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Chansilp, Kacha. "Development, implementation and evaluation of an interactive multimedia instructional model : A teaching and learning programming approach." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2003. https://ro.ecu.edu.au/theses/1299.
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This study sought to explore the outcomes from the use of a dynamic interactive visualisation tool among novice programmers in an introductory computer programming course. The proposed model, Dynamic Interactive Visualisation Tool in Teaching C (DIVTIC), was designed to use multimedia and visual imagery to provide learners with a step-by-step representation of program execution in the C language as a means of enhancing their understanding of programming structures and concepts. DIVTIC was designed to support constructivist learning principles and combined collaborative and visualisation learning strategies with use of the Internet and the World Wide Web to support the learning of programming. The feasibility and effectiveness of DIVTIC was explored among a cohort of 100 undergraduate engineering students, 50 in a control group and another 50 in an experimental group, studying an introductory programming course at Suranaree University of Technology (SUT) in Thailand, The study found that the use of DIVTIC was a successful complement to conventional teaching. The results clearly demonstrated the advantage of using DIVTIC among low achieving students. The students from this level in the experimental group significantly outscored their counterparts in the control group in the final test suggesting that DIVTIC was an important element in their learning process. Interestingly, these low achieving students used DIVTIC most and achieved highest grades. However, lower achieving students appeared to learn from simply viewing the animations rather than being highly interactive and stopping and starting them consistently. The study found that the visualisation process implemented in DIVTIC could be of considerable assistance to a particular group of students, those with a low GPA, in developing their understanding of difficult programming concepts.
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Escalante, Sandra. "A computer instructional model designed to reduce cyberphobia among adult students." CSUSB ScholarWorks, 1993. https://scholarworks.lib.csusb.edu/etd-project/702.
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Georgakopoulos, Vassilis. "Food safety training : a model HACCP instructional technique." Thesis, Manchester Metropolitan University, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.340452.
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McKay, Elspeth, and elspeth@rmit edu au. "Instructional strategies integrating cognitive style construct: A meta-knowledge processing model." Deakin University. School of Computing and Mathematics, 2000. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20061011.122556.
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The overarching goal of this dissertation was to evaluate the contextual components of instructional strategies for the acquisition of complex programming concepts. A meta-knowledge processing model is proposed, on the basis of the research findings, thereby facilitating the selection of media treatment for electronic courseware. When implemented, this model extends the work of Smith (1998), as a front-end methodology, for his glass-box interpreter called Bradman, for teaching novice programmers.
Technology now provides the means to produce individualized instructional packages with relative ease. Multimedia and Web courseware development accentuate a highly graphical (or visual) approach to instructional formats. Typically, little consideration is given to the effectiveness of screen-based visual stimuli, and curiously, students are expected to be visually literate, despite the complexity of human-computer interaction.
Visual literacy is much harder for some people to acquire than for others! (see Chapter Four: Conditions-of-the-Learner)
An innovative research programme was devised to investigate the interactive effect of instructional strategies, enhanced with text-plus-textual metaphors or text-plus-graphical metaphors, and cognitive style, on the acquisition of a special category of abstract (process) programming concept. This type of concept was chosen to focus on the role of analogic knowledge involved in computer programming. The results are discussed within the context of the internal/external exchange process, drawing on Ritchey's (1980) concepts of within-item and between-item encoding elaborations.
The methodology developed for the doctoral project integrates earlier research knowledge in a novel, interdisciplinary, conceptual framework, including: from instructional science in the USA, for the concept learning models; British cognitive psychology and human memory research, for defining the cognitive style construct; and Australian educational research, to provide the measurement tools for instructional outcomes.
The experimental design consisted of a screening test to determine cognitive style, a pretest to determine prior domain knowledge in abstract programming knowledge elements, the instruction period, and a post-test to measure improved performance.
This research design provides a three-level discovery process to articulate:
1) the fusion of strategic knowledge required by the novice learner for dealing with contexts within instructional strategies
2) acquisition of knowledge using measurable instructional outcome and learner characteristics
3) knowledge of the innate environmental factors which influence the instructional outcomes
This research has successfully identified the interactive effect of instructional strategy, within an individual's cognitive style construct, in their acquisition of complex programming concepts. However, the significance of the three-level discovery process lies in the scope of the methodology to inform the design of a meta-knowledge processing model for instructional science.
Firstly, the British cognitive style testing procedure, is a low cost, user friendly, computer application that effectively measures an individual's position on the two cognitive style continua (Riding & Cheema,1991).
Secondly, the QUEST Interactive Test Analysis System (Izard,1995), allows for a probabilistic determination of an individual's knowledge level, relative to other participants, and relative to test-item difficulties. Test-items can be related to skill levels, and consequently, can be used by instructional scientists to measure knowledge acquisition.
Finally, an Effect Size Analysis (Cohen,1977) allows for a direct comparison between treatment groups, giving a statistical measurement of how large an effect the independent variables have on the dependent outcomes. Combined with QUEST's hierarchical positioning of participants, this tool can assist in identifying preferred learning conditions for the evaluation of treatment groups.
By combining these three assessment analysis tools into instructional research, a computerized learning shell, customised for individuals' cognitive constructs can be created (McKay & Garner,1999).
While this approach has widespread application, individual researchers/trainers would nonetheless, need to validate with an extensive pilot study programme (McKay,1999a; McKay,1999b), the interactive effects within their specific learning domain. Furthermore, the instructional material does not need to be limited to a textual/graphical comparison, but could be applied to any two or more instructional treatments of any kind. For instance: a structured versus exploratory strategy. The possibilities and combinations are believed to be endless, provided the focus is maintained on linking of the front-end identification of cognitive style with an improved performance outcome.
My in-depth analysis provides a better understanding of the interactive effects of the cognitive style construct and instructional format on the acquisition of abstract concepts, involving spatial relations and logical reasoning.
In providing the basis for a meta-knowledge processing model, this research is expected to be of interest to educators, cognitive psychologists, communications engineers and computer scientists specialising in computer-human interactions.
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Biello, Antonio D. "A Model for Developing Interactive Instructional Multimedia Applications for Electronic Music Instructors." NSUWorks, 2005. http://nsuworks.nova.edu/gscis_etd/413.
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This study investigated methods for designing a procedural model for the development of interactive multimedia applications for electronic music instruction. The model, structured as a procedural guide, was derived from methodologies synthesized from related research areas and documented as a reference for educators, instructional designers, and product developers for developing interactive multimedia applications.
