model used to predict the defect prone modules. The machine learning approaches used by researchers need to be clearly reported in order to be able to improve the quality of defect prediction studies and allow a larger corpus of reliable results to be gathered.
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BENGTSSON, LUDVIG, and PONTUS SKOG. "Improving business performance with organizational learning : A case study of factors affecting organizational learning and its relationship with business performance." Thesis, KTH, Industriell ekonomi och organisation (Inst.), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-236486.
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This thesis is an intra-organizational case study which investigates the concept of organizational learning and its relationship with business performance. Furthermore, factors affecting organizational learning are explored. A mixed method approach is used, combining quantitative data from a survey instrument called the Strategic Learning Assessment Map (SLAM) with qualitative data from interviews and observations. This thesis shows that at the studied organization the organizational level knowledge stock has the highest association with business performance, followed by the group level knowledge stock. The individual level knowledge stock and misalignment does not achieve reasonable significance. When it comes to factors affecting organizational learning, Organizational culture and information processing capacity were identified as main barriers. Furthermore, individuals at the targeted organization acquire knowledge in informal ways and they learn routines over heuristics which also were identified as main factors affecting business performance.Detta är en fallstudie med fokus på att undersöka konceptet organisatoriskt lärande och dess relation till företagets resultat. Faktorer som påverkar organisatoriskt lärande är även undersökt. En kombinerad kvalitativ och kvantitativ metod är använd i rapporten. Kvantitativ data är insamlad genom frågeformuläret Strategic Learning Assessment Map (SLAM) och kvalitativ data är insamlad genom intervjuer och observationer. Resultatet från studien är att den organisatoriska kunskapsnivån har störst påverkan på företagets resultat följt av gruppnivån som även har en betydande påverkan på företagets resultat. Den individuella kunskapsnivån och ojämnheter i det organisatoriska lärandet uppnår inte en tillräckligt hög nivå av signifikans. Företagskultur och informationskapacitet är identifierade som de två största barriärerna till organisatoriskt lärande. Individer på organisationen lär sig informellt och i större utsträckning rutiner över regler.
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Xu, Hong. "Factors Affecting Faculty Use Of Learning Object Repositories: An Exploratory Study Of Orange Grove And Wisc-online." Thesis, University of North Texas, 2011. https://digital.library.unt.edu/ark:/67531/metadc103412/.
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The purpose of this study was to identify factors that motivate or impede faculty use of learning object repositories (LORs). The unified theory of acceptance and use of technology (UTAUT) served as the theoretical framework for this study. Both quantitative and qualitative approaches were used in the study to explore two research questions relating to factors affecting faculty use of LORs. Research subjects were faculty and instructional staff users from two LORs: Orange Grove and Wisc-Online. This study was a two-phase design study. In Phase I, I conducted 13 interviews and analyzed data by a content analysis method. Phase II of the study was designed based on the results of Phase I. I collected data by a survey instrument from 38 respondents and analyzed the data by descriptive statistics and analysis of variance in Phase II. The results of the study indicated 22 factors as motivators for faculty use of LORs and 13 factors as barriers for faculty use of LORs. The study is the first to identify factors affecting faculty use of LORs from actual faculty users’ perspectives based on UTAUT. The study’s findings contribute to understanding the reasons that faculty use or do not use LORs and provide foundations for designing strategies to increase faculty use of LORs.
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Van, Heerden Andale. "Factors affecting blended learning acceptance and utilisation amongst academic staff at the Nelson Mandela Metropolitan University." Thesis, Nelson Mandela Metropolitan University, 2014. http://hdl.handle.net/10948/5098.
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Blended learning constitutes a key element of the NMMU’s Vision 2020; therefore, creating the expectation that academics from the NMMU will implement and utilise blended learning as part of their teaching pedagogy. Implementation reports drawn from Moodle (the learning management system utilised by NMMU) indicates that there are still numerous departments that are not fully utilising blended learning. The aim of this study was thus to determine the factors that impact on the acceptance and implementation of blended learning by academics at the NMMU. A modified version of the Technology Acceptance Questionnaire was electronically distributed to academics from the various NMMU campuses in order to collect the empirical data, with purposeful non-probability sampling being employed. The results indicated that factors, such as perceived usefulness, the student-centered nature of blended learning, the appeal of such environments to students, accessibility, as well as administrative- and communication benefits, had a positive influence on blended learning adoption. Lack of time and lack of knowledge with regard to blended learning use and implementation, concerns regarding accessibility, and lack of capacity and technical support were cited as issues that hampered blended learning implementation.
