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Njenga, James Kariuki. "Instructional design process in a web-based learning management system: design, implementation and evaluation issues." Thesis, University of the Western Cape, 2005. http://etd.uwc.ac.za/index.php?module=etd&.
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Web technologies have necessitated a transformation culture in higher education
institutions. Many of these institutions are employing web technologies whose
development, for varying reasons, is not supported by research in their field and
domain of use. One such field is instructional design for the web learning.
Although there is a lot of research on the most effective instructional design
strategies, the use of research for web-based learning applications has been
limited.
This thesis reports on a study aimed at transforming the research on instructional
design into practice by designing an instructional design system and providing an
argument for its implementation. The argument is intended to facilitate the design
and development of an instructional design subsystem of the web, that would in
turn offer effective and efficient ways for creating web-based learning materials
to instructors.
The study started by examining the various paradigms, theories and practices of
instructional design with the intent of using them to enrich and improve the
practice of instructional design in web learning. It undertook a thorough and
systematic review of the literature on instructional design in order to come up
with an instructional design system. The design approach used successful design
patterns that have been used elsewhere, e.g. in software design, to create common
responses or solutions to recurrent problems and circumstances. Instructional
design patterns were identified in this study as the recurrent problems or processes
instructional designers go through while creating instructional materials, whose
solutions can be reused over and over again.
This study used an iterative developmental research process of finding and
modelling an instructional design process as the research methodology. This
process follows and builds on existing research on instructional models, theories
and strategies, and ensures that the same methodology can be used to test the
theories in the design, thus improving both the research and the design.
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Zolna, Jesse S. "Two stage process model of learning from multimedia guidelines for design /." Diss., Atlanta, Ga. : Georgia Institute of Technology, 2008. http://hdl.handle.net/1853/22668.
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Thesis (Ph. D.)--Psychology, Georgia Institute of Technology, 2008.Committee Chair: Richard Catrambone; Committee Member: James Foley; Committee Member: Mark Guzdial; Committee Member: Paul Corballis; Committee Member: Wendy Rogers.
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Karakus, Turkan. "Exploration Of Instructional Design Process And Experience Of Novice Instructional Designers Through The Framework Of Activity Theory: A Case Study In An Instructional Design Course." Phd thesis, METU, 2011. http://etd.lib.metu.edu.tr/upload/12613475/index.pdf.
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Contextual issues have considerable role on learning outcomes of instructional design process. In this dissertation study, an instructional multimedia design and development course was explored to understand how contextual issues influence the experience and processes of Novice Instructional Designers&rsquo(NIDs) activities in an instructional design project. The main participants of the study were 47 junior Computer Education and Instructional Technology students who were enrolled in the course. Besides, 26 students who took the course in previous years also participated in the study to verify the results. In the course, the students followed an instructional design process, including analysis, design, development, implementation and evaluation (ADDIE framework) phases while developing instructional multimedia products. The researcher, as one of the facilitators of the course, aimed to guide the project teams iteratively to make them effectively collaborate with the community consisting of target group students, teachers, group members, graduate students and subject matter experts. Moreover, the researcher and other facilitators provided methodological and technical tools that novice instructional designers needed for their projects. Thus, the researcher was a part of the natural context. A qualitative approach was used to collect the data and Activity Theory (Engeströ
m, 1999) was utilized to analyze contextual issues, find out interrelationship between contextual issues and present the results. Results showed that especially expectation and motivations of NIDs, team working skills, role of facilitator and role of target group was important to understand the instructional design experience and quality of processes which was conducted in instructional design. The results will be useful in improvement of instructional design course settings to strength practical skills of novice instructional designers.
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Jeffrey, Thomas Read. "Instructional Design and Technology Student and Instructor Perceptions Regarding Collaborative Learning Groups." Diss., Virginia Tech, 2010. http://hdl.handle.net/10919/26488.
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Collaborative group learning is a popular method of instruction that is used in a variety of academic disciplines but little is known about how it is perceived as an instructional approach. The purpose of this study was to discover how college-level learners and instructors perceive collaborative group learning in regard to value and benefit, role of the instructor, and factors that contribute to positive and negative collaborative experiences. A non-experimental study provided information about participants in the form of descriptive data, correlational statistics, and qualitative analysis. Findings indicated that collaborative group learning was valued because it supported the achievement of learning goals, was an effective method of learning, and held professional benefit. However, value and benefit were reported to be affected by a variety of factors, such as work and reward inequities, the social context of collaboration, and the appropriateness of the activity to the learning situation and objectives. Findings related to the instructorâ s role showed that students acknowledged and accepted ownership of group processes; however, they also indicated that they would like the instructor to play an active role in the collaborative activity to support the learning process. This and other instructor role findings indicate the complexity of balancing instructor functions, as highlighted in results that showed some learners and instructors preferred a hands-off approach on the part of the instructor, while other learners and instructors felt that instructor involvement was a necessity. Suggestions provided by learners and instructors regarding instructor functions that supported effective collaboration included such activities as mentoring collaborative behavior, monitoring group and individual progress, and providing clear expectations and guidance. Findings from this study may be useful for informing the design, development, and implementation of collaborative group learning activities by providing insight into the factors that contribute to effective collaborative experiences, as well as perceptual differences and similarities between the learners and instructors.Ph. D.
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Russell, Lillian R. Ph D. "Identifying Complex Cultural Interactions in the Instructional Design Process: A Case Study of a Cross-Border, Cross-Sector Training for Innovation Program." Digital Archive @ GSU, 2011. http://digitalarchive.gsu.edu/msit_diss/80.
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The purpose of this research is to identify complex cultural dynamics in theinstructional design process of a cross-sector, cross-border training environment by applying Young’s (2009) Culture-Based Model (CBM) as a theoretical framework and taxonomy for description of the instructional design process under the conditions of one case. The guiding question of this study is: How does culture, as defined by Young’s (2009) CBM framework, interact with the instructional design process in this case of a cross-sector, cross-border training program?
This research uses the qualitative approach of case study and applies a cultural design framework to examine the process of instructional design by a team of designers-by-assignment in a NASA/university consortium program to train applied research and development teams for an education software company headquartered in India. Fifteen representative participants were chosen to reflect each role involved in the training program and instructional design process, including management, instructors and students. In over two years of engagement with participants, data was gathered at a NASA space center and in Mumbai, India through interviews, observation and artifact analysis. Data was analyzed to identify where components of the design process, decisions of the design team, and perceptions of the stakeholders overlap with culture as defined by Young’s CBM framework.
The findings indicate that at least twenty-three distinguishable elements of culture interact across the design process in the: 1) goals and funding decisions of the client; 2) goals and design decisions of the design team; 3) perceptions of the training program of all stakeholders; and 4) the observable outcomes of the training program. The findings also offer insight into what stakeholders do or do not consciously attribute to culture. By empirically illuminating the pervasive presence of cultural interactions across the instructional design process, this study advocates for culture to be recognized as a construct of importance in our field and demonstrates the powerful capabilities of using a comprehensive descriptive model as a lens for exploring cultural dynamics in the instructional design process.
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Black, Aprille Noe. "The Design and Development of a Theory Driven Process for the Creation of Computer-Supported Collaborative Learning in an Online Environment." Diss., Virginia Tech, 2009. http://hdl.handle.net/10919/26800.