While the model was designed primarily for junior college electronic music students, it has the potential for generalization to other related disciplines. A Formative Committee consisting of five experts in the areas of education, music education, cognitive psychology, and institutional research assisted in the development of a set of criteria for the model. Utilizing the Nominal Group Technique, the committee examined, evaluated, and scored the efficacy of each proposed criterion according to its relevance to the model. Criteria approved by the committee and the researcher were incorporated in the model design.
A Design Committee comprised of five experts in the areas of instructional design, media/interaction design, behavioral psychology, and electronic music evaluated and validated the criteria set established by the Formative Committee. The validation was realized through surveys and formative feedback of the criteria set developed by the Formative Committee.
Prototype instantiations of the process model were an integral part of the model development process. Prototypes derived from the model were used to test the efficacy of the model criteria. A Development Committee comprised of members of the Formative and Design committees examined and evaluated prototype instantiations.
Recommendations for improvements were implemented in the model design. A Pilot Study was conducted by the Development Committee to assist the product development process and to evaluate the efficacy of the model. As a result of the study, a number of suggestions proposed by the committee were implemented for further improvement of the model. A Summative Committee comprised of educational experts having significant experience in educational research examined the efficacy of the model criteria established and validated by the Formative and Design committees. The Summative Committee evaluated the model and made recommendations for improving the model.
Founded on a set of criteria, the electronic music model was successfully developed and evaluated by a team of professionals. The Development and Summative Committees were satisfied with the results of this study and the criteria developed for the model design were deemed to be complete and relevant to the model. The results of this study suggest that instruction based on this model will support the unique learning needs of students having diverse cultural, learning, and educational backgrounds.
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Purcell, Steven L. "Integrating digital images into computer-based instruction : adapting an instructional design model to reflect new media development guidelines and strategies /." Diss., This resource online, 1993. http://scholar.lib.vt.edu/theses/available/etd-06062008-165453/.
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Nordhoff, Helga Irene. "The design and implementation of a computer-based course using Merrill's model of instructional design." Thesis, Pretoria : [s.n.], 2002. http://upetd.up.ac.za/thesis/available/etd-08022002-094043/.
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Singley, Bradford G. "Computer-Based Instruction for Engineering Education in the Developing World." Diss., CLICK HERE for online access, 2007. http://contentdm.lib.byu.edu/ETD/image/etd2090.pdf.
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Richards, Karen A. "Development of an Instructional Design Model for Problem-Based Online Learning Environments in Continuing Medical Education." NSUWorks, 2004. http://nsuworks.nova.edu/gscis_etd/802.
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Traditional methods that emphasize didactics and rote learning seem deficient to some medical educators. These approaches typically emphasize knowledge acquisition and retention of little relevance to practice. To improve problem solving, knowledge retention, and transfer, the educational strategy and philosophy of problem-based learning (PBL) is being used in medical education on-ground, face-to-face settings. The information age and advances in information technology now provide exciting new online education alternatives for physicians wanting to use this method to meet lifelong learning needs. The challenge for the instructional designer is how to migrate established face-to-face instructional methods to the online environment.
The goal of this dissertation was to provide a unique instructional design model that details criteria to guide the development of online PBL environments in continuing medical education (CME). The work addresses the following research questions: What influence should learning theory have on the instructional architecture of online PBL used to educate professionals in medical practice? How can computer technologies used in online instruction delivery incorporate relevant learning theories and cognitive principles to deliver effective online learning environments (OLEs) using the PBL method? What are the necessary elements in the development and implementation of a validated instructional design model for delivering online PBL in CME? This developmental research project also described how an OLE could be developed for physician continuing education in pain management along framework guidelines in order to illustrate concepts in the model and how it could be adapted to accommodate the course content of a particular medical specialty. Lessons learned in the process and implications for instructional design practice were discussed.
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Chen, Yentzu. "Using Instructional Software to Improve Oral Performance of Taiwanese Speakers of English." NSUWorks, 2009. http://nsuworks.nova.edu/gscis_etd/117.
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Taiwanese society perceives English as an important skill; most people expend significant efforts and resources to learn English. However, Taiwanese education focuses exclusively on traditional teaching in language courses, overlooking interactions and cultural concepts. Thus, students' ability to communicate orally in English remains relatively low. Existing literature indicates that Computer-Assisted Language Learning (CALL) can enrich language learning as computers provide many functions to enhance lectures in a meaningful and effective manner. In particular, CALL can incorporate speech recognition software to help develop oral language and practice pronunciation. Integrating CALL technology into traditional language courses may improve Taiwanese students' oral performance. The current study utilized learner-centered design and second language acquisition theories as guidelines to identify relevant software; the SECTIONS model and evaluation criteria were used to select the most suitable program for integration into a traditional course.
The experimental design was administered to two sophomore English classes whose students were not majoring in English at a private university in Taiwan over an eight-week period. Pre- and posttests were used to identify language achievement during the study while a questionnaire was administered to determine attitudes toward using the software. Changes in the Spoken English Test (SET) resulting from the treatment were found to have no statistically significant difference, but the experimental group demonstrated greater improvement on the sentence mastery section and vocabulary. The perceived usefulness and the subject norm had a significant and strong influence on the adoption and use of computer technologies in participants' English oral practice.
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Stott, Debbie. "A framework for evaluating instructional design models resulting in a model for designing and developing computer based learning tools with GIS technologies." Thesis, Rhodes University, 2005. http://hdl.handle.net/10962/d1003430.
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With the increasing pressures and concerns in education regarding capability, lifelong learning, higher order cognitive skills, transdisciplinary education and so on, educators are seeking fresh ways to teach and new tools to support that teaching. In South Africa, Outcomes Based Education (OBE) has identified critical outcomes (skills) across all subject areas such as problem solving, teamwork, fostering critical thinking etc. as a way of responding to these pressures and concerns. But OBE has been criticised for lacking the necessary tools to develop these critical skills and to promote cross-discipline learning. One innovative way of offering transformative teaching, instruction and learning that may foster the development of these critical skills, particularly those concerned with critical thinking, is by using geographic information systems (GIS) technologies. The scope for using these technologies in secondary education is now being realised for teaching the more generic, cross-discipline skills described whereby students are learning not only about GIS but also with GIS. This realisation provides the opportunity to create flexible, computer-based learning materials that are rooted in authentic, real-world contexts, which aim to enhance the cognitive skills of the students. If these technologies can be used in an innovative way to develop critical outcomes and skills, a model needs to be defined to aid the design and development of learning materials using these technologies for use in schools. The primary aim of this study has been to develop such a model; a model which emphasises the development of real-world learning materials that develop higher-order thinking skills in learners. Another key product of this study is the submission of a comprehensive yet flexible framework for evaluating instructional design models found in the educational literature in order to determine if these design models can be used to develop learning materials forparticular contexts.