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Cromwell, J. A. "An amended form of the observation scale of behavioural distress : to investigate factors affecting the distress of paediatric outpatients." Thesis, University of Surrey, 1997. http://epubs.surrey.ac.uk/780412/.
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Ramírez, Mendoza Jessica. "Use of machine-learning and visualization techniques in the evaluation of factors affecting Milk Urea Nitrogen." Thesis, McGill University, 2008. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=18776.
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Studies suggest that milk urea nitrogen is influenced by multiple dietary and non-dietary factors; however most studies continue evaluating those effects independently. Further information is required in order to understand the properties, variations, and applicability of milk-nitrogen fractions by the producers. The objective of this study was to use machine-learning and visualization techniques in the investigation and evaluation of multiple factors altering milk urea nitrogen. Records from the Quebec Dairy Production Centre of Expertise (Valacta) were used in the analyses. After edits, the data consisted of 2,382,043 milk test-day and feeding composition records from Ayrshire, Brown Swiss, Holstein, and Jersey cows. Mean milk urea nitrogen varied across breeds (12.13 ± 3.71 mg/dL; 13.52 ± 3.82 mg/dL; 11.1 ± 3.43 mg/dL; and 13.78 ± 3.8 mg/dL in Ayrshire, Brown Swiss, Holstein, and Jersey, respectively) and across lactation (milk urea nitrogen concentrations increased with parity number). Decision-trees were generated to determine the attributes associated with milk urea nitrogen levels. Results indicated that the most significant variables altering milk urea nitrogen were milk-fat percentage, dietary crude protein, herd size, and somatic cell count. Milk-fat percentage and dietary crude protein appeared to interact with milk urea nitrogen over the entire lactation. Visualization techniques aided in the identification of changes in feeding practices. During early stages of lactation, producers tended to offer diets with high crude protein content. During medium and late stages of lactation, producers seemed to over-feed their cows, producing an increase in milk urea excretion. Apart from sub-optimal management practices, these results also point to higher feeding costs as well as potential increases in environmental emissions of nitrogen and ammonia.Des recherches indiquent que l'azote d'urée du lait est influencé par des multiples composantes alimentaires et par des autres composantes non alimentaires; toutefois la plupart des recherches continuent á évaluer ces effets indépendamment. D'information additionnel est requis afin de comprendre les propriétés, les variations, et l'applicabilité des fractions azotes d'urée du lait pas les producteurs. L'objectif de cette étude était d'utiliser l'apprentissage automatique et des techniques de visualisation dans l'investigation et l'évaluation des facteurs multiples pouvant altérer l'urée du lait. Des données du Centre d'expertise en production laitière du Québec (Valacta) ont été utilisées pour accomplir ces analyses. Suite à des procédures d'édition, les données se résumaient à un total de 2,382,043 entrées jour de test contenant l'information sur la production laitière et les composantes alimentaires des vaches de race Ayrshire, Suisse Brune, Holstein, et Jersey. La moyenne de l'urée du lait variait à travers les races (12.13 ± 3.71 mg/dL; 13.52 ± 3.82 mg/dL; 11.1 ± 3.43 mg/dL et 13.78 ± 3.8 mg/dL pour les Ayrshire, Suisse Brune, Holstein, et Jersey respectivement) et aussi selon la parité (les concentrations d'urée du lait augmentaient avec la parité). Des arbres de décision ont été réalisés pour déterminer les attributs associés aux niveaux d'urée du lait. Les résultats ont démontrés que les variables les plus significatives pouvant altérer l'urée du lait étaient le pourcentage de gras du lait, la protéine brute alimentaire, la taille du troupeau et les comptage leucocytaire. Le pourcentage de gras du lait et la protéine brute alimentaire semblaient interagir avec l'urée du lait sur l'ensemble de la lactation. Les techniques de visualisation ont aidés dans l'identification des changements au niveau de l'alimentation. En début de lactation, les producteurs avaient tendance à offrir des rations riches e
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Jones, Helen Mary. "Factors affecting the placement of pupils with severe learning difficulties in a mainstream or special school." Thesis, University of Newcastle Upon Tyne, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.430328.
