Dissertations / Theses on the topic 'Technology Interaction analysis in education'
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Peterson, Christine A. "The impacts of technology on interactivity in a distance learning course." Morgantown, W. Va. : [West Virginia University Libraries], 2001. http://etd.wvu.edu/templates/showETD.cfm?recnum=2133.
Full textTitle from document title page. Document formatted into pages; contains xii, 147 p. : ill. (some col.) Vita. Includes abstract. Includes bibliographical references (p. 134-140).
CLARK, DEXTER. "INTERACTION AND LEARNING: AN ANALYSIS OF TWO FRESHMAN PHYSICS COURSES." University of Cincinnati / OhioLINK, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1132328837.
Full textSauntson, Helen Victoria. "Girls, boys and discourse performances : pupil interaction and constructions of gender in the key stage 3 technology classroom." Thesis, University of Birmingham, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.364520.
Full textStevens, M. Carla Schenone Palmer James C. "Perception of learners regarding the influence of technology on interaction in a two-way, video/audio distance education television class." Normal, Ill. : Illinois State University, 2002. http://wwwlib.umi.com/cr/ilstu/fullcit?p3088033.
Full textTitle from title page screen, viewed Aug. 24, 2004. Dissertation Committee: James C. Palmer (chair), George Padavil, Albert T. Azinger, Mohamed Nur-Awaleh. Includes bibliographical references (leaves 155-162) and abstract. Also available in print.
Becher, David. "Examining student discussion forum participation| A critical analysis of interaction in a fully online classroom." Thesis, University of Pennsylvania, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3721012.
Full textStudent participation in online classroom discussion fora is becoming an increasingly important subject to examine and analyze because of the potential implications participation can have on student performance and persistence. The objective of this study was to determine if a student’s participation level in online course discussion fora at a fully online institution serving more than 110,000 students was, associated with the grade earned in the course and the likelihood that the student would reenroll for additional courses within a three-month time frame. An analysis also was performed on data collected from a survey administered to a sample of students; the survey asked for their perceptions of their own participation as it related to the online courses they recently completed. This study was unique compared to other studies addressing student participation in the online classroom because the sample of data analyzed consisted of more than 91,000 unique students, 433 unique courses, more than 16,000 course sections, and more than seven million discussion forum posts consisting of more than 1.2 billion words. However, the results of this study were not unique and mirrored other studies’ results in that, students who had higher participation rates in the classroom, as measured by the size and number of discussion forum posts, tended to earn higher grades and enroll in additional courses. Results from the survey showed that students more strongly agreed that they participated in the discussion fora on a regular basis than spending time doing things such as helping other students or having fun in other classroom conversations.
Kilgore, Leah dee Carter. "An Analysis of Student Achievement, Student Interaction, and Social Elements that Support Online Course Completion for High School Students as Compared Qualitatively with Quantitative Data Retrieved via a Learning Management System." Thesis, Piedmont College, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3602620.
Full textThis mixed-method research examines student achievement, student interaction and social elements to determine which elements support online course completion for students in a state virtual school. The quantitative goals seek to find a possible degree of convergence with the course completion average grade. Qualitative data from 10 high school students, their teachers, and quantitative data from their courses were gathered. Quantitative data from the learning management system (LMS) was reproduced, scrubbed of unwanted data, such as dropped students. Mixed method constant comparison was performed to determine a descriptive analysis of three variables: student achievement, student interaction, and social elements. Using the data gathered from the qualitative interviews, a yes or no was assigned to the students for behavioral, cognitive, and social skills. Using descriptive statistics, the skills were compared to the students' course grades. The results revealed a strong pattern match of data for Research Question 1. This data was indicative of the need for behavioral, cognitive, and social skills to complete an online course. Quantitative and teacher data were grouped by themes: asynchronous, administrative, and assessments; synchronous added for teacher data. A constant comparison of data correspondence was performed between the student course average grade, the access data, LMS theme data, and the course average final grade. The investigation of Research Question 2 indicated that the LMS's reporting module can determine interactions to support online course completion by providing average grade analysis along with access analysis and tool usage analysis.
Nielsen, Niels Bech. "Using electronic voting systems data outside lectures to support learning." Connect to e-thesis. Move to record for print version, 2007. http://theses.gla.ac.uk/46/.