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Hsu, Chung-Yuan. "Formative Research on an Instructional Design Model for the Design of Computer Simulation for Teaching Statistical Concepts." Ohio University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1258048389.
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Wu, Penn Pinlung. "Development of a Career-Oriented Instructional Design Model for Game Programming." NSUWorks, 2012. http://nsuworks.nova.edu/gscis_etd/339.
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This dissertation proposal begins with a discussion about how the education of game programmers was not meeting the needs of the game industry. With this problem identified, this study proceeded to verify the existence of disparities of current game programming curricula. The findings from the literature review were able to: (a) justify the need to develop a career-oriented instructional design model for education of game programming; (b) identify the disparities that caused the mismatch of instructional content between academia and the game industry; (c) review research that contributed to the identification of three disparities: curriculum objectives and structure, instructional content, and curriculum orientation; (d) discuss theories and models of instructional design, student engagement, and related pedagogies; and (e) explore how these theories and models might be instrumental in improving education of game programming. The results obtained from the literature review were also used to formulate guidelines for investigating the status of currently available curricula in game programming. The research design and the research methods utilized by this study to examine the research questions are also described in detail.
Four research questions were used to guide the study with the goal of identifying or forming a guiding principle for developing an instructional design model for a career-oriented education of game programming professionals. The results of this study indicated that all of the investigated game programming curricula had not yet produced graduates whom the game companies are interested in hiring as game programmers and that educational institutions had missed an opportunity to equip students with the proper programming skills for the game industry. Furthermore, this study identified that an accreditation standard as well as an industry-accepted instructional design model was not yet available to reflect the personnel hiring requirements of the game industry. The curriculum and coursework must be career-oriented and instructional content must center on game programming. Game programming pedagogy must lead to development of core competencies. In reviewing these findings, the guiding principles for developing an instructional design model became clear. The contribution of this study was to present an immediately applicable instructional design model that could be used as a basis by schools to create or fine tune their game programming curricula. The completed model is provided as an attachment to this dissertation. This proposed instructional design model is intended to provide an initial basis towards a solution to minimize the disparities between academia and the game industry in educational areas of curriculum orientation, curriculum objectives and structure, and instructional content. As with any problem solution, future study and analysis should be done in order to optimize and standardize a game programming curriculum that will be accepted by the game industry as well as accredited by a mutually accepted accreditation body.
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Palaskas, Chrysostomos. "Applying the Technology Integration Micro Model (TIMM) in higher education learning and teaching practice." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2006. https://ro.ecu.edu.au/theses/325.
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Many of the models for the adoption and integration of ICT in higher education are situated within an institutional framework. These models can be viewed as supplementary discourses in the meta-narrative of educational change theory. Thus concerns about the process of adoption and implementation in Higher Education can be subsumed under the bigger topic of education change.
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Wright, Regina Renee Veal. "High School World Language Teacher Perspectives on Computer-Mediated Communication Applications." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/6153.
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Computer-mediated communication (CMC) offers opportunities to assist world language students to become global communicators in a digital society. However, perceptions of high school world language (HSWL) teachers on the suitability of these applications are not known. The purpose of this qualitative case study was to explore and document the professional perspectives of HSWL teachers who have taught over 10 years, to learn the benefits and obstacles that they must consider in teaching communicative language skills with CMC. The research questions explored possible reasons that would motivate or dissuade from teaching with these applications. The technology acceptance model extension (TAM2) provided the conceptual framework for this study because it elucidates the cognitive and social processes that affect teacher decisions when reviewing a technology to support their instruction. The collected data included 6 in-depth interviews, field observations, and document reviews. The data analysis began with a precoding based on TAM2, and coding to identify emergent themes such as student immaturity and content-specific professional development. In the findings, the teachers perceived CMC as unsuitable due to the digital divide and the focus on grammatical competence. However, the teachers noted the possible benefits of content-specific professional development. This study contributes to positive social change by providing insight into the current role of computer technology in HSWL instruction and suggestions for how to encourage teachers to adopt innovative uses of digital technology in their CLT practices.
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Nwavulu, Anthony. "Knowledge (Technical Instructions)transfer process: : A Case on Fogmaker AB Sweden." Thesis, Växjö University, School of Mathematics and Systems Engineering, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:vxu:diva-6230.
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<p>The essence of an effective knowledge transfer process for a technical organization cannot be overemphasized. It does not only translate to its advancement but also improves the learning capacity of the staff in the organization.</p><p>The purpose of this work is to analyze and diagnose the current process of technical knowledge transfer</p><p>It goes further to proffer a suitable model of design process for the technical instructions (which is one form of knowledge that is present in the organization) so as to improve not only the instructional manual but also the processes involved.</p><p>The instructional model is a model gotten from the field of instructional technology (a sub-sect of educational technology) which is used to achieve this feat.</p>
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NeeQuaye, Barbara Burris. "A Maturity Model for Online Classes across Academic Disciplines." NSUWorks, 2013. http://nsuworks.nova.edu/gscis_etd/259.
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The number of academic institutions offering courses online has increased with courses being offered across almost all academic disciplines. Faculty members are often confronted with the responsibility of converting a face-to-face course to an online course while simultaneously dealing with new technologies and the interrelationship between the technology, content, and pedagogy. Best instructional practices may be applied inconsistently in the online environment due to faculty members' lack of proficiency in implementing such practices. Although Course Management Systems and Web 2.0 technologies make the task seem less daunting, faculty members still need guidance in consistently implementing best practices in online courses. The study examined the problem of academic institutions offering online courses without any validation or tracking processes to ensure course quality.
An online instructional maturity model was developed to guide faculty members in implementing learner-centered practices in online courses. Survey methodology was used to collect data on instructional practices being implemented in the North Carolina Community College System. The model was developed from the survey findings using guidelines from the American Psychological Association Learner-Centered Principles, best practices found in the literature, and the People Capability Maturity Model. Feedback from an expert panel was used to refine the model.