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Wang, Shih-Yuan, and 王詩淵. "Factors affecting interaction learning in e-Learning." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/01383852836439670673.
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碩士國立高雄師範大學
資訊教育研究所
94
The use of the Internet to support class discussions and interaction activities in asynchronous and synchronous forms is what e-learning emphasized. This important character makes knowledge spread and discussed quickly and provides a multiple building procedure, and the more key knowledge a person provides, the more steps the community can make, and the learning effect can be better, too. However, in most case, teachers will think it is a great challenge to improve knowledge share in e-Learning. This paper presents a study of reasons for posting and lurking phenomena that occurs when students become online or network learners. Scree plot method was employed to select top reasons from the numerous reasons why learners lurk or post in e-Learning communities. Based on the results from this study, implications for practice and research for managing successful e-Learning communities were proposed.
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Brown, Gayle Shelley. "Factors affecting spatial association learning by hummingbirds." Thesis, 1992. http://hdl.handle.net/2429/3400.
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Numerous studies of learning in the laboratory have led to the general
conclusion that animals associate cues and locations of response that
are contiguous much more rapidly than ones that are spatially separated.
Despite the fact that numerous animals readily use both contiguous and
discontiguous cues to guide choices of good foraging locations in nature,
there is no adequate explanation for the common observation of slow learning
with discontiguous cues in standard laboratory learning tasks.
Consequently, littl e is known about the process of spatial association
learning.
This thesis examined spatial association learning by rufous hummingbirds
(Selasphorus rufus) in a series of six experiments. The first two
experiments served to demonstrate that hummingbirds learn associations between
red light cues and spatially separated feeders at virtually the same
rate as they learn associations between cues contiguous with feeders. The
spatial separation (2.5 cm) was small in those experiments but similar to
separations between floral cues and locations of nectar in natural hummingbird-
visited flowers. Later experiments, however, showed that hummingbirds
can learn with considerably greater separations between cues and
feeders (at least 12 cm). Rapid learning by the hummingbirds was likely
due to the experimental situation, which imitated certain characteristics
of their natural foraging environment, and to the experimental procedures,
which allowed them much of their natural foraging behavior. These results with hummingbirds suggest that other animals should show improved learning
with discontiguous cues if tested with learning problems analogous to
those they encounter in their natural environments.
The major goal of the rest of the thesis was to develop a theoretical
framework for studying spatial association learning. The Gestalt
principles of perceptual grouping were adopted as a candidate framework
and experiments 3 and 4 tested hypotheses predicting specific responses to
particular spatial arrangements of cues and response locations. The assumption
underlying these hypotheses was that any factor which produced
visual grouping of cues and their corresponding response locations should
result in faster learning of the relationship between them.
Experiment 3, based on the principle of spatial proximity, showed
that birds performed well on three treatments in which strong visual
grouping was predicted due to the proximity of cues and their feeders relative
to the proximity of other cues and other feeders. They performed
significantly less well on the treatment which predicted disruption of vi sual
associations between cues and feeders due to relative proximity of
other cues and other feeders.
Experiment 4, based on the principles of connectedness and closure,
showed that birds performed well on two treatments in which strong visual
grouping within cue-feeder pairs was predicted due to the placement of
visible features between each cue and its feeder. Complete lines linked
cues with their feeders in one treatment and partial connections linked
them on another, much as 'nectar guides' link the external surface cues of
natural flowers with the nectar rewards that flowers contain . As predicted,
birds learned faster on both of these arrays compared to one with
no features between cues and feeders. Principles of Gestalt theory suggested
the hypotheses and successfully predicted the results for each experiment
whereas associative learning theory did not. Consequently,
Gestalt theory should be considered as a useful framework for the study of
spatial association learning.
The final two experiments (5 and 6) each provided evidence that hummingbirds
learned geometric spatial relationships as they foraged from the
cue-feeder arrays. Other non-spatial learning mechanisms could have explained
their success in the experiments of this study, but successful
learning of a diagonal cue-feeder relationship and good performance following
removal of visible connections between cues and feeders were consistent
with the possibility that they learned spatial relationships.
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Peker, Hilal. "Sociocultural factors affecting learner motivation in language learning." 2013. http://hdl.handle.net/2152/22134.