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Educators are struggling to meet the ever-increasing challenges of preparing students to meet the demands of a global society. The importance of collaboration and social interaction in online education has been well documented (Berge, 1998; Brown, Collins& Duguid, 1989, Fulford &Zhang, 1993; Gunawardena & McIssac, 2003; Kanuka & Anderson, 1998; Kearsley & Schneiderman, 1999; Sardamalia & Bereiter, 1994). Teachers and instructional designers are struggling to change the academic environment to meet the needs of millennial learners. The purpose of this study is to develop a theory driven process for designing computer-supported collaborative learning in an online environment. A careful analysis of the process for creating collaborative online instruction is conducted and a design strategy for the process is developed. The study provides suggested guidelines for practitioners to create collaborative online instruction. The design procedures emphasize social interaction to allow learners opportunities to explore, discover, and negotiate meaning in an authentic context. Online instruction requires the coupling of multiple areas of expertise to be successful. Although the pedagogical principles are the same, the global implications of â flat worldâ technology require an important weaving of collaborative interaction, graphic design, and pedagogy. Technology provides the transportation for achieving a collaborative environment; and, quality pedagogical practices provide the GPS (guidance positioning system) to direct collaborative instruction to its ultimate destinationâ knowledge building.Ph. D.
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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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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.
The purpose of this work is to analyze and diagnose the current process of technical knowledge transfer
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.
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.
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Jamiat, Nurullizam. "Designing Problem Based Learning for Teachers in Malaysia| A Study of the Nine-Step Problem Design Process." Thesis, The Florida State University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10685790.
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The purpose of this study was to investigate the use of the nine-step problem design process (Hung, 2009) to design a problem based learning course. I applied a descriptive case study approach to conduct design and development research (Richey & Klein, 2007). The study was conducted in the Malaysian teacher education setting. In this study, I served both as the researcher and instructional designer of the course. The instructor also involved as co-designer. The student participants were 25 preservice teachers enrolled in a video production course. Various data sources were collected such as a designer log, extant data, surveys, and interviews. The findings indicated that the nine-step problem design process was somewhat suitable in the context of this study due to conditions such as decision-making power, existing materials, lack of knowledge, unclear information of the steps, and time. Therefore, it is recommended that designers have client buy-in when deciding which design model or processes to follow and have some content expertise and experience designing problem based learning. It is also important to have subject matter expert involvement when using the steps to design problem based learning. In regards of participants’ perceptions, the instructor had positive views toward problem based learning and indicated her intention to use it again in the future. However, the instructor felt that designing problem based learning was a challenging and time-consuming task. Overall, the students found problem based learning to be interesting but challenging in terms of completing the video competition and reflection tasks. For future research, performance data such as students’ achievement and problem-solving skills should be collected to inform the effectiveness of the problems developed by using the nine-step problem design process.
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Trotman, Carmalita. "Creation of a Support Tool for the Needs Assessment Process: A Design and Development Study." Diss., Virginia Tech, 2020. http://hdl.handle.net/10919/97595.
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Organizations in the private and public sector provide employee training for different reasons and cover a variety of subject and skill areas. In some cases, training is provided without implementing the complete instructional design process, omitting the needs assessment and analysis step, which can result in less than desired training outcomes. Research details challenges that private and public sector organizations encounter related to needs assessments, along with the benefits of assessing needs prior to the design of a training program. This development study and research supports these details. As a part of this research, a needs assessment tool was designed to assist instructional designers and training managers gather key information to better determine if training is needed and to identify the best means for moving through the instructional design process. An expert review of the needs assessment tool validated the tool and provided feedback for further development of the tool. This study presents the challenges and benefits of identifying needs, describes the development of a needs assessment tool, analyzes and summarizes expert review and feedback, and suggests potential revisions to the tool.Doctor of Philosophy
Organizations in the private and public sector provide employee training for different reasons and cover a variety of subject and skill areas. In some cases, training is provided without implementing the complete instructional design process. The complete instructional design process involves conducting a needs assessment, analyzing the needs assessment, designing a learning plan, developing the instruction based on the learning plan, implementing the instruction, and evaluating the instructional outcomes. When the first step, conducting the needs assessment is omitted, in some cases this may result in less than desired training outcomes. Research details challenges that private and public sector organizations encounter related to needs assessments, along with the benefits of assessing needs prior to the design of a training program. This development study and research supports these details. As a part of this research, a needs assessment tool was designed to assist training developers, instructional designers, and training managers gather key information to better determine if training is needed and to identify the best means for moving through the instructional design process. A group of individuals who work in the training and instructional design field, also referred to as expert reviewers, reviewed and validated the needs assessment tool and provided feedback for further development of the tool. This study presents the challenges and benefits of assessing needs, describes the development of a needs assessment tool, analyzes and summarizes the expert review and feedback, and suggests potential revisions to the tool.
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Slocum, Darci Jo. "Teaching process writing using computers for intermediate students." CSUSB ScholarWorks, 1997. https://scholarworks.lib.csusb.edu/etd-project/1373.
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Thomas, Manuela Vasconcellos. "Proposição de processo de design para infográficos interativos com fins educacionais." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2016. http://hdl.handle.net/10183/147498.
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Este trabalho tem como principal objetivo a proposição de um processo para o desenvolvimento de infográficos interativos com fins educacionais. Em função da carência de publicações sobre esse assunto, a pesquisa bibliográfica buscou conceitos de áreas do design que, interligadas aos conceitos encontrados sobre infografia estática, pudessem nortear a construção de um processo e, ao mesmo tempo, argumentar a sua pertinência. Num primeiro momento, foram abordados os conceitos e processos das áreas do design que poderiam auxiliar na construção de um processo para o desenvolvimento dessa ferramenta: design instrucional, design de informação, design de interação e infografia. A partir daí, foi caracterizado o aprendiz do século XXI, apresentando as mudanças comportamentais trazidas pelo uso constante da tecnologia na busca de informações, e como essas mudanças interferem no processo de aprendizagem. A Teoria da Aprendizagem Multimídia e os conceitos de Gráficos para Aprendizagem ajudaram a identificar aspectos que poderiam ser melhorados na percepção dos aprendizes sobre os conteúdos, com a utilização de uma ferramenta visual e interativa. No desenvolvimento da pesquisa, foram analisados e estruturados os processos dessas áreas pesquisadas, buscando identificar as etapas mais relevantes para um processo de design de infográficos interativos com fins educacionais. Depois de definidas as etapas mais importantes, foi realizada uma pesquisa qualitativa, através de entrevistas com profissionais das áreas do design, da educação e da infografia, com a finalidade de verificar a pertinência e usabilidade do conjunto de etapas proposto. A partir dos resultados obtidos nessas entrevistas, foi realizada uma triangulação entre o referencial bibliográfico, resultados obtidos na pesquisa qualitativa e conhecimentos adquiridos pela autora, durante a pesquisa. Com base nessa triangulação, foi proposto o processo final. Por fim, foram feitas as considerações finais acerca da pesquisa desenvolvida e da verificação do processo.The main objective of this project is to propose a process for the development of interactive infographics with educational purposes. Considering the lack of publications about this topic, the bibliographic research sought concepts of design areas that linked with the concepts of static infographics could help on the construction of the method and, at the same time, argue its relevance. At first, the concepts and processes of design areas that could help in a design process construction for the development of this tool were approached: instructional design, information design, interaction design and infographics. During the research process, the existent processes of the studied areas were analyzed and, in order to identify the most relevant steps for a design process of interactive infographics with educational purposes. From there, the XXI century learner was characterized, showing the behavioral changes brought by the constant use of technology in searching of information and how these changes affect the learning process. The Theory of Multimedia Learning and the concepts of Graphics for Learning helped to identify aspects on the students perception about the lesson which could be improved by the use of a visual and interactive tool. After defined the most important steps, a qualitative research was realized, through interviews with professionals in the fields of design, infographics and education, in order to verify the relevance and usability of the proposed set of steps. From the results obtained in these interviews, a triangulation was carried out between the bibliographic reference, results of the qualitative research and knowledge acquired by the author during the research. Based on this triangulation, the final process has been proposed. Finally, the final considerations about the research developed and process verification were made.