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Samwel, Emad. "Toward the Development and Implementation of Personalized, Adaptive, and Comprehensive E-learning Systems." Diss., NSUWorks, 2016. https://nsuworks.nova.edu/gscis_etd/373.
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Enrollment in online courses is increasing at a much higher rate than enrollment in on campus courses. Initially, online systems were developed by moving course content from in-class courses as is to an online platform. Later, Web 2.0 technology was implemented in order to improve students’ online engagement. These systems considered all students as one homogeneous group and ignored the fact that different students learn in different ways and at different speeds. Later, adaptive online learning systems were developed based on the assumption that if the instructional approach matches the student learning style, student performance and experience will improve. The use of these systems yielded mixed results because there is no agreement on what, how, and when to adapt instructions. The problem is that there is still a lack of empirical evidence about which online learning system’ design is the most effective, efficient, and engaging.
There were two goals for this study. The first was to develop a new instructional theory and design model suitable for personalizing and adapting online learning. The first goal was achieved by developing student personalized, adaptive, and comprehensive e-learning spaces instructional theory and design model. This theory is based on finding the best fit among student characteristics, knowledge domain objectives, and technology used in delivering the online course. The second goal was to implement the newly developed theory and design model in an e-learning system prototype. This goal was achieved by developing and internally validating the e-learning system prototype by utilizing a panel of five instructional design experts. The Delphi method was used to solicit input from the expert panel in three rounds of validation. The validation process resulted in the experts’ consensus that the prototype incorporated the instructional theory and design model well and that this instructional theory holds the promise of increasing online learning courses’ effectiveness, efficiency, and student engagement.
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Gansereit, Jake Nathan. "Cougar swing: A web site model curriculum devoted toward improving hitting productivity for varsity baseball competition." CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/1913.
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Lee, Stella. "Design of a learner-directed e-learning model." Thesis, University of Hertfordshire, 2014. http://hdl.handle.net/2299/13894.
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How can one create online educational material that support and motivate students in guiding their own learning and make meaningful instructional decisions? One of the main focuses on designing e-learning is about creating an environment where learners can actively assume control and take responsibility for their own learning with little or no guidance from the tutors. This research aims to discover a new way to design learning that would cater to individual choices and preferences. The idea goes beyond learner-centred design; it is about learner control and direction. As an option, learners should be able to choose to be in the driver’s seat, to direct their own learning journey. As a starting point, this research explores the use of two educational theories - Experiential Learning Theory (ELT) and Self-Regulated Learning (SRL) theory as the underpinning instructional design for a Learner-Directed Model to support students’ online learning in both domain knowledge and meta knowledge in the subject of computer programming. One unit material from an online Introduction to Java Programming course has been redesigned based on the proposed Learner-Directed Model for the experimental design study. The study involved a total of 35 participants divided randomly into one Experimental Group and one Control Group. They were assigned to either a Learner-Directed Model (Experimental Group) or a linear model (Control Group). Pre/post tests, survey, follow-up interview as well as log file analysis were instruments used for assessing students’ domain knowledge, meta knowledge and their attitudes for their overall learning experience. Learning experience is further broken down into perceived ease of use and user satisfaction; system usability; learner experience; and perceived controllability. The results of the study have revealed that there is statistically significant difference between the survey results for the Experimental Group and the Control Group. The Experimental Group reported a higher level of overall learning experience and better attitudes in general. However, there was no statistically significant difference existing between the two groups on the domain and meta level knowledge improvement. Based on these results, I have proposed further research directions and put forward a number of recommendations and suggestions on learner-directed e-learning design.
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Fresen, Jill Winifred. "Random variables a CAI tutorial in statistics for distance education /." Thesis, Pretoria : [s.n.], 1996. http://upetd.up.ac.za/thesis/available/etd-10192001-124625.
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Ashmore, Barbara A. "The relationship between models of student laptop computer use and teacher instructional behavior." Thesis, University of North Texas, 2001. https://digital.library.unt.edu/ark:/67531/metadc2917/.
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This study investigated the relationship between four models of student laptop computer use and three components of teacher instructional behavior: planning, implementation of instruction, and evaluation of instruction. The four models of use: full access, dispersed, class set, and mixed, represented the numerous ways teachers in public and private schools and school districts nationwide implemented student use of laptop computers. Teacher planning behavior was investigated with regard to time, frequency, complexity, difficulty, the need for revision, and use of technological resources and materials. Implementation of instruction was examined with regard to student grouping, instructional strategies, instructional content/subject matter, teacher and student roles, assignments and learning tasks, and instructional activities. The evaluation of instruction component was examined with regard to assessment tasks, grading, and assessment of homework. Using a researcher-designed questionnaire, data was gathered in a single-stage cross-sectional survey from 356 teachers working in 74 public and private schools nationwide. Results indicated models of student laptop computer use had differential effects on teacher instructional behaviors. On average, teachers found planning to be more arduous, but more collegial, especially in the mixed model. The full access and mixed models were more likely to advance a constructivist approach to teacher instructional behaviors with regard to implementation and evaluation of instruction. Results from this study had implications for future research. The effects of student laptop computer use on the full access and mixed models of use should be given further study with regard to the implementation and evaluation of instruction.
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Taha, Tarek M. "A parallelism, instruction throughput, and cycle time model of computer architectures." Diss., Georgia Institute of Technology, 2002. http://hdl.handle.net/1853/13279.
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Torgerson, Kerry Glenn 1955. "POWER-FLOW PROGRAM FOR INSTRUCTIONAL SUPPORT." Thesis, The University of Arizona, 1987. http://hdl.handle.net/10150/276518.
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A computer program and an associated instruction manual were developed to fill a need for a useful learning tool for the study of transmission network power-flow programming techniques. Past programs were found to use techniques that did not give the student "hands-on" programming lessons, but instead gave them practice at using "pull-down menu" type of programming experience. The PFLOW program written is intended to be used "hands-on" with a complete instruction manual included to help the student use the program successfully and study the complete analysis technique. This includes network modelling, structure of input data, understanding program software, and correct meaning of outputs based on the complete knowledge of program solution methods. Sample input and outputs are also included to help get the student started, and to demonstrate the use of the PFLOW program. This program should prove beneficial to those with a general background in power transmission systems analysis.