Full textMSc. (R) thesis submitted to the Department of Computing Science, Faculty of Information and Mathematical Sciences, University of Glasgow, 2007. Includes bibliographical references.
Barrow, Jack. "Electronic Dictionary Use in Novice L2 Learner Interaction." Diss., Temple University Libraries, 2008. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/19850.
Full textPh.D.
This microanalytic study focuses on the mutimodal word look-up practices of Japanese foreign language learners of English at the novice level using electronic dictionaries (e-dictionaries) in pair conversations. Not yet investigated with a Conversation Analysis (CA) approach, this analysis examines reoccurring interactional and collaborative repair practices (Schegloff, Jefferson, & Sacks, 1977; Schegloff, 2000) of the learners' look-ups, and explicates from the sequential turn-taking procedures (Sacks, Schegloff, & Jefferson, 1974), the underlying social organization of the e-dictionary look-up sequence. Recent research has found that not-yet-fluent learners are capable of relatively smooth turn-taking (Carroll, 2000, 2004), and they employ various embodied actions (Olsher, 2004) to complete their turns. Nonvocal resources such as gaze movement (Goodwin, 1981) and gestures were also investigated in order to better understand how learners collaboratively utilize vocal and nonvocal resources in hybrid actions, to co-construct the meaning of look-up words, and maintain intersubjectivity. While enrolled in a university intensive English program, thirteen native speakers of Japanese video-recorded thirty-minute conversations; and during these conversations, they completed look-up sequences as interactional achievements. The results indicated that EFL novice learners display sophisticated competencies when using e-dictionaries for communication. While collaboratively completing look-up sequences, they display multimodal competencies by noticing trouble with words, initiating look-ups, making candidate proposals of word translations, correcting themselves, mutually acknowledging their understanding, and maintaining intersubjectivity and sequential relevance. In terms of language learning, learners' collaborative learning of words demonstrates instances of learning-as-interaction (Brouwer & Wagner, 2004; Firth & Wagner, 2007), making public the participants' socially situated cognition. Indications of a change in the participants' cognitive state can emerge in the look-up sequential organization. A lack of knowledge is displayed publically in before-look-up actions, encouraging collaboration in the look-up. Multiple proposals and acknowledgement sequences, often displayed in embodied expansions, provide multimodal indications of a possible change in cognitive state and possible gain in knowledge. Thus, the look-up sequence organization is proposed as an interactional organization for the learning of vocabulary. Finally, the understanding of sequential structures and practices that interactants use in looking up words can inform teachers concerning the efficacy of e-dictionary use in the classroom.
Temple University--Theses
Hartman, Ian R. "The Effect of Inquiry-Based Learning in a Technical Classroom: The Impact on Student Learning and Attitude." BYU ScholarsArchive, 2007. https://scholarsarchive.byu.edu/etd/875.
Full textPele, Nyameko Victor. "Mediation of learning in business studies in the further education and training phase in the Lejweleputswa education district." Thesis, Welkom: Central University of Technology, Free State, 2014. http://hdl.handle.net/11462/679.
Full textThis study investigates mediation of learning in Grade 10 Business Studies. Mediation of learning is one of the roles that have to be fulfilled by educators in the teaching and learning situation. Learning theories that focus on teaching and learning provide insight about the study under investigation. Aspects such as teaching, learning, constructivism, mediation of learning, teaching strategies, teaching and learning through different learning theories and assessment for learning are dealt with. A qualitative research design is employed in this study. Data is gathered through observations of Grade 10 Business Studies lessons and questionnaires completed by Grade 10 Business Studies educators. Purposive sampling is used to sample the participants for this study. Ten schools in the Lejweleputswa district and ten Business Studies educators from these schools are sampled. Data is analysed qualitatively and emerging trends are reported on and interpreted. Observations in the study indicated that most Grade 10 Business Studies educators do not implement mediation of learning in their lesson presentations. Learners are mostly passive listeners in the classrooms. Most educators indicated that they implement mediation of learning in their lessons, although observations portrayed the opposite. Educators are in need of training to be successful mediators of learning. Conclusions and recommendations are made regarding mediation of learning in Grade 10 Business Studies classrooms.
Myers, Ron Y. "The Effects of the Use of Technology In Mathematics Instruction on Student Achievement." FIU Digital Commons, 2009. http://digitalcommons.fiu.edu/etd/136.