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Zaldivar, Marc Robert. "Blending cognitive rule-based, process-based, and context-based theories in the development of online grammar instruction." Diss., Virginia Tech, 2008. http://hdl.handle.net/10919/29533.
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This study proposes to blend contemporary educational research in order to design an online instructional environment. The goal was to create an environment that would better educate learners about grammar use in higher education, given the complexity of the rule learning that was being asked of them. By blending approaches from tested educational research on cognitive information processing theories, schema theories, and situated cognitive theories in order to determine how language rules are best learned, eight design principles were derived for the instructional environment. A prototype of the environment was then developed. Two series of formative evaluations, one with a group of subject-matter experts (teachers, linguists, and instructional designers) and one with a group of students, were run against the instruction. Overall, it was found that a database-driven website employing user-defined variables to customize the instruction for each individual user was a useful way to achieve the goals of the study.Ph. D.
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Imaev, Aleksey. "Design and implementation of a programmable logic controller lab an Internet based monitoring and control of a process /." Ohio : Ohio University, 2002. http://www.ohiolink.edu/etd/view.cgi?ohiou1174663598.
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Wright, Heather Peltier. "Exploring Teacher Assessment Literacy through the Process of Training Teachers to Write Assessment Items." Scholar Commons, 2017. http://scholarcommons.usf.edu/etd/6784.
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The purpose of this study was to examine the process and impact of assessment training content and delivery mode on the quality of assessment items developed by the teachers in a two-year assessment development project. Teacher characteristics were examined as potential moderating factors. Four types of delivery mode were employed in the project: synchronous online, asynchronous online, in-person workshop, and blended (a combination of online and in-person training). The quality of assessment items developed by participating teachers was measured via: 1) item acceptance rate, 2) number of item reviews (as an indicator of how many times accepted items were rejected before being approved), and 3) psychometric properties of the items (item difficulty and item discrimination) in the field test data.
A teacher perception survey with quantitative and qualitative data was used to explore teacher perception of the training across the four modes and the anticipated impact of the project participation the teachers expected on their classroom assessment practices.
Multilevel modeling and multiple regression were used to examine the quality of items developed by participants, while constant comparative analysis, a chi-square test, and ANOVA were employed to analyze participants’ responses to a participation survey.
No pre-existing teacher variables were found to have a significant impact on the item discrimination values, though prior assessment development experience beyond that of the classroom level was found to have a significant relationship with the number of reviews per item. After controlling for prior assessment development experience, participant role was found to have a significant (p < .01) impact on the number of reviews per item. Items written by participants who served as both item writers and reviewers had a significantly lower number of reviews per item, meaning their items were rejected less frequently than items written by participants who served as item writers only. No differences in item quality were found based on the mode of training in which item writers participated.
Responses to the training evaluation survey differed significantly by mode of training at p < .001. The in-person trained group had the lowest total rating, followed by the online asynchronous group, while the online synchronous group had the highest overall rating of the training. Participant responses to open-ended questions also differed significantly by mode of training.
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Wirzberger, Maria [Verfasser], Günter Daniel [Akademischer Betreuer] Rey, Günter Daniel [Gutachter] Rey, and Josef F. [Gutachter] Krems. "Load-inducing factors in instructional design: Process-related advances in theory and assessment / Maria Wirzberger ; Gutachter: Günter Daniel Rey, Josef F. Krems ; Betreuer: Günter Daniel Rey." Chemnitz : Technische Universität Chemnitz, 2019. http://d-nb.info/1215909179/34.
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Blundell, Shelley. "A Descriptive Phenomenological Investigation of the Academic Information Search Process Experience of Remedial Undergraduate Students." Kent State University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=kent1429452955.
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Sawyer, Mary Rachel. "The Effects of Coaching Novice Special Education Teachers to Engage in Evidence Based Practice as a Problem-Solving Process." The Ohio State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=osu1436464651.
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Kiper, James Richard. "Developing Software Requirements for a Knowledge Management System that Coordinates Training Programs with Business Processes and Policies in Large Organizations." NSUWorks, 2013. http://nsuworks.nova.edu/gscis_etd/198.
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For large organizations, updating instructional programs presents a challenge to keep abreast of constantly changing business processes and policies. Each time a process or policy changes, significant resources are required to locate and modify the training materials that convey the new content. Moreover, without the ability to track learning objects to processes and policies, training managers cannot conduct an effective training gap analysis in these areas. As a result, the corporate training picture is unclear and instructional needs cannot be accurately determined.
The research addressed these problems by recognizing the need for linkages between an organization's business processes, its policies, and the learning objects that package the corresponding training content and deliver it to the workforce. The overall investigation was completed in three parts. In the first study, a thorough examination of the literature was conducted to determine the extent of the research problem and to provide a theoretical foundation for a solution. In the second study an expert panel was used to elicit user needs for a knowledge management system that addresses training management shortcomings in a large law enforcement agency. Another expert panel from that agency validated and prioritized the user needs during the third study. Through a combination of research-based elicitation and validation techniques, an accurate list of natural language software requirements emerged to represent the collective needs of the law enforcement training experts. The software requirements may now serve to analyze the capabilities of existing information technology systems or to form the basis for a request for proposal (RFP) to build the envisioned knowledge management system.
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Vignare, Karen Kraus. "An Investigation of Traditionally-Aged College Students' Perceptions of the Community of Inquiry." NSUWorks, 2012. http://nsuworks.nova.edu/gscis_etd/330.
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Online learning courses are taken by nearly 31% of college students (Allen & Seaman, 2011). The majority of those enrolled in online learning are graduate and non-traditional undergraduate students. Survey data from multiple sources show a growing number of traditional students enrolling in online courses or online only universities. There is a lack of information about younger college students enrolling in online courses and those attending online only institutions. Without more research on the perceptions of this population, it is difficult to design an effective online learning environment. The Community of Inquiry (CoI) framework has been used as a process model that defines, describes and measures the tasks supporting online learning. The core elements are the three overlapping presences of teaching, social and cognitive and the interrelationships among those presences. Through more than a decade of work on the framework, a methodology and survey instrument emerged for studying the potential and effectiveness of online learning. Will younger college students enrolling today perceive the CoI framework and the presences from the model, the same way that non-traditional students have in the last decade?
Most CoI studies sample non-traditional adults aged 25 and older. American Public University System (APUS) is a for-profit online only institution which publishes research studies that contribute to the growing number of CoI studies available. In the last four years APUS has provided large samples to validate the CoI model and investigate how CoI relates to retention and course design. The limited purpose of the research is to determine whether the CoI framework and its current results, is applicable to a select group of traditional students aged 21 and under who enroll in only online courses APUS.
Through an exploratory study using statistical tests including a factorial analysis, the first sample population (n=2,019) consisted of students', 21 and under, responses to the CoI questionnaire and the second sample (n=125,039) was the responses of students older than 21. The samples were compared to determine if there was any significant difference between the perceptions of non-traditional and younger college students on the CoI model. Results indicated that the comparative means of the two populations are highly correlated at .924 but the p value is .000 at the 95% confidence interval. The two populations are different. A factor analysis showed that both samples perceived a three factor solution. The total variance explained was very similar for both samples. For the students who were 21 and under, the three factors accounted for 77.16% of the total and for the older students, three factors accounted for 74.17% of the total. The factor analysis results from the younger students also show that each item from the questionnaire is associated with the appropriate factor. The factor analysis results correspond to previous validated research conducted on the CoI model.