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Yang, Steve Wuter. "Display of molecular models with interactive computer graphics /." Online version of thesis, 1987. http://hdl.handle.net/1850/10347.
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Olsafsky, Barbara L. "Rethinking learner-centered instructional design in the context of "No child left behind"." Columbus, Ohio : Ohio State University, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1155345888.
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Chen, Mei 1962. "The impact of three instructional modes of computer tutoring on student learning in algebra /." Thesis, McGill University, 2000. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=36890.
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This research investigated the impact of "embedded teaching" and "learner-controlled" instruction on student learning of algebra in a controlled computer-tutoring environment. Three versions of a computer tutor were developed to establish three experimental conditions. Condition 1 corresponds to a conventional "lecture-demonstration-practice" in which conceptual knowledge is presented by the computer tutor as a coherent entity prior to engagement in problem-solving activities (Lecture-Demonstration-Practice). Condition 2 reflects "embedded teaching" in which before students begin practice, the computer tutor uses examples to demonstrate problem-solving processes, introducing concepts and principles, as they become relevant (Embedded-Teaching Condition). Condition 3 is a "learner-controlled" instruction in which students engage directly in problem-solving activities without receiving any prior formal instruction, but in which they are provided with instructional assistance and demonstrations upon request (Learner-Controlled Instruction).<br>Twenty-seven high-school students participated in the experiment over a 1-month period. Students were divided into three groups based on their pre-test scores, each group was then assigned randomly to one of the three experimental conditions. The computer tutor was used as the sole source of instruction. Pre- and posttests were administered to measure the changes in students' algebraic abilities. A multivariate analysis of the pre- and posttest results indicates that overall student performance in all three conditions improved significantly over time, as measured by the ability to construct algebraic representations and the ability to made estimates using the various representations ( F (2, 23) = 46.6, p < 0.01). In particular, students in Lecture-Demonstration-Practice Condition demonstrated a higher level of accuracy (89.51%) than students in the Embedded-Teaching and Learner-Controlled Instruction did (61.1% and 63.3% respectively). Moreover, all students in Lecture-Demonstration-Practice Condition completed the posttest successfully, whereas only 56% of students in the other two conditions passed the posttest.<br>This research demonstrates that students learn more effectively from instruction that emphasizes the coherent representations of the symbol system of algebra. It is postulated that such coherent representations enable students to make sense of the subsequent examples to be studied and the problems to be solved thus leading to better problem-solving performance. This research has implications for the development of instructional theories and educational computer applications.
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Lee, Larry Dee. "An investigation on computer-based instructional presentation modes and perceptual learning styles in concept learning /." Digital version accessible at:, 1999. http://wwwlib.umi.com/cr/utexas/main.
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Gardner, Michael Robert. "An expert writing model for story composition." Thesis, Loughborough University, 1991. https://dspace.lboro.ac.uk/2134/28306.
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First the thesis reviews the development of Intelligent Computer Assisted Instruction (ICAI) systems by outlining the different ways that computers have been used in education followed by a description of the functionality of ICAI systems in terms of the Hartley-Sleeman model of classification. This is followed by a discussion of the skills required within writing and their pedagogical context. The different strategies that have been applied to computer supported composition are then discussed with examples of systems where appropriate.
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Min, Byoung Woo. "Adding the modal mu-calculus to the instruction-set process calculus." Related electronic resource: Current Research at SU : database of SU dissertations, recent titles available full text, 2005. http://wwwlib.umi.com/cr/syr/main.
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Millsap, Claudette M. "Comparison of Computer Testing versus Traditional Paper and Pencil Testing." Thesis, University of North Texas, 2000. https://digital.library.unt.edu/ark:/67531/metadc2621/.
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This study evaluated 227 students attending 12 classes of the Apprentice Medical Services Specialist Resident Course. Six classes containing a total of 109 students took the Block One Tests in the traditional paper and pencil form. Another six classes containing a total of 118 students took the same Block One Tests on computers. A confidence level of .99 and level of significance of .01 was established. An independent samples t-test was conducted on the sample. Additionally, a one-way analysis of variance was performed between the classes administered the Block One Tests on computers. Several other frequencies and comparisons of Block One Test scores and other variables were accomplished. The variables examined included test versions, shifts, student age, student source, and education levels. The study found no significant difference between test administration modes. This study concluded that computer-administering tests identical to those typically administered in the traditional paper and pencil manner had no significant effect on achievement. It is important to note, however, that the conclusion may only be valid if the computer-administered test contains exactly the same test items, in the same order and format, with the same layout, structure, and choices as the traditional paper and pencil test. In other words, unless the tests are identical in every possible way except the actual test administration mode this conclusion may not be applicable.
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Farrow, Sherry Lynn. "An implicit engineering student model for an intelligent tutoring system." Thesis, Georgia Institute of Technology, 1994. http://hdl.handle.net/1853/21444.
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Rogers, Susy. "Online pedagogy : the pedagogical variation model for asynchronous online teaching." Thesis, University of South Wales, 2013. https://pure.southwales.ac.uk/en/studentthesis/online-pedagogy(3c0d84ac-8bd1-4cd9-b43e-e04f444bb304).html.
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The thesis investigates online teaching and learning and in particular, the role of the 'e-moderator' as pedagogical leader in relation to e-learner capabilities. The research builds upon a number of existing models including that of Bass and Alvolio (1996), their 'transactional/task-giving' and 'transformational/motivational' behaviours, and applies these to e-moderator work. Secondly, a review of the research literature provides further concepts applicable to e-learner online behaviour - collaborative capability and knowledge construction ability. These are utilised to create a new model, the 'model of Pedagogical Variation', where online teaching is viewed as situational, and e-learners of varying degrees of capability can be given opportunities to maximise their online learning. A hypothetico-deductive methodology, following the work of Karl Popper (2002), is adopted as the theoretical framework. The research sought to corroborate the proposed pedagogical model, which was successfully achieved with experienced e-moderator practitioners adapting Kelly's (1955) personal construct psychology using the six elements: socialising, scaffolding, knowledge construction, weaving, summarising and archiving. In accordance with the hypothetico-deductive approach, an evaluation was then conducted with the objective of refuting the basic underlying assumptions of the Pedagogical Variation model. The model did withstand attempts at falsification, but is presented here as provisional, open to further scrutiny, testing and comparison. Future research could be in the development of diagnostic tools for e-moderator evaluation of e-learner capabilities and on e-learner preferences regarding the selection of a particular online learning environment. It is suggested that effective online teaching is dependent not only on e-learner context but also on e-moderators' pedagogical leadership. The model for Pedagogical Variation is an attempt to show how adaptations in design and delivery can be made in asynchronous learning networks in order to motivate and facilitate successful outcomes for e-learners, whether they are digital natives or digital immigrants (Prensky,2001 ). Online course providers and developers may also use the Pedagogical Variation model as a blueprint for exploring creative ways of implementing new emerging learning technologies fit for the 21st Century.