Full textAbstract:
The concept of motivation and its contributing factors have been a vital interest in language studies since the works of Gardner and Lambert (1972) on attitudes and motivation in language learning. Initial studies emphasized the individual contributors to learner motivation whereas the second wave of studies underscored the contextual contributors. Within the social contexts in which individuals live in, the issue of identity has gained a significant importance in recent years. Therefore, the purpose of this report is to identify sociocultural factors in relation to motivation in language learning and to examine what implications can be drawn to be able to ensure a cross-culturally motivating environment for learners. This report provides a comprehensive examination of second language acquisition theories and points to new trends in the field, reviews important perspectives on emotion and explains the difference between emotion and motivation, reconciling different perspectives on emotion. It also reviews important theories of motivation in language learning as well as the conceptual and operational similarities and differences between intrinsic motivation, interest, and flow. It examines the socio-cultural bases of learning languages by focusing on models of acculturation and social identity, and reiterates the new turn that has taken place in language learning models with the sociocultural perspective, and proposes a synthesis of the role of culture in language learning. It provides a vital discussion on the sociocultural factors that have crucial effects on motivation for language learning, focusing on the importance of cultural identities of individuals. And finally, it provides conclusions and implications from both theoretical and pedagogical standpoints.text
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Liu, Hsiang-Chun, and 劉湘俊. "Discussion about factors affecting e-learning training transfer." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/61538484926446977832.
Full textAbstract:
碩士國立中山大學
人力資源管理研究所
94
According to “The 2003 e-learning readiness rankings report”, published by The Economist and IBM in 2004, Taiwan was ranked the third place of e-learning readiness in Asia. In 2002, Taiwan’s government set up the goal to establish the high quality e-learning environment and became one of the leading countries of doing research in e-learning technology. This research adopts the model of training transfer which includes four independent variables－trainee characteristics, training contents, system design, and working environment, one intervening variable－learning satisfaction, and one dependent variable－training transfer effectiveness. Through questionnaire investigation and data analysis, the conclusions are in the following： 1. When the trainee’s motive is higher and easily accept computer training, trainee’s satisfaction and training transfer effectiveness is higher. 2. When the trainee adopts proper training time or course and interacts well with other trainees, trainee’s satisfaction and training transfer effectiveness is higher. 3. When the working environment is beneficial to training, trainee’s satisfaction and training transfer effectiveness is higher. 4. When the e-learning system is easier to use and provides various evaluation ways, trainee’s satisfaction and training transfer effectiveness is higher. 5. The intervening effect of learning satisfaction between trainee characteristics, training contents, system design, working environment, respectively, and training transfer effectiveness obviously existed.
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Wen, Ting-Yu, and 溫廷宇. "A study of Affecting Factors of e-Course Learning." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/13526466924048102156.
Full textAbstract:
碩士高雄師範大學
工業科技教育學系
99
Due to the technology maturity of internet and computer, the 21th century had become the years of e-learning. Learning no longer confined in traditional classroom since learning resources had become more varied. People can learn almost anytime, anywhere via internet to obtain the latest knowledge and learning resources. The flexibility and diversity of learning had given the educational institution a brand new aspect. The prospect of the study is to assist the vocational high school student to prompt the learning motive, eliminate the learning obstacle. The purpose of the thesis is to study 3rd year students of Data Processing Department and Applied Foreign Languages Department of Senior School in Kaoshiung (99 school-year) as sample. Using Fuhua Secondary School’s e-learning platform as distance learning system and utilizing the presentation system combining sound and animation digital materials as supporting material, to understand relationships between the latent variables such as "background of the students", "learning motivation", "learning attitude", "self-efficacy", "Network learning participation", "learning outcomes", "satisfaction with online learning". The results revealed males or interest on introduction to computer science, the learning attitude、self-efficacy and satisfaction with online learning would be more higher. Learning motivation、Self-efficacy and learning attitude correlated to each other. Students’ learning motivation、Self-efficacy and learning attitude directly affected their network learning participation. Network learning participation directly affected their learning outcomes and satisfaction with online learning.
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Lin, Chiu-Jen, and 林秋珍. "Factors Affecting English Learning Motivation of Elementary School Students." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/40651909140420728690.