The results continue to support the validity of the CoI model, but the differences in the populations are significant. The significance tests are useful but may not be as meaningful as the factor analysis due to the size of the samples. This research adds to the body of knowledge on the CoI model, a dominant theory that describes what learners perceive in an online environment. The results inform the understanding of the CoI model as it applies to younger college learners' perceptions of an effective online learning environment.
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Ariss, Laila Diane. "Differentiated Instruction: An Exploratory Study in a Secondary Mathematics Classroom." University of Toledo / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1493411297122313.
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Song, Hamila. "Development of a web site for Korean returning students and their parents to help their process of re-adaptation." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2874.
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The purpose of this project was to develop a website to relieve Korean returnees' reverse culture shock and help their re-adaptation process. A website can be an outstanding resource for returnees in terms of accessibility because the target audiences are scattered all over the world.
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Barton-Verdi, Michele A. "THE DEVELOPMENT OF A SYSTEMATIC DISCHARGE PLANNING PROCESS FOR THE CARE OF COPD PATIENTS IN A SMALL URBAN COMMUNITY HOSPITAL." Cleveland State University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=csu1623883152504604.
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Defazio, Joseph M. "Designing with precedent : a cross-disciplinary inquiry into the design process /." [Bloomington, Ind.] : Indiana University, 2008. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3303326.
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Thesis (Ph.D.)--Indiana University, Dept. of Instructional Systems Technology, 2008.Title from dissertation home page (viewed Sept. 26, 2008). Source: Dissertation Abstracts International, Volume: 69-02, Section: A, page: 0487. Adviser: Elizabeth Boling.
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Chan, Peter Kwok. "A pattern language for design development process of a web-based online course." Columbus, Ohio : Ohio State University, 2003. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1073668262.
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Thesis (Ph. D.)--Ohio State University, 2003.Title from first page of PDF file. Document formatted into pages; contains xiii, 265 p.; also includes graphics (some col.). Includes abstract and vita. Advisor: Terry Barrett, Dept. of Art Education. Includes bibliographical references (p. 259-265).
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Ferraz, Ana Paula do Carmo Marcheti. "Instrumento para facilitar o processo de planejamento e desenvolvimento de materiais instrucionais para a modalidade a distância." Universidade de São Paulo, 2008. http://www.teses.usp.br/teses/disponiveis/18/18140/tde-14012009-225604/.
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Com o significativo crescimento da Educação a Distância (EaD), surge a preocupação e a necessidade de um olhar qualitativo diferenciado para todas as atividades que estão, direta ou indiretamente, relacionadas à área. Esse olhar qualitativo deve ser embasado em pressupostos científicos e não em empirismo, como se vê no encaminhamento dado por diversas instituições. Considerando que a qualidade do todo é conseguida pela qualidade das partes que o compõem, a da educação a distância é conseguida por meio da somatória da qualidade da execução de diversas atividades - como tutoria, gestão e coordenação de processo, dentre outras - e dos instrumentos utilizados - como material instrucional (MI) e sistemas gestores de aprendizagem -, que devem estar integrados não apenas ao contexto educacional ao qual pertencem, mas também a uma realidade flexível e dinâmica, imposta pela própria modalidade. O foco desse trabalho está na qualidade do processo de planejamento de um MI, considerado como o instrumento que integra agentes, atividades, tecnologias e estratégias de ensino e aprendizagem. A partir de uma profunda atividade de pesquisa bibliográfica relacionada à EaD, aos estilos de ensino e aprendizagem, à taxonomia de objetivos cognitivos e às mídias, de caráter exploratório e prático, propõe-se a utilização de uma diretriz para planejar materiais instrucionais, tendo como objetivo o efetivo desenvolvimento cognitivo, realizado por meio da estimulação e motivação para aquisição de novos conhecimentos, de competências, de habilidades, e direcionando para uma mudança de atitude em relação ao saber adquirido.With the significant increase in Distance Education (DE) there is a significant and different concern about the quality related to all activities that are directly or indirectly related to it. Whereas the quality of the whole is achieved by the quality of its parts; at distance education this is achieved through the summation of the quality of different activities such as mentoring, tutoring, educational management, among others, as well as the instruments used as instructional subject matter (ISM), learning manager systems (LMS), which should be integrated not only to the educational context to which they belong, but also to a flexible and dynamic reality imposed by the modality. The focus of this work is at the quality of the process of planning ISM as it has been considered the instrument that integrates staffs, technology and learning/teaching strategies. Based on the bibliographical revision about distance education, learning and teaching styles, medias and taxonomy of educational objectives a framework for planning ISB was designed and it was submitted to specialists\' critiques, suggestions and considerations to verify its consistency and applicability toward the effectiveness cognitive development achieved by means of stimulation and motivation for new knowledge, skills, ability the acquisition and consequently to a change of attitude towards the of what has been perceived, discovered, or learned.
26
Seker, Aytul. "Conceptual Change Oriented Instruction And Students." Phd thesis, METU, 2012. http://etd.lib.metu.edu.tr/upload/12614212/index.pdf.
Full textAbstract:
The main purpose of this study was to investigate the effects of conceptual change oriented instruction accompanied with analogies on eight grade students&rsquounderstanding of chemical bonding concepts. In addition, the effect of instruction on students&rsquo
attitude toward science as a school subject and the effect of gender difference on understanding of chemical bonding concepts were investigated. Fifty eight-grade students from two classes of a science course taught by the same teacher in Bü
yü
kelç
i Nazim Belger Primary School in the 2010-2011 spring semesters participated in the study. The study included two groups which were selected randomly throughout three classes. One of the groups was defined as control group in which students were instructed by traditionally designed science instruction, while other group was defined as experimental group in which students were instructed by conceptual change texts oriented instruction accompanied with analogies. Chemical Bonding Concept Pre-Test was administered to both groups as a pre-test and Chemical Bonding Concept Post-Test was administered to both groups as a post-test in order to assess their understanding of concepts related to chemical bonding. Students were also given Attitude Scale Towards Science as a School Subject at the beginning and end of the study to determine their attitudes and Science Process Skill Test was used at the beginning of the study to measure their science process skills. The hypotheses were tested by using analysis of covariance (ANCOVA) and two-way analysis of variance (ANOVA). The results indicated that instruction based on constructivist approach caused a significantly better acquisition of scientific conceptions related to chemical bonding and produced significantly higher positive attitudes toward science as a school subject than the traditionally designed science instruction. Also, science process skill was a strong predictor in understanding the concepts related to chemical bonding. On the other hand, no significant effect of gender difference on understanding the concepts about chemical bonding and students&rsquo
attitudes toward science as a school subject was found.
27
Matejková, Monika. "Komplexní využití konstrukčních podkladů pro CNC programování turbínových skříní." Master's thesis, Vysoké učení technické v Brně. Fakulta strojního inženýrství, 2010. http://www.nusl.cz/ntk/nusl-229269.
Full textAbstract:
This thesis aims at designing a solution to the comprehensive use of construction underlying documents for the CNC programming of turbine casings. The introductory part of the thesis contains a description of the CNC programming and CAD/CAM systems. The following is mapping of the current state of the construction underlying documents, and mapping of the situation in the department of technology in Siemens Industrial Turbomachinery, s.r.o., Brno. The further section presents an analysis of the problem that arose when processing and sharing the construction underlying documents with the aim of streamlining the CNC programming process. The closing part presents the evaluation and conclusions for implementation of the proposed solutions.
28
ARVIDSSON, EMELIE. "End of Line." Thesis, Högskolan i Borås, Institutionen Textilhögskolan, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:hb:diva-17355.