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Deragisch, Patricia Amelia. "Electronic portfolio for mathematical problem solving in the elementary school." CSUSB ScholarWorks, 1997. https://scholarworks.lib.csusb.edu/etd-project/1299.
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Electronic portfolio for mathematical problem solving in the elementary school is an authentic assessment tool for teachers and students to utilize in evaluating mathematical skills. It is a computer-based interactive software program to allow teachers to easily access student work in the problem solving area for assessment purposes, and to store multimedia work samples over time.
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Smith, Garrett William. "Toward a general student model a framework for sharing student data across multiple computer-based learning environments /." Diss., Online access via UMI:, 2007.
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Evert, Candice Elaine, and der Post Leda Van. "A model using Technological support for tutors in practical computing sessions." Thesis, Nelson Mandela Metropolitan University, 2016. http://hdl.handle.net/10948/12534.
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The starting point of this research is the observation that tutors in the Computing Sciences (CS) Department at NMMU require more support than they currently receive in order to be effective. This research project investigated how technology could be used to support tutors during practical sessions. Focus group discussions with tutors in the CS Department revealed that challenges exist which hinder them from effectively assisting students during practical sessions. Through analysis of focus group discussions and literature regarding the use of technology in education, it was determined that a tablet PC could be used to support tutors by providing on-demand access to practical content and answers to frequently asked questions. Existing models using technology in education to support either students or tutors in learning were investigated. A conceptual model using technology to support tutors during practical sessions was designed and proposed based on features of the existing models which were considered relevant to the CS context, and ways in which they could support tutors. Relevant features of the conceptual model include the system, purpose, boundary, key variables and best practices applied to the technological component of the model. During development of the model, these features were considered. In the context of the CS Department, a tablet PC tool was used by tutors as a means to support themselves and assist students during practical sessions. The tool is a component of the model which provides practical information. Each layer of the model’s three layer architecture was tested to ensure that the correct information is provided, on demand, to tutors during practical sessions. Positive results from a field study evaluation revealed that the conceptual model, using a tablet PC tool, could be applied to the CS context with the intention of supporting tutors during practical sessions.
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Tongchai, Nilubon. "Enhancing learning through opening the group model in a synchronous computer-based environment." Thesis, Connect to e-thesis, 2008. http://theses.gla.ac.uk/195/.
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Thesis (Ph.D.) - University of Glasgow, 2008.<br>Ph.D. thesis submitted to the Faculty of Education, Centre for the Support for Learning, University of Glasgow, 2008. Includes bibliographical references. Print version also available.
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Pullen, Grant. "The development of a model to effectively utilise computer mediated communication to support assessment in a virtual learning environment." Thesis, Port Elizabeth Technikon, 2001. http://hdl.handle.net/10948/54.
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Programming lecturers are faced with logistical problems associated with evaluating students’ assignments. This dissertation will discuss the problems associated with paper- and electronic-based submission and evaluation systems. Managing student assignments is thus an important issue and this dissertation investigates how the computer can be used to help in both the management of programming assignments and giving of feedback for those assignments. Computer Mediated Communication (CMC) technologies offer a technical solution for the submission of assignments. CMC technologies are therefore studied and their use in the educational sphere discussed. Information Security is another important feature that is needed when using CMC for assignment management. A guideline showing the different features that an assignment management and feedback system would need was developed. Current systems that offer some assignment management features were studied and evaluated according to the guideline. A model was developed for the management of programming assignments. The model addresses the problems of paper-based and previous electronic submission systems and includes the assessment of the assignments. The viability of the model was determined by building and testing a prototype based on the model’s specifications. The prototype was evaluated within a second year Visual Basic programming class. The evaluation determined that there were areas that needed improvement, however the feedback was generally positive.
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Hedden, Chet. "A guided exploration model of problem-solving discovery learning /." Thesis, Connect to this title online; UW restricted, 1998. http://hdl.handle.net/1773/7683.
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Rockefeller, Debra J. "An Online Academic Support Model for Students Enrolled in Internet-Based Classes." Thesis, University of North Texas, 2000. https://digital.library.unt.edu/ark:/67531/metadc2451/.
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This doctoral dissertation describes a research study that examined the effectiveness of an experimental Supplemental Instruction (SI) program that utilized computer-mediated communication (CMC) rather than traditional SI review sessions. During the Spring 1999 semester, six sections of an introductory computer course were offered via the Internet by a suburban community college district in Texas. Using Campbell and Stanley's Nonequivalent Control Group model, the online SI program was randomly assigned to four of the course sections with the two remaining sections serving as the control group. The students hired to lead the online review sessions participated in the traditional SI training programs at their colleges, and received training conducted by the researcher related to their roles as online discussion moderators.
Following recommendations from Congos and Schoeps, the internal validity of the groups was confirmed by conducting independent t-tests comparing the students' cumulative credit hours, grade point averages, college entrance test scores, and first exam scores. The study's four null hypotheses were tested using multiple linear regression equations with alpha levels set at .01.
Results indicated that the SI participants earned better course grades even though they had acquired fewer academic credits and had, on average, scored lower on their first course exams. Both the control group and the non-SI participants had average course grades of 2.0 on a 4.0 scale. The students who participated in at least one SI session had an average final course grade of 2.5, exceeding their previous grade point average of 2.15. Participation in one SI session using CMC was linked to a one-fourth letter grade improvement in students' final course grades. Although not statistically significant, on the average, SI participants had slightly better course retention, marginally increased course satisfaction, and fewer student-initiated contacts with their instructors.
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Myhre, Oddmund Reidar. "Technology pedagogy : six teacher candidates' developing pedagogical models for the use of computers in science instruction /." Thesis, Connect to this title online; UW restricted, 1997. http://hdl.handle.net/1773/7716.