Full textAbstract:
碩士南台科技大學
應用英語系
97
English Abstract This study aimed at investigating the factors affecting English learning motivation and exploring the variables derived from “learners’ individual differences and family backgrounds,” “teachers’ personalities, teaching skills and teaching materials,” “information technology” and “learning motivation correlated with learning results.” Two hundred seventy students and fourteen interviewees from four elementary schools in Hsinying area participated in the study. Both quantitative and qualitative research methods were employed, and the instruments used for collecting data consisted of two questionnaires and an interview. The findings of descriptive statistics revealed that most participants were motivated to learn English due to instrumental purposes; the students’ motivation mainly derived from teachers’ positive encouragement; 51.1% of the participants studied better English with information technology; 61.1% of the students confirmed a positive correlation between learning motivation and learning results. The results of multiple regressions indicated that elementary students’ learning differences, parents’ social-economic status and their attitudes of educations,” “teachers’ personalities, teaching skills and teaching materials,” and “advanced information technology” were the factors motivating elementary students to learn English and to effect a positive relationship between learning motivation and learning results. However, among those powerful explanatory variables, “elementary students’ motivation” affects “relationship between learning motivation and results” most, while “information technology” does least. The finding of interviews showed most students’ learning motivation was both extrinsically and instrumentally orientated; they rarely learned English with the help of information technology; ten out of fourteen agreed the significance of the factors that the teachers’ personalities, teaching skills, and teaching materials were applied to English teaching. As for the learning motivation correlated to learning results, nearly half of the interviewees expressed that they got good grades in English because of real interest in it. It confirmed Li’s (2004) conclusion that the students’ English learning motivation had a positive relevance with their achievement and also could significantly explain it. Finally, the results of this study suggested that elementary English instructors could evaluate students’ learning motivation.
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Raliphada, Nditsheni Jennifer. "Organisational factors affecting learning transfer in the public service." Thesis, 2013. http://hdl.handle.net/10210/8681.
Full textAbstract:
M.Phil. (Human Resources Management)The objective of this study was to identify and describe organisational factors that affect learning transfer in the South African Public Service. The study was conducted utilising a mixed method approach with both qualitative and quantitative methods enjoying equal status and implemented concurrently. 5 participants (Managers) from the department were interviewed using semi structured interview methodology as part of the qualitative methods and the findings were interpreted using the thematic content analysis technique and various themes were identified. It was found that factors that affect learning transfer include resource availability, supervisor role, mentorship and coaching, non-alignment of training goals with organisational goals, poor organisational planning and weak controls, management and leadership change, resistance to change and organisational culture. The above factors confirmed that there was a link between organisational context and transfer of learning, this being one of the questions that the study sought to respond to. A survey questionnaire was distributed to 150 respondents and 90 questionnaires were received back, this constituted a 60% response rate. The data from the questionnaires was interpreted using exploratory factor analysis (EFA). Factors that were identified as affecting learning transfer include opportunity to practice, positional power and peer support, resource availability, performance culture, management support, feedback and reward and organisational monitoring mechanisms. The findings from the two methods were integrated and corroborated each other which strengthened the value add of utilising mixed method approach. A description of the organisational factors affecting learning transfer was provided in addition to them being identified. The study proposed that governmental institutions like Palama conduct a large scale research throughout the public service utilising a mixed method approach as part of impact analysis, this study will provide the basis on which to initiate the project.
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Lai, Chien-Hung, and 賴建宏. "A Study of Selected Factors Affecting Computer Assisted Learning." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/16543390304578924293.
Full textAbstract:
博士中原大學
電子工程研究所
102
Teachers in the classroom teaching and in after-school provide students assisted learning has been implemented in many educational scholars teaching strategies, whether through group cooperative or collaborative learning, or game-based learning, are all assisted students in the after-school learning methods. However, past studies rarely investigate peer interaction mode for collaborative learning or cooperative learning, and rarely experiment for Information-related courses. The study based on the basis of previous studies, explore the students interaction processs in group discussions, the experimental results found in the anonymous situation, students can speak their thinking, they not only can not influences by interpersonal stereotypes and peer pressure, but also do the real comment. Moreover, according to the past research, there are rarely experiments for Information-related courses, therefore the study was established in the basis of game-based learning theory, developed for use in Information Technology courses gaming system, and were implemented in a stand-alone games and social network games. The study observes students in stand-alone mode as well as to break the constraints of time and space mode, the students' learning motivation and learning performance impact. From the experimental results verify that the student cooperative learning in game-like situations, will be more focused on learning activities, and in the course of the game will be to want to win, the course content will be more study in order to enhance learning motivation, thereby improving learning achievement. In the break time and space constraints social network game, based on the findings of this study on Facebook game-based learning system, also enable students to achieve the results of game-based learning. Furthermore, if you continue to use the the same game-based learning system, the students may gradually lose curiosity, and begin to get bored on the system, resulting in decreased motivation, therefore timely to add a new element of the game is to help students learning motivation maintained.