Full textAbstract:
Lines are a fundamental part of visual perception. This work explores how to conceptually work with lines as guildelines when constructing garments. The aim is to investigate the dynamics of straight lines through experimental construction of dress.This dissertation is conducted through experimental artistic research. The main applied method is constructing from striving line compositions to three-dimensional shape. Other line properties, such as angle, width or length became influential variables in creating form and dynamic in combination with the choice of colour and fabric. Line compositions can provide strong dynamics given it’s put in relation to body and movement.Program: Modedesignutbildningen
29
Balci, Ceyda. "Conceptual Change Text Oriented Instruction To Facilitate Conceptual Change In Rate Of Reaction Concepts." Master's thesis, METU, 2006. http://etd.lib.metu.edu.tr/upload/12607815/index.pdf.
Full textAbstract:
The aim of this study is to investigate the effectiveness of conceptual change text oriented instruction accompanied with analogies over traditionally designed chemistry instruction on overcoming 10th grade students&rsquomisconceptions, their understanding of rate of reaction concepts and their attitude towards chemistry as a school subject. 42 tenth grade students from two classes of a chemistry course taught by the same teacher at a public high school in Ç
anakkale involved in the study. The study was carried out in Spring Semester of 2005-2006 Education Year. Two groups of students participated in the study. One group was called Experimental Group and instructed with conceptual change texts oriented instruction accompanied with analogies and the other group was called Control Group and was instructed with traditionally designed chemistry instruction over a period of four weeks. To investigate the effectiveness of the treatment, Rate of Reaction Concepts Test and Attitude Scale Towards Chemistry as a school subject were administered to both groups of students at the beginning and at the end of the treatment period. To evaluate students&rsquo
science process skills, Science Process Skills Test was administered to both groups of students before the treatment. MANCOVA was used to test the hypothesis of the study. The results of the study indicated that students instructed with conceptual change texts oriented instruction accompanied with analogies gained higher average scores in Rate of Reaction Concepts Test than the students instructed with traditionally designed chemistry instruction. Results and strategies that were developed for the present study may be used by science teachers to reduce and eliminate students&rsquo
misconceptions about rate of reaction concepts.
30
Ayhan, Arzu. "Effect Of Conceptual Change Oriented Instruction Accompanied With Cooperative Group Work On Understanding Of Acid-base Concepts." Master's thesis, METU, 2004. http://etd.lib.metu.edu.tr/upload/3/12605122/index.pdf.
Full textAbstract:
The main purpose of this study was to compare the effectiveness of conceptual change oriented instruction accompanied with cooperative group work and traditionally designed instruction for removing misconceptions related to acid-base concepts.
In this study 33 tenth grade students from two classes from METU Development Foundation Private School in the spring semester of 2003-2004 participated.
There were two groups in the study. Students in experimental group received conceptual change oriented instruction with cooperative group work, and students in control group received traditionally designed instruction over a period of six weeks. Acid-Base Concept Test was administered to both groups as pre- and post-test. Students were also received Science Process Skill Test to determine their science process skills as pre-test and Attitude Scale Toward Chemistry to measure their attitudes toward chemistry as pre- and post-test.
The hypotheses were tested by t-test, ANCOVA, and ANOVA. The results showed that the students in experimental group had significantly higher scores with respect to achievement related to acid-base concepts than the students in control group. On the other hand, there was no significant difference between attitude mean scores of students in experimental and control groups. Also, science process skill was a strong predictor for the achievement related to acid-base concepts. Alternatively, there was no significant difference between girls and boys in terms of understanding of acid-base concepts and attitudes toward chemistry. Alternatively, there was no significant interaction between gender and treatment on understanding of acid-base concepts and attitudes toward chemistry.
31
Gram, Greta. "SUN PIECE : actions of cutting." Thesis, Högskolan i Borås, Institutionen Textilhögskolan, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:hb:diva-17071.
Full textAbstract:
This works explores how to work with Event scores as a design method. In the search for what is real or what is reality the already existing things are being explored. The work started with investigating suitable ways to work with the moving body in the design process, with the aim to find a method that gave control but also left some parameters to the undecided and ambiguous. Convinced that this will lead to something new some parts of the process were highlighted and re-formulated.Program: Modedesignutbildningen
32
Bozkoyun, Yasin. "Facilitating Conceptual Change In Learning Rate Of Reaction Concepts." Master's thesis, METU, 2004. http://etd.lib.metu.edu.tr/upload/3/12605284/index.pdf.
Full textAbstract:
The main aim of this study to investigate the effectiveness of conceptual change texts oriented instruction accompanied with analogies over traditionally designed chemistry instruction on overcoming 10th grade students’
misconceptions, their understanding of rate of reaction concepts and attitude towards chemistry as a school subject. 56 tenth grade students from two classes of a chemistry course taught by the same teacher in the ATATÜ
RK Anatolian High school, participated in the study. This study was carried out in 2003-2004 spring semester. There were two groups in the study. Experimental group was instructed with conceptual change texts oriented instruction accompanied with analogies and the control group was instructed by traditionally designed chemistry instruction over a period of four weeks. To investigate the effect of treatment, Rate of Reaction Concepts Test and Attitude Scale Toward Chemistry as a school subject were administered to all students in both groups at the beginning and end of the treatment. To evaluate students&
#8217
science process skills, Science Process Skills Test was administered before treatment. To test the hypothesis of the study ANOVA and ANCOVA were used. The result of the study showed that students in conceptual change texts oriented instruction accompanied with analogies got higher average scores in Rate of Reaction Concepts Test than traditionally designed chemistry instruction. Also, students in experimental group indicated a higher positive attitude toward chemistry as a school subject. In addition, science process skill was a strong predictor for the achievement related to rate of reaction concepts. Results and strategies that were developed for this study may be used by teachers to reduce and eliminate students&
#8217
misconceptions about the rate of reaction concepts.
33
Uzuntiryaki, Esen. "Effectiveness Of Constructivist Approach On Students&." Phd thesis, METU, 2003. http://etd.lib.metu.edu.tr/upload/3/692046/index.pdf.
Full textAbstract:
The main purpose of this study was to compare the effectiveness of instruction based on constructivist approach over traditionally designed chemistry instruction on ninth grade students�
understanding of chemical bonding concepts. In addition, the effect of instruction on students&
#65533
attitude toward chemistry as a school subject and the effect of gender difference on understanding of chemical bonding concepts were investigated. Forty-two ninth grade students from two classes of a chemistry course taught by the same teacher in METU Development Foundation Private School 2000-2001 spring semester were enrolled in the study. The classes were randomly assigned as control and experimental groups. Students in the control group were instructed by traditionally designed chemistry instruction whereas students in the experimental group were taught by the instruction based on constructivist approach. Chemical Bonding Concept Test was administered to both groups as a pre-test and post-test in order to assess their understanding of concepts related to chemical bonding. Students were also given Attitude Scale Toward Chemistry as a School Subject at the beginning and end of the study to determine their attitudes and Science Process Skill Test at the beginning of the study to measure their science process skills. The hypotheses were tested by using analysis of covariance (ANCOVA) and two-way analysis of variance (ANOVA). The results indicated that instruction based on constructivist approach caused a significantly better acquisition of scientific conceptions related to chemical bonding and produced significantly higher positive attitudes toward chemistry as a school subject than the traditionally designed chemistry instruction. In addition, science process skill was a strong predictor in understanding the concepts related to chemical bonding. On the other hand, no significant effect of gender difference on understanding the concepts about chemical bonding and students&
#65533
attitudes toward chemistry as a school subject was found.
34
Kilavuz, Yeliz. "The Effects Of 5e Learning Cycle Model Based On Constructivist Theory On Tenth Grade Students." Master's thesis, METU, 2006. http://etd.lib.metu.edu.tr/upload/12608670/index.pdf.