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Anderson, Allan Lawrence. "Assumptions constructing a school superintendent's mental model for technology use." Thesis, Montana State University, 2009. http://etd.lib.montana.edu/etd/2009/anderson/AndersonA0509.pdf.
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The continual innovation with technology in the world has caused many significant changes which have affected Montana superintendents' managerial, instruction, and political roles. The political environments of NCLB and community technology expectations created a unique context for the superintendent of the case study. Montana superintendents are learning to integrate technology into their roles to improve schools and increasing student growth. Approaches a Montana superintendent with a "high reputation" for technology implemented into his roles to improve schools and increase student achievement are documented in the study. Reasons for implementing the technological approaches answered research questions focusing on assumptions held in mental models. Case study research with a mental model theoretical framework was used to describe technological approaches the superintendent integrated into his roles. Interviews, observations, field notes, and artifacts provided data required to describe the technological approaches. Assumptions clustered together provided the insight to understand technology approaches from emerging themes. Assumptions were drawn from themes and checked with the superintendent. The superintendent managed his district resources in essentially a paperless office. Student records were managed with technology in his schools. Internet connections made communication instant. The assumptions of efficiency drove decisions to implement managerial technology approaches. The superintendent's belief that students preferred learning with technology indicated a student-centered instructional leadership style. The superintendent believed tapping into students' interest in technology was a way to motivate them. The superintendent believed that alignment of student learning preferences with instruction was important. To integrate technology into instruction required professional development in order to make teachers comfortable infusing technology into instruction to deliver content, technological assessment approaches, and continuous visibility to sustain political support. The assumptions held by the superintendent that affected the superintendent's approaches to integrate technology through his roles were 1) leadership's belief that student learning preferences with technology were important, 2) leadership belief that technological learning and instruction should be aligned, 3) leadership's belief that teachers needed professional development to become comfortable with technology, 4) leadership's belief that alternative technological assessment data were superior to yearly AYP results, and 5) leadership's skills in fostering supportive relationships created a political shared will.
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Stewart, Gail. "Teachers’ Concerns and Uses of iPads in the Classroom with the Concerns-based Adoption Model." Thesis, University of North Texas, 2015. https://digital.library.unt.edu/ark:/67531/metadc804876/.
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The purpose of this study was to examine the role of high school teachers’ concerns, willingness, aptitude, and use of iPads in the classroom during the adoption of a new technology. The design of this case study included a sample of eight teachers from the English, math, science, and history departments who were surveyed, observed, and interviewed using the Concerns-Based Adoption Model (CBAM). This study is guided by three research questions: (1) What are teachers’ concerns about using iPads in the high school English, math, science, and history classrooms? (2) What are teachers’ levels of iPad use in the English, math, science, and history classrooms? (3) What are teachers’ pedagogical practices as they use iPads in the English, math, science, and history classrooms? To research these questions, the study measured teacher concerns with the triangulation of three diagnostic instruments from the Concerns-Based Adoption Model: the Stages of Concern Questionnaire (SoCQ), the Innovation Configurations Map (IC Map), and the Levels of Use (LoU) matrix. The CBAM model was used to address the scarcity of literature regarding iPad use in content-area classrooms. The findings from the research show that the impact of introducing a new technology is more multifaceted than previously assumed. A teacher’s inclination and skill to use a new technology with their students varies considerably within a school and different approaches are observed across subject areas such as English, math, science, and history. When the Concerns-Based Adoption Model is used in organizational change, teacher concerns are revealed, which leads to finding opportunities for intervention and support by change facilitators who help individuals progress in the adoption of an innovation.
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Tasdelen, Ugur. "The Effect Of Computer-based Interactive Conceptual Change Texts On 11th Grade Students." Phd thesis, METU, 2011. http://etd.lib.metu.edu.tr/upload/12613032/index.pdf.
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The purpose of the study was to investigate the effect of conceptual change oriented instruction accompanied by computer-based interactive conceptual change text (CBICCT) on 11th grade students understanding of electrochemistry and attitude toward chemistry. The study was conducted in an anatolian high school in Ankara with two science classes with 66 students in May 2009. A quasi experimental design was used. The classes was assigned to groups<br>one as control group and the other as experimental group. While control group was given traditional instruction, experimental group was given conceptual change oriented instruction accompanied by CBICCT.
Electrochemistry Concept Test (ECT) was administered before and after treatment and Attitude Toward Chemistry Scale (ATCS) was administered after treatment to collect data about students&rsquo<br>concepts about electrochemistry and attitude toward chemistry, respectively. To investigate possible covariates, Science Process Skills Test (SPST) was administered after treatment.
The collected data were analyzed with two way analysis of covariance (ANCOVA) and two way analysis of variance (ANOVA). Gain scores of ECT was analyzed with two way ANCOVA when SPST scores controlled as covariate and the results showed that the experimental group developed significantly better understanding of concepts than control group. The results also showed that no mean difference between males and females, and no interaction effect between instruction method and gender were found. The analysis of ATCS showed that experimental group developed significantly more positive attitude toward chemistry than control group. However, no significant difference between males and females, and no significant interaction between method and gender in terms of attitude toward chemistry were found.
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Heuston, Benjamin. "The Promise of Academic Learning Time in a Dose-Response Model of Early Reading Achievement." Diss., CLICK HERE for online access, 2008. http://contentdm.lib.byu.edu/ETD/image/etd2688.pdf.
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Shelton, Katherine E. "EFFECTS OF COMPUTER-ASSISTED INSTRUCTION USING MULTIPLE VIDEO EXEMPLARS TO INCREASE SAFETY SKILL KNOWLEDGE WITH STUDENTS WITH INTELLECTUAL DISABILITY." UKnowledge, 2016. http://uknowledge.uky.edu/edsrc_etds/27.
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The purpose of the study was to assess the effect of a treatment package consisting of computer-assisted instruction using multiple video exemplars to teach safety skills to students with intellectual disability. A multiple probe across participants design was used to evaluate knowledge acquisition and the generalization of knowledge to the authentic setting (e.g, the school parking lot). The results showed training was effective in knowledge acquisition and improving skills demonstrated while crossing the parking lot.
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Renzi, Stefano. "Differences in university teaching after Learning Management System adoption : an explanatory model based on Ajzen's Theory of Planned Behavior." University of Western Australia. Graduate School of Management, 2008. http://theses.library.uwa.edu.au/adt-WU2008.0193.