Full textBower, Matthew. "Designing for interactive and collaborative learning in a web-conferencing environment." Phd thesis, Australia : Macquarie University, 2008. http://hdl.handle.net/1959.14/26888.
Full textBibliography: p. 503-514.
This study investigated learning design in a web-conferencing environment based on three semesters of lessons conducted as part of an introductory programming subject. As well as characterizing the nature of discourse and interaction, the study focused on how the design of the interface, activity and task type affected collaboration and learning. Engeström's (1987) Activity Theory based upon a socio-constructivist view of learning was used to frame the analysis. --Interface designs incorporated theory relating to graphical user interface design, multimedia learning, and findings from the cognitive sciences. Activity designs were differentiated based on the degree of student ownership, from teacher-centred (transmissive) approaches, to teacher-led (guided interaction) approaches, to student-centred (collaborative group-work) designs. Types of tasks were considered on the basis of their level of knowledge (declarative, procedural and conceptual), their character (authenticity, situatedness) and their domain specific nature (in the field of computer science education). The effects of the different interface, activity and task designs on collaboration and mental model formation were explored. --A mixed method approach to analysis was adopted, incorporating a design-based research study and a multimodal discourse analysis. The design-based research allowed a broader, more interpretivistic and process focused analysis to be conducted, based on the strategic redesigns that occurred between iterations of the subject. The multimodal discourse analysis enabled more detailed, objective and outcomes based measurements of the subject of discourse, the nature of interactions and the types of modalities used to mediate learning. Triangulating data from the design-based research study and the multimodal discourse analysis provided a more complete description of phenomena and promoted greater reliability. --Results include the way in which different modalities afforded different possibilities for representing, and how combinations of those modalities could be effectively integrated by applying multimedia learning principles. Student-centred learning designs increased student involvement, allowing them to take greater ownership over the content and to more fully share their mental models. Authentic, meaningful problem solving tasks promoted greater student engagement. The capacity to dynamically redesign the interface based on the collaborative and cognitive requirements of the learning episode supported more effective implementation of conversational (Laurillard, 2002) approaches to learning. --More effective interaction and collaboration resulted from prescribing patterns of engagement, managing activity and technology so that student discourse could focus on content, and providing guidance regarding semiotic representational forms so that students could concentrate on applying those representations rather than inventing them. Teacher and student virtual classroom competencies critically influenced collaboration and learning. --Based on the findings in this study, a framework of nine pedagogical patterns for teaching and learning in web-conferencing environments is proposed. The framework provides an integrated approach to learning design that relates the interface design with the activity design and the level of knowledge (task type).
Mode of access: World Wide Web.
vii, 514 p. ill. (some col.)
Kroeker, P. Paul. "Technology to facilitate interaction in mobile learning /." View PDF document on the Internet, 2005. http://library.athabascau.ca/drr/download.php?filename=scis/KroekerPaulEssay.pdf.
Full textPilon, Daniel. "Software tools for improving classroom interaction." Thesis, University of Ottawa (Canada), 1995. http://hdl.handle.net/10393/10266.
Full textBuiar, José Antônio. "Modelo para estruturação e representação de diálogos em fórum de discussão." Universidade Tecnológica Federal do Paraná, 2012. http://repositorio.utfpr.edu.br/jspui/handle/1/394.
Full textThe traditional learning practices adaptation to the distance learning introduces several changes in school practice. Since in distance learning the direct contact between educators and students does not exist, new technological artifacts become necessary in order to replace direct interaction. One of these artifacts is the discussion forum, which works as a catalyzer element of the communication between involved ones and can be an important tool in the educational process. Nevertheless, non-structured nature of text messages on a forum hampers its use as a tool in individual student assessment. Analysis and qualification of message contents stored on a forum represents an important challenge for instructors. The absence of a formal representation of concepts, ideas and beliefs from students could be designated as one of the factors that make this challenge even harder. This research proposes the development of a model that allows the messages on a forum can be structured and represented. This structuration considers three message aspects: i) presented concepts, ii) who has presented it, and iii) when concepts have been presented. As a means to validate this model, a computer program was developed and tested in a Moodle virtual environment forum. The concepts developed to the Structuration and Representation of the Forum Messages Model were used on this computer program development. Through the use of this model a map or guide is generated. This map or guide can be accessed by the professor or instructor. This new feature can be used as a support tool to analysis or evaluation of a Moodle forum environment.