Full textAbstract:
The main purpose of this study was to compare the effectiveness of 5E learning cycle model based on constructivist theory approach over traditionally designed chemistry instruction on ninth grade students&rsquounderstanding of acid-base concepts. Sixty tenth grade students from two classes of a chemistry course taught by the same teacher in Ankara Atatü
rk Anatolian High School 2004-2005 spring semester were enrolled in the study. The classes were randomly assigned as control and experimental groups. Students in the control group were instructed by traditionally designed chemistry instruction whereas students in the experimental group were taught by the instruction based on constructivist approach. Acid-Base Concepts Achievement Test was administered to both groups as a pre-test and post-test in order to assess their understanding of concepts related to acid-base. Students were also given Attitude Scale Toward Chemistry as a School Subject at the beginning and end of the study to determine their attitudes and Science Process Skill Test at the beginning of the study to measure their science process skills. The hypotheses were tested by using analysis of covariance (ANCOVA) and t-test. The results indicated that instruction based on constructivist approach caused significantly better acquisition of scientific conceptions related to acid-base and produced significantly higher positive attitudes toward chemistry as a school subject than the traditionally designed chemistry instruction. In addition, science process skill was a strong predictor in understanding the concepts related to acid-base.
35
Akar, Elvan. "Effectiveness Of 5e Learning Cycle Model On Students'." Master's thesis, METU, 2005. http://etd.lib.metu.edu.tr/upload/12605747/index.pdf.
Full textAbstract:
The main purpose of this study was to compare the effectiveness of instruction based on 5E learning cycle model over traditionally designed chemistry instruction on tenth grade students&rsquounderstanding of acid-base concepts. Fifty- six tenth grade students from two classes of a chemistry course taught by the same teacher in Atatü
rk Anatolian High School 2003-2004 spring semester were enrolled in the study. The classes were randomly assigned as control and experimental groups. Students in the control group were instructed by traditionally designed chemistry instruction whereas students in the experimental group were taught by the instruction based on 5E learning cycle model. Acid-Base Concepts Achievement Test was administered to both groups as a pre-test and post-test in order to assess their understanding of concepts related to acid-base. Students were also given Attitude Scale Toward Chemistry as a School Subject at the beginning and end of the study to determine their attitudes and Science Process Skill Test at the beginning of the study to measure their science process skills. The hypotheses were tested by using analysis of covariance (ANCOVA) and t-test. The results indicated that instruction based on 5E learning cycle model caused a significantly better acquisition of scientific conceptions related to acid-base produced significantly higher positive attitudes toward chemistry as a school subject than the traditionally designed chemistry instruction. In addition, science process skill was a strong predictor in understanding the concepts related to acid-base.
36
Berkowitz, Megan. "Understanding the Relevance of Cognitive Psychology to Composition: Taking a Closer Look at How Cognitive Psychology has Influenced Ideas about Reading, Writing, and the Teaching Process." Oxford, Ohio : Miami University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1208900950.
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37
Brůžek, Zdeněk. "Mezinárodní centrum klinického výzkumu v Brně - stavebně technologický projekt." Master's thesis, Vysoké učení technické v Brně. Fakulta stavební, 2016. http://www.nusl.cz/ntk/nusl-239966.
Full textAbstract:
The diploma thesis deals with construction and technological study of II. stage of construction of the international clinical research center in Brno. The aim is to design an appropriate technological process of construction of the main building and resources for construction. This work contains technological study of realization of the main technological stages of the main construction building and the technical report for site equipment with drawings and time schedule. The thesis is also focused on the installation of gypsum construction and clean room construction of the operating room, design of mechanical equipment and instructions for usage of the building.
38
Freeman, Julie A. "Instructional systems design : an application of the process in supervisory training." Thesis, 1988. http://spectrum.library.concordia.ca/3487/1/ML41610.pdf.
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39
Wirzberger, Maria. "Load-inducing factors in instructional design: Process-related advances in theory and assessment." 2018. https://monarch.qucosa.de/id/qucosa%3A32703.
Full textAbstract:
Die vorliegende Dissertation nähert sich aktuellen Kontroversen in der Forschung zur kognitiven Beanspruchung in Lehr-Lernsituationen im Zusammenhang mit der Abgrenzung und dem Zusammenspiel ressourcenbeanspruchender Faktoren unter einer zeitbezogenen Perspektive. In einem neuartigen Forschungsansatz werden zu diesem Zweck experimentelle Aufgaben aus der kognitiven Grundlagenforschung angewendet und verschiedene Methoden zur Erfassung der kognitiven Beanspruchung und der Betrachtung zugrunde liegender kognitiver Prozesse kombiniert. Zusammenfassend betonen die gewonnenen Erkenntnisse eine prozessgeleitete Rekonzeptualisierung des bestehenden theoretischen Rahmenmodells der kognitiven Beanspruchung und unterstreichen zusätzlich die Bedeutung eines multimethodischen Ansatzes zur kontinuierlichen Erfassung der kognitiven Beanspruchung. Auf praktischer Seite lassen sich zentrale Hinweise für die Entwicklung adaptiver Algorithmen sowie eine an den Lernenden orientierte Gestaltung instruktionaler Prozesse ableiten, welche den Weg zu intelligenten Lehr-Lernsystemen eröffnen.This thesis addresses ongoing controversies in cognitive load research related to the scope and interplay of resource-demanding factors in instructional situations on a temporal perspective. In a novel approach, it applies experimental task frameworks from basic cognitive research and combines different methods for assessing cognitive load and underlying cognitive processes. Taken together, the obtained evidence emphasizes a process-related reconceptualization of the existing theoretical cognitive load framework and underlines the importance of a multimethod-approach to continuous cognitive load assessment. On a practical side, it informs the development of adaptive algorithms and the learner-aligned design of instructional support and thus leverages a pathway towards intelligent educational assistants.
40
Samouilova, Marina. "Exploring the screenplay writing process implications for instructional design and cultural-historical activity theory /." 2005. http://etda.libraries.psu.edu/theses/approved/WorldWideIndex/ETD-910/index.html.
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41
Tian, Ying-Jing, and 田盈菁. "The Change Process of Three Elementary Science Teachers Learning Cycle into Instructional Design and Practices." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/11851995188261757894.
Full textAbstract:
碩士國立屏東教育大學
數理教育研究所
96
The main purpose of this study was to explore the change process of three science teachers in an elementary school who participated in a professional growth group for improving teaching by integrating 5E learning cycle. During the six months, the data was collected from tape recordings of group meetings and classroom observation conferences, related documents (ex: concept maps ,5E learning cycle instructional plans, teaching briefing, teaching reflection report, field notes of classroom observation with video taping, work report) ,and interviews. This study contained three stages: preparation stage, design stage, and practice stage. During the preparation stage, the participant teachers learned the inquiry teaching through reading stories of scientists and research papers and practicing designing instructional plans. They also clarified the science conceptions through concept maps. The participant teachers indicated that the above activities were useful to understand inquiry teaching and to design instructional plans based on 5E learning cycle. Although it was difficult to orientate concepts, the concept mapping was still helpful for teachers to design 5E learning cycle instructional plans. In design stage, the participant teachers had difficulties in E1 and E2 stages. For example in E1, they did not explore students’ prior knowledge or elicit students’ misconception, or the context was irrelevant to the following inquiry activities, As a result, they could not elicit the proper inquiry questions from the students. The common problems in E2 stage were: (a) how to propose inquiry questions, and (b) inquiry questions did not fit in the teaching objectives. In E3, the problem was that when the scientific terms or the thinking of the scientists could be led into the instruction. E4 and E5 were not designed due to the time limitation. Therefore, E4 and E5 were seldom discussed. The three teachers considered that: (a) causing motivation was important, (b) E2 stage was hard to control, and (c) teaching content was extensive, but the time was limited. Generally speaking, after practically using the learning cycle model, the participant teachers changed a lot on their instructional plans. In the practice stage, it was found that the participant teachers’ teaching could not totally fit in with their lesson plans. The reasons were that: (a) due to time limitation, (b) the teaching content was more elaborated than the instructional plans, and (c) additional time spent on instructing interns also affected the implementation of the instructional design. After the instruction, the participant teachers considered that (a) teachers should provide opportunities for students to discover questions and to find answers initiatively; (b) teachers do not have to give answers to students at the very beginning; (c) it is not an effective way to use funny characters to help students construct concepts; and (d) teachers should notify the criteria of performance evaluation for students in advance. After instruction, they thought it was important to provide opportunity for students to find questions or solutions, and teachers didn’t need to pour with knowledge or skills to students. They also reflected the meaning of using information technology to improve learning.