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[Truncated abstract] Current literature about university teaching argues that online teaching requires online social learning based on social interaction to be effective. This implies a shift in pedagogy based on engagement and collaboration, instead of trying to reproduce face-to- face teaching, in online environments. However, when a university adopts an elearning platform (or Learning Management System, LMS), most teachers tend to reproduce their traditional teaching, delivering, through the LMS, educational material. This study explored factors which influence university teachers to adopt teaching models based on online social interaction (OSI) when an e-learning platform is used to complement undergraduate classroom teaching. Online teaching model adoption was considered in the framework of technology adoption and post-adoption behavior, i.e., adoption and use by individuals after an organization has adopted an ICT-based innovation (Jasperson, Carter, & Zmud, 2005). Behaviors were investigated using a model based on Ajzen's (1991) Theory of Planned Behavior (TPB). In total, 26 university teachers 15 from Australia and 11 from Italy holding undergraduate courses, were recruited. They responded to a semi-structured interview based on the TPB, built on purpose for this research. Teachers were divided into three different groups on the basis of their approach to online teaching, corresponding to three different levels of adoption of OSI. The three different online teaching models were:
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Razzaq, Leena M. "Tutorial dialog in an equation solving intelligent tutoring system." Link to electronic thesis, 2004. http://www.wpi.edu/Pubs/ETD/Available/etd-0107104-155853.
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Thesis (M.S.)--Worcester Polytechnic Institute.<br>Keywords: cognitive model; model-tracing; intelligent tutoring system; tutoring; artificial intelligence. Includes bibliographical references (p. 55-57).
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Portnoff, Scott R. "(1) The case for using foreign language pedagogies in introductory computer programming instruction (2) A contextualized pre-AP computer programming curriculum| Models and simulations for exploring real-world cross-curricular topics." Thesis, California State University, Los Angeles, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10132126.
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<p>Large numbers of novice programmers have been failing postsecondary introductory computer science programming (CS1) courses for nearly four decades. Student learning is much worse in secondary programming courses of similar or even lesser rigor. This has critical implications for efforts to reclassify Computer Science (CS) as a core secondary subject. State departments of education have little incentive to do so until it can be demonstrated that most grade-level students will not only pass such classes, but will be well-prepared to succeed in subsequent vertically aligned coursework. </p><p> One rarely considered cause for such massive failure is insufficient pedagogic attention to teaching a programming language (PL) as a language, per se. Students who struggle with acquiring proficiency in using a PL can be likened to students who flounder in a French class due to a poor grasp of the language's syntactic or semantic features. Though natural languages (NL) and PLs differ in many key respects, a recently reported (2014) fMRI study has demonstrated that comprehension of computer programs primarily utilizes regions of the brain involved in language processing, not math. The implications for CS pedagogy are that, if PLs are learned in ways fundamentally similar to how second languages (L2) are acquired, foreign language pedagogies (FLP) and second language acquisition (SLA) theories can be key sources for informing the crafting of effective PL teaching strategies. </p><p> In this regard, key features of contemporary L2 pedagogies relevant to effective PL instruction—reflecting the late 20<sup>th</sup>-century shift in emphasis from cognitive learning that stressed grammatical knowledge, to one that facilitates communication and practical uses of the language—are: (1) repetitive and comprehensible input in a variety of contexts, and (2) motivated, meaningful communication and interaction. </p><p> Informed by these principles, four language-based strategies adapted for PL instruction are described, the first to help students acquire syntax and three others for learning semantics: (a) memorization; (b) setting components in relief; (c) transformations; and (d) ongoing exposure. </p><p> Anecdotal observations in my classroom have long indicated that memorization of small programs and program fragments can immediately and drastically reduce the occurrence of syntax errors among novice pre-AP Java programming students. A modest first experiment attempting to confirm the effect was statistically unconvincing: for students most likely to struggle, the Pearson coefficient of −0.474 (p < 0.064) suggested a low-modest inverse correlation. A follow-up study will be better designed. Still, a possible explanation for the anecdotal phenomenon is that the repetition required for proficient memorization activates the same subconscious language acquisition processes that construct NL grammars when learners are exposed to language data. </p><p> Dismal retention rates subsequent to the introductory programming course have historically also been a persistent problem. One key factor impacting attrition is a student's intrinsic motivation, which is shaped both by interest in, and self-efficacy with regards to, the subject matter. Interest involves not just CS concepts, but also context, the domains used to illustrate how one can apply those concepts. One way to tap into a wide range of student interests is to demonstrate the capacity of CS to explore, model, simulate and solve non-trivial problems in domains across the academic spectrum, fields that students already value and whose basic concepts they already understand. </p><p> An original University of California "G" elective (UCOP "a-g" approved) pre-AP programming course along these principles is described. In this graphics-based Processing course, students are guided through the process of writing and studying small dynamic art programs, progressing to mid-size graphics programs that model or simulate real-world problems and phenomena in geography, biology, political science and astronomy. The contextualized course content combined with the language-specific strategies outlined above address both interest and self-efficacy. Although anecdotally these appear to have a positive effect on student understanding and retention, studies need to be done on a larger scale to validate these outcomes. </p><p> Finally, a critique is offered of the movement to replace rigorous secondary <i> programming</i> instruction with survey courses—particularly <i> Exploring Computer Science</i> and <i>APCS Principles</i>—under the guise of "democratizing" secondary CS education or to address the severe and persistent demographic disparities. This group of educators has promulgated a nonsensical fiction that programming is simply one of many subdisciplines of the field, rather than the core skill needed to understand all other CS topics in any deep and meaningful way. These courses present a facade of mitigating demographic disparities, but leave participants no better prepared for subsequent CS study. </p>
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PINHEIRO, VALDERES F. "Modelo organizacional de ensino a distancia para instituicoes tecnologicas." reponame:Repositório Institucional do IPEN, 2004. http://repositorio.ipen.br:8080/xmlui/handle/123456789/11192.
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Made available in DSpace on 2014-10-09T12:49:22Z (GMT). No. of bitstreams: 0<br>Made available in DSpace on 2014-10-09T14:02:29Z (GMT). No. of bitstreams: 0<br>Tese (Doutoramento)<br>IPEN/T<br>Instituto de Pesquisas Energeticas e Nucleares - IPEN/CNEN-SP