Hart, Francine. "An Elementary Teacher’s Feelings of Self-Efficacy, Needs, and Pedagogical Strategies When Learning to Use the Interactive Whiteboard to Teach Science." Thesis, Université d'Ottawa / University of Ottawa, 2014. http://hdl.handle.net/10393/31218.
Full textJefferies, Patricia Joyce. "Aspects of technology-mediated interaction and its impact on higher education." Thesis, De Montfort University, 2004. http://hdl.handle.net/2086/4307.
Full textKaddoura, Mohamad Khaled. "Monitoring human interaction in the WITS virtual reality training environment." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape10/PQDD_0023/MQ50627.pdf.
Full textPotter, Barry Scott. "Analysis of Technology and Engineering Education Assessments." Diss., Virginia Tech, 2021. http://hdl.handle.net/10919/102205.
Full textDoctor of Philosophy
What used to be known as the shop class, or Industrial Arts, has morphed into Technology and Engineering Education. With the emphasis now on teaching engineering processes and Project Based Learning instead of manual skills, there is a lack of research on whether or not the assessments have evolved enough to assess higher levels of cognition. Higher level cognitive processes in engineering design are defined as those processes that are used to troubleshoot and create. This study analyzed middle school Technology and Engineering Education rubrics to look for evidence of assessing higher order cognition. Rubrics are a commonly used tool in Project Bases Learning as a form of assessment. Rubrics are separated into two distinct parts: performance criteria; and their performance indicators. The performance criteria were analyzed for six different Engineering Constructs, and the performance indicators were analyzed for four cognitive constructs. The analysis looked for evidence of higher-level cognitive constructs, and which Engineering Constructs supported higher level cognitive constructs.
Credle, Gayna Stevens. "Student interaction patterns in electronic conference systems." Access restricted to users with UT Austin EID Full text (PDF) from UMI/Dissertation Abstracts International, 2001. http://wwwlib.umi.com/cr/utexas/fullcit?p3036586.
Full textDonnelly, Heather J. "Exploring student interaction and reflection through the use of digital backchannel discussions." Thesis, Illinois State University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10194084.
Full textA qualitative multicase study utilizing content analysis and qualitative coding techniques was conducted to explore the influence of the use of digital backchannels on student interaction and reflection during an in-class discussion. Data were collected from six front channel transcripts and twenty backchannel transcripts, which resulted from six backchannel discussions that were conducted in three different teacher education courses. Additional data were gathered from participant interviews of seven students who were enrolled in the participating courses. The outcome of the research indicates two main themes developed in regards to the influence of digital backchannels on student interactivity: (1) The content chosen for backchannel discussions influenced student – content and student – student interaction and (2) The design of the backchannel activity affected all three types of interaction. The content analysis indicated there was limited variation in the amount of dialogue dedicated to discussing content. Interaction with content was apparent in all six class sessions, and the nature of the digital backchannel activity encouraged interaction with content at a relatively high level, with evidence of students building knowledge, drawing conclusions, and asking additional questions throughout the activity. The structure of the backchannel design also influenced student interactivity. Three factors were instrumental in determining how interaction was affected: (1) Whether or not the separate backchannel groups were connected digitally to the front channel group, (2) The role the instructor took throughout the activity, and (3) The seating arrangement and number of group members in the backchannel groups.
The following primary theme emerged in relation to the second research question, which considered the influence of digital backchanneling on reflection: (1) Student reflective thinking was present and supported throughout the activity. All twenty-six front and backchannel transcripts displayed evidence of reflective thinking as measured by Rodgers (2002) criteria for reflection in an educational setting. The seven students interviewed agreed this type of thinking took place during the activity, and the technique gave them the opportunity to reflect more as compared to a verbal in-class discussion. Additionally, all seven students felt they would utilize the educational technology in their future classrooms, directly connecting their experience with current situations and new ideas.
Lastly, the third research question was designed to explore the overall learning experience associated with backchannel discussions. Two primary themes resulted in relation to the third research question (1) Digital backchanneling resulted in a meaningful, positive, and focused learning experience, and (2) Millennials/digital natives seem to be less comfortable with technology and multi-tasking when used in an educational environment.