42
McLaughlin, Keith Daniel. "Toward a new paradigm for teaching and learning: a case study of the process of integrating instructional design and technology at Florida Community College at Jacksonville." Thesis, 2004. http://hdl.handle.net/2152/1370.
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McLaughlin, Keith Daniel Roueche John E. "Toward a new paradigm for teaching and learning a case study of the process of integrating instructional design and technology at Florida Community College at Jacksonville /." 2004. http://repositories.lib.utexas.edu/bitstream/handle/2152/1370/mclaughlink43614.pdf.
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44
"Engineering-Based Problem Solving Strategies In AP Calculus: An Investigation Into High School Student Performance On Related Rate Free-Response Problems." Doctoral diss., 2012. http://hdl.handle.net/2286/R.I.15067.
Full textAbstract:
abstract: A sample of 127 high school Advanced Placement (AP) Calculus students from two schools was utilized to study the effects of an engineering design-based problem solving strategy on student performance with AP style Related Rate questions and changes in conceptions, beliefs, and influences. The research design followed a treatment-control multiple post-assessment model with three periods of data collection. Four high school calculus classes were selected for the study, with one class designated as the treatment and three as the controls. Measures for this study include a skills assessment, Related Rate word problem assessments, and a motivation problem solving survey. Data analysis utilized a mixed methods approach. Quantitative analysis consisted of descriptive and inferential methods utilizing nonparametric statistics for performance comparisons and structural equation modeling to determine the underlying structure of the problem solving motivation survey. Statistical results indicate that time on task was a major factor in enhanced performance between measurement time points 1 and 2. In the experimental classroom, the engineering design process as a problem solving strategy emerged as an important factor in demonstrating sustained achievement across the measurement time series when solving volumetric rates of change as compared to traditional problem solving strategies. In the control classrooms, where traditional problem solving strategies were emphasized, a greater percentage of students than in the experimental classroom demonstrated enhanced achievement from point 1 to 2, but showed decrease in achievement from point 2 to 3 in the measurement time series. Results from the problem solving motivation survey demonstrated that neither time on task nor instruction strategy produced any effect on student beliefs about and perceptions of problem solving. Qualitative error analysis showed that type of instruction had little effect on the type and number of errors committed, with the exception of procedural errors from performing a derivative and errors decoding the problem statement. Results demonstrated that students who engaged in the engineering design-based committed a larger number of decoding errors specific to Pythagorean type Related Rate problems; while students who engaged in routine problem solving did not sustain their ability to correctly differentiate a volume equation over time. As a whole, students committed a larger number of misused data errors than other types of errors. Where, misused data errors are the discrepancy between the data as given in a problem and how the student used the data in problem solving.Dissertation/Thesis
Ph.D. Mathematics Education 2012
45
Doroshenko, Laurie L. "Using a model of the instructional design process in a complex socio-technical organization : a description and analysis of problems encountered." Thesis, 1985. http://spectrum.library.concordia.ca/5503/1/ML30644.pdf.
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46
Martin, Andrea. "Collaborating for Convergence: Instructional Interventions for Children's Reading of Expository Text." Thesis, 2010. http://hdl.handle.net/1974/5404.
Full textAbstract:
There are mounting concerns to ensure that children are prepared for the literacy demands of the 21st century. Reading inability at 9 years of age portends a lifetime of illiteracy for the majority of struggling readers. Given the greater weight placed on expository text from the junior grades onwards, children with reading disabilities become increasingly constrained by their reading deficits, putting them at risk of falling ever further behind their normally achieving peers. This ethnographic study, extending over an 8 month period and finishing on the last day of the school year, targeted older poor readers at the junior level. Less is known about their reading deficits, relative to younger struggling readers. Therefore, the first of three principal objectives aimed to extend understanding of the processes whereby older poor readers interact with expository text by providing a qualitative finer-grained assessment of their particular difficulties than presently exists. The second objective was focused on developing and implementing a cohesive program of research-based interventions that targeted critical requirements of successful interactions with expository text, including the ability to summarize, locate information, and attend to text structure. The third objective involved establishing and describing a collaborative, intensive research partnership with two classroom teachers at the junior level to implement and evaluate research-grounded interventions for their students with reading difficulties, working within the context of the regular classroom. The dual researcher role, as collaborator with the teachers and instigator of the intervention program, shaped a reconfigured model of special education, responsive to a diverse range of student needs and abilities, and situated within a content-rich, challenging curriculum. Parallel lessons afforded the opportunity to tier instruction with increasing intensity for the children with the highest needs. Results showed the critical importance of aggressively promoting self-efficacy, self-regulation, and metacognitve awareness for older struggling readers. As these children’s strategic repertoire increased, so, too, did their comprehension and comprehension-monitoring. Differentiated instruction that was tiered, flexible, and responsive supported social inclusion and social collaboration. Social context and authentic content became interwoven and instrumental in engaging the children, maintaining their motivation and sustaining their commitment to read to learn.Thesis (Ph.D, Education) -- Queen's University, 2010-01-27 15:10:03.202
47
Xabanisa, Llewellyn Mxolisi. "Dialogue or discipline : distance education support in the Department of Defence." Thesis, 2011. http://hdl.handle.net/2263/28625.
Full textAbstract:
The aim of this study was to identify what were the requirements placed on the design of distance education programmes as regards discipline or dialogue and how did these factors impact on student-support in the South African National Defence Force (SANDF). Education in general is used to classical behavioural objective that outlines precisely for the student what has to be done and is one way of structuring the learning materials. The South African National Defence Force (SANDF), by its very nature, is very familiar with this formal structure and style of doing things. It prescribes the way teaching has to happen and how the outcomes have to be achieved and at times in a very formal way. Opposed to the above is dialogue that calls for a move away from the prescriptiveness of doing something. Doing and thinking now becomes more open through dialogue. Education stakeholders now debate the value of certain content, since content is no more fixed, the admission of students into the programme is not fixed any more and the way examinations are set is also not fixed or prescriptive. There is now a move away from the disciplinary way of thinking, that is, thinking in terms of fixed boundaries or discipline any longer – dialogue has opened up options and opportunities. This research is based on the belief that distance education problems in the Department of Defence (DoD) are as result of outdated and inadequate instructional or programme design methods or approaches, and thus lack student-support. The four sub-research questions that emanate from the main research question as posed in this research are summarized as follows: (1) What is the distance learning teaching and learning character of the South African National Defence Force (SANDF)? (2) What is the role dialogue in the design of teaching and learning? (3) How are ‘outcomes’ in transactional distance or dialogue achieved? (4) What is the role of dialogue in student empowerment or student support? The design of this research was based on qualitative approach. The feasibility of the research was assured by focusing on distance learning institutions and practitioners. Literature study and document analysis was utilized as data-collection method. Face-to-face interviews with focused groups and individual interviews utilizing unstructured, open-ended questions on interview schedules were also conducted. In addition, anonymous student reports collected by programme managers at the end of a programme replaced the unavailability of student interviews were utilised. The findings of the study were that the character of structural design of distance learning programmes in the South African National Defence Force (SANDF) resembles that of the disciplinary approach, and is thus prescriptive. Structure, in terms of the teaching and learning strategies and the substance of the content is largely the mode of practice in the SANDF’s distance education system. Communication finds its way into the distance learning system of the Department of Defence as authoritative power source. The main function of dialogue in the system is to vest the interest of this organization as programme directors and instructors are not fully emancipated. Students and instructors find it difficult to engage constructively academically. Learner-to-learner interaction and freedom of academic discourse is hampered as the result of authoritarian and prescriptive doctrine of a structured curriculum. It is then concluded that student support in the South African National Defence Force (SANDF) distance education settings does not address requirements of dialogue.Thesis (PhD)--University of Pretoria, 2011.