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Cho, Yumei, and 卓玉梅. "Research on Learning Factors Affecting the Usage of Digital." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/15810731377213168377.
Full textAbstract:
碩士國立勤益科技大學
流通管理系
101
Training courses in all enterprises are without exception aiming to develop workforce for more advanced skills and upgrade overall competitiveness. As convenient stores scatter almost everywhere in Taiwan, furthermore, the store staffs have to be shifted and work in different stores in specific period of time. As such, the traditional way of on-job-training can not afford to meet the actual demand from both location and time perspectives. To enhance training effect, digital learning system has to be aggressively introduced to the integral learning system. To help alleviate man-power lacking problem, the research is trying to uncover factors that have important impact on e-learning and the associated effect. The conclusion of this research will be translated to other enterprise for reference so as to magnify the learning effect. The research has specified the relationship between all kinds of variables from different aspect including system quality, information quality, service quality, perceived usefulness, perceived ease of use, supervisor’s support, intension of use and learning effect. The objects of study are mainly the staffs having practiced digital learning system in the large scale corporation. The valid questionnaire survey sheets we received from the interviewees are as many as 375. By using statistic analysis, conclusion is wrapped up as follows. (1) System quality has no significant positive interactions on perceived usefulness.(2) Information quality has significant positive interactions on perceived usefulness.(3)Information quality has significant positive interactions on perceived usefulness.(4) System quality has significant positive interactions on perceived ease of use. (5) Information quality has significant positive interactions on perceived ease of use.(6) Service quality has significant positive interactions on perceived ease of use.(7) Perceived ease of use has significant positive interactions on perceived usefulness.(8) Supervisor’s support has significant positive interactions on intension of use.(9) Perceived usefulness has significant positive interactions on intension of use.(10) Perceived ease of use has significant positive interactions on intension of use.(11) Supervisor’s support has significant positive interactions on learning effectiveness.(12) Intension of use has significant positive interactions on learning effectiveness.
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Hong, Shian-neng, and 洪憲能. "A study of affecting factors on learning effectiveness of web-based cooperative learning." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/95637786079132272131.
Full textAbstract:
碩士樹德科技大學
資訊管理研究所
95
Comparing with the traditional education environment, the web-learning environment has no spatial and temporal limits, which reduces education costs and enhances the quality of education. Web cooperative learning focuses on learners’ requirements. However, it is still not clear whether the web-learning system and QoS meet learners’ requirements. This study first investigates the differences of learners’ learning style, the influences on training effectiveness, and the influences on learning effectiveness if adopting cooperative learning environment designs, web-based learning system, and QoS in the web-learning process. Second, the role of computer anxiety will be discussed.
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Lai, Chun-Yen, and 賴純燕. "The Study of Factors affecting Military Officers'' Off-Duty Learning." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/26576795974413305390.
Full textAbstract:
碩士淡江大學
教育政策與領導研究所碩士在職專班
97
The purpose of this study was to explore factors affecting military officers'' off-duty learning. Survey research methodology was used for data collection. A stratified random sample of 668 military officers'' responded to the survey, and received 668 responses. The samples consisted of 593 military officers''. All the quantitative data was analyzed by SPSS/12.0 version. Descriptive (frequencies, means, and mean differences), one-way analysis of variance (ANOVA) and inferential statistics (t-test) were used for data analysis. The alpha level to determine statistical significance for the differences of the means was set at .05 level of significance. The major research findings were concluded from the study, including: 1. Most of the military officers'' reported a high level of motivation in participating off-duty learning. 2. Factors affecting military officers'' motivation for participating off-duty learning were related to different background variables such as age, unit types, education, and seniority. 3. Most of the military officers reported a high level of needs for participating in off-duty learning. 4. There were no significant differences in military officers'' needs for participating in off-duty learning. 5. Most of the military officers perceived a middle level of barriers for participating in off-duty learning. 6. There were significant differences in military officers on the barriers for participating in off-duty learning based on age, unit types, and education. Finally, suggestions based on the above research findings were presented for Ministry of National Defense, education authorities, military officers and future researchers.
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Yu, Chiajung, and 余家榮. "A Study of Factors Affecting Learner’s Intention for Mobile Learning." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/11161391527324345030.
Full textAbstract:
碩士聖約翰科技大學
工業工程與管理系碩士班
99
Mobile technology has become a mainstream communication technology in recent years because of the emergence of the internet. Mobile learning technology has changed people’s learning patterns and behaviors. Wireless technology will not only build an application of m-learning, provide learners a ubiquitous digital learning environment, but it will also enhance the popularity and quality of e-learning. Therefore, it can be foreseen the future learning trend will be m-learning. A further study is required to investigate whether learners in Taiwan will use m-learning technology and what factors affect their intentions to use m-learning. With a sample of university students, an empirical research was conducted based on a Unified Technology Acceptance and Use Theory (UTAUT). The purpose of the study was to find out the predictors of intention to use m-learning and the moderators of relationship between these predictors and intention to use m-learning. By using convenient sampling method, a sample of one hundred and eighty five subjects was validly collected. After using Smart PLS2.0 and SPSS to analyze the result, Performance Expectancy, Social Influence, Perceived Playfulness, and Personal Innovativeness were significant predictors. The study also found there was significant moderating effect on Social Influence and Effort Expectancy for learners with different learning styles. In this study, practical and academic implication, and future research directions were discussed in the final chapter.
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Sun, Shih-Chien, and 孫世倩. "Investigating the Factors Affecting Adults’ Learning of Popular Jazz Piano." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/3c4c6z.
Full textAbstract:
碩士國立彰化師範大學
資訊管理學系
106
Knowledge, like a sea, is boundless; only through hard study can one reach the destination. Infinite knowledge can benefit us for life. Part of our knowledge is acquired during the course of study. But after we leave the campus, personal interests, our career, environmental changes, increasing information and rapid technology improvements push us to learn with more depth and width, instead of satisfied by expertizing one single field. This is also the life-long learning concept of the adults living in the 21st century. The main purpose of this research, is to explore the factors affecting adult learning popular jazz pianos. We used the perceptual usefulness, perceived accessibility, and social influence in the technology acceptance model as a base, and added subjective norm and perceived enjoyment. After research and verification, it is supported that perceived enjoyment have influence on behavior intention; social influence also have influence on behavior intention; and behavior intention have influence on actual usefulness. The result of this study provide suggestions for music business operators, educational institutions and music education related industries to formulate enrollment strategies and future business direction.
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Huang, Hsiu-li, and 黃秀莉. "A Study of Factors Affecting Effects of Corporate E-Learning." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/51427964421916841098.
Full textAbstract:
碩士世新大學
資訊管理學研究所(含碩專班)
102
Whether on-job training of internal staff, training of new employees or depth training of senior managers, all can be via e-learning to expand learning channels, break limitations of time and space, and reduce the cost of repeated training (Steven Lin, 2007). But for enterprises, investing money, time, human resource and equipments on e-learning is cost, and enterprises don’t know if they can get relative values and benefits back. Therefore, evaluating training effect of e-learning is an important lesson on human resource development of enterprises. In this study, the chief research targets are employees of enterprises which have already implemented corporate e-learning, and the research way is responses of the researchers from conducting surveys. This study uses the main viewpoints, which are the three quality dimensions include information, service and system in Information Systems Success Model, to explore the key factors which impact on investing learning level and learning effect on implementing corporate e-learning. Dimension of information quality includes materials design; dimension of service quality includes interactive course strategy; and dimension of system quality includes system and network. At the same time, this study also explores assessment methods on the impact of learning effectiveness. Experts and specialists suggested that incorporate dimension of investing learning level for exploring the factors which impact on investing learning level and learning effect on implementing corporate e-learning. The study finds out those three quality dimensions include materials design of information quality, interactive course strategy of service quality and system and network quality of system quality have significant positive influence on investing learning level and learning effect.