Science, Mathematics and Technology Education
unrestricted
48
Pan, Wei-Ming, and 潘威明. "Instruction Design and Activity Process Analysis for Inquiry-based Experiment in a Mobile Learning Environment." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/62692022839626557489.
Full textAbstract:
碩士國立中央大學
網路學習科技研究所
95
Inquiry-based learning is an actual situation of question inquiry through student’s experience. Besides scientific teaching of major strategy, the learning emphasizes not only learners’ self-experience of establishment but also learns explanation-driven inquiry-based learning to significantly show learners’ self-knowledge and experience establishment of learning activity. The objective of the research is to design an appropriate base of “Mobile devices” and “Learning System” that introduce “Inquiry-based Experimental Activity” of learning mold after primary course of “Nature and Life Technology Learning Area”, to analyze learners’ learning situation and effects, to explain oriented inquiry-based experimental activity, and to discuss learners how “Mobile devices” affects possible interactive factors of “inquiry-based experimental activity” during the process of activity. The subjects of the study had involved 68 students from two classes of six grade students that applied a single team for a prior test and after test design for six classes of “Inquiry-based Experimental Activity” course in two weeks. “Learning Attitude Toward Natural Sciences Scale” and “scientifically Explanatory” were applied for two classes of student to evaluate this method of teaching may affect students to learn scientific learning after and before teaching and to become a major viewpoint of research analysis through activity theory. Besides the process of activity theory that analyze learning activity and the interactive process of inner factors, “Mobile Learning devices and System” and inquiry-based experimental activity could be correlated each other. After analysis and the related data, the following research result and discovery. The first all, to cooperate with mobile devices and learning system with a base of inquiry-based experimental activity learning mold that designs teaching process focuses on a stage design concept of fundamental course to help students who introduce the process of prior knowledge (capability) establishment. Secondly, the emphasis on “explanatory oriented” inquiry-based experimental activity has positive effect for scientific attitude and explanatory capacity. Nevertheless, scientifically explanatory capacity rather intends to shallow intuitive scientific explanation, but data and graph still has insufficient transformative capacity. Finally, through system design and other learning media, mobile devices and learning system can be a specific inquiry-based experimental activity so that learners can intend to focus on cognitive establishment learning more. In addition, the research based on the research result and proposed the related suggestion and the future research aspect as the followings: 1. The other learning media of cognitive approach of establishment viewpoint such as “Problem”, “Reflection”, and “Dialog” etc. for continual research and discussion of scientific learning effect 2. To continue with the related research of “inquiry-based experimental activity” of teaching mold, especially for when learners actively establish the related factors of cognitive execution process for continual research 3. How learning aids system under mobile learning environment becomes learning media of interactive establishment as a major learning aids system for continual research and development.
49
Heydenrych, Jacob Frederik. "Changing practices and systems: Implementing the online learning community at the University of South Africa." Thesis, 2003. http://hdl.handle.net/10500/1412.
Full textAbstract:
This study reports on the use of action research methodology to generate a critical reflective collaborative setting. The aim was to infuse the institution with the results of this study in order to stimulate debate on the issues regarding change in practice and systems.
The suitability of Internet communication technologies, more specifically the online learning community, is evaluated as a delivery mode that would address today’s learning needs. This required the collaborative construction of knowledge in a community setting with the teacher enabling communication and interaction, and facilitating and stimulating the sharing and testing of ideas and constructs. But such a learning scenario was found to be significantly challenging to the current print-based learning experience. It implied a challenge to teaching and support staff as well as the questioning of the efficiency and legitimacy of current instructional design staff and procedures used.
The teaching responsibilities and commitment in the online community was outlined as against current print-based teaching practice. The current development and production culture, which restricts innovation and change in practice and systems significantly, came under pressure. The success of the online learning community in the Unisa context was nevertheless significant and it has the potential to serve as an opportunity to re-examine print-based production and delivery and to devise strategies and solutions to increase the quality significantly.Faculty of Education
D. Ed.
50
Yen, Hui-Chun, and 顏惠君. "A Design-based investigation into the Implementation Process and the Effects of Differentiated Instruction for the Enhancement of Chinese Reading Comprehension Abilities of Junior High Students." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/71136413114810657690.
Full textAbstract:
博士國立臺灣師範大學
教育學系
103
This study intended to explore the implementation process and the effects of differentiated instruction for the enhancement of Chinese reading comprehension abilities of junior high students. Based on literature review, the definition and principles of differentiated instruction and Chinese reading comprehension abilities were first analyzed. Then, the teacher-researcher used the design-based approach to develop as well as to investigate the differentiated instructional program for the enhancement of students’ Chinese reading comprehension. In order to achieve research goals, instructional plans were modified throughout the teaching process according to students’ learning progressions and teacher-researcher’s self-reflections. The research findings and conclusions of this study were summarized as follows: 1.There were four stages in the implementation of differentiated instruction, including: (1)Evaluating students’ entry levels: The teacher-researcher utilized standardized test results, observations and term examination scores to group students into three levels: higher, middle and lower, and used miscues analysis to understand the process of Chinese reading comprehension of different students. The outcomes of evaluation showed that students had different learning needs, therefore, teacher should set learning goals, organize contents and activities accordingly. (2)Preparing for teaching plans: The teacher-researcher collected evidences of students’ learning difficulties before teaching and used them as references when organizing learning contents. Then the teacher-researcher analyzed texts and designed worksheets to assist students interacting with texts and exercising their Chinese reading comprehension capacities. (3)Enacting instructional plans: Based on theories of differentiated instruction and Chinese instructional designs, the teacher-researcher developed differentiated instructional strategies, provided multiple learning opportunities and utilized dynamic assessments to help students enhancing their Chinese reading comprehension. Strategies of differentiated instruction could be responsive to students’ different learning needs through differentiations in content, process and/or product. (4)Examining learning effects: There were three aspects of learning effects to be examined, including: results of learning-goal achieved, the advancement of students’ Chinese reading comprehension and students’ satisfaction with learning. The teacher-researcher collected data through formative and summative assessments, post-test results of standardized tests and term examination scores, and students’ feedback. 2.After the implementation of differentiated instruction, students’ post-test scores of standardized tests were higher, scores of term examination also improved and most of them had positive learning experiences. The positive effects of differentiated instruction were very significant. 3.The supportive factors, such as teachers’ teaching preparation, students’ self-awareness of learning agency, and friendly classroom climate, all played an important role in the implementation of differentiated instruction. Finally, suggestions were provided to educational practitioners and researchers of Chinese reading comprehension instruction, as well as for future research on differentiated instruction.