Jaradat, Maram Salah. "The relationship of instructional technology with students’ motivation and interaction in higher education." Diss., Wichita State University, 2012. http://hdl.handle.net/10057/5585.
Full textThesis (Ed.D)--Wichita State University, College of Education, Dept. of Counseling, Educational Leadership, Educational and School Psychology
Pang, Po-yee Patricia, and 彭寶儀. "Institutional talk: question-answer sequencesin classroom interaction." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B26839568.
Full textSalamati, Zahra. "Designing Interaction Equivalency in Distance Education." Thesis, Högskolan i Borås, Institutionen Handels- och IT-högskolan, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:hb:diva-16887.
Full textProgram: Magisterutbildning i informatik
Lam, Cam Le. "Perceived usability foster students interaction through online synchronous chat /." Access electronically, 2006. http://www.library.uow.edu.au/adt-NWU/public/adt-NWU20080401.144644/index.html.
Full textKrieger, Benedikt. "The Future of Human-Robot Interaction : A socio-economic Scenario Analysis." Thesis, KTH, Skolan för industriell teknik och management (ITM), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-289362.
Full textAtt främja forskning inom ett tvärvetenskapligt område såsom robotik är ett komplext åtagande. Sällan förflyttas forskningen bortom ramen för en enskild vetenskaplig förgrening och utmaningar från andra forskningsområden integreras. Forskning om mänsklig robotinteraktion (HRI) tillskrivs som tvärvetenskaplig och är således ett exempel. Därför syftar denna avhandling till att integrera tekniska, psykosociala men även socioekonomiska forskningsförgreningar. Genom att göra detta är målet att avslöja underliggande frågor som i sin tystnad antas av vartdera forskningsfält, men som uttryckligen kräver kontemplation och utarbetande. Ingenjörssamhället fokuserar för närvarande på samarbete och samverkan (CoCo) eftersom det gör det möjligt för människor och robotar att arbeta tillsammans i heterogena team. Teamarbete mellan människa och robot är i sin tur en lovande möjliggörare för integrering av både människans flexibilitet, skicklighet och kreativa problemlösning med robotens styrka, precision, tillförlitlighet och effektivitet. I kontrast utvecklas ekonomiska överväganden kring utarbetande av teknisk arbetslöshet och vidare makroekonomiska konsekvenser. För att förena dessa förgreningar genomför denna avhandling en litteraturöversikt. Genom den läggs de grundläggande designbesluten som är nödvändiga för att uppnå CoCo, samtidigt som de indikerar den för närvarande mest lovande forskningsriktningen i var och en av designaspekterna. Både ingenjörsmässiga och psykosociala aspekter tas i beaktning. Därefter genomförs en scenarioanalys med en socioekonomisk omfattning. Detta bidrar till ökad förståelse för att omsluta HRI som ett socio-tekniskt system i socioekonomiska miljöer, dvs. företag. Slutligen används designaspekterna tillit, multimodal kommunikation och den mänskliga rollen i HRI för att bygga en förståelse mellan förhållandet av socioekonomisk utveckling och framtida scenarier med specifika designaspekter av HRI. Det framgår att alla framtidsscenarier har distinkta men också snarlika konsekvenser för HRI. Mer djupgående uppstår dock ett antal etiska och öppna djupgående filosofiska frågor från scenarioöverföringen till HRI. Vad händer om framstegen på CoCo är för långsam för att möjliggöra ett paradigmskifte bort från automatisering genom robotik? Hur mycket är vi villiga att exponera oss för digital teknik för att möjliggöra naturlig interaktion med robotar? Är vi tillräckligt kunniga om potentiella möjligheter och risker när vi närmar oss att kunna replikera ett stort antal unikt mänskliga förmågor? Med dessa frågor syftar denna avhandling till att bidra till intressegruppen för HRI i bredare överväganden som är nödvändiga för en människocentrerad framtid för HRI. Utbildning framställs som ett viktigt steg för att möjliggöra en sådan framtid.
Chen, Jingjing. "Enhancing student engagement and interaction in e-learning environments through learning analytics and wearable sensing." HKBU Institutional Repository, 2016. https://repository.hkbu.edu.hk/etd_oa/287.
Full textSOUZA, ELIZABETH VARGES DE. "SPEAKING MY MIND: THE ANALYSIS OF INTERACTION IN DISTANCE EDUCATION FORUMS." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2009. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=13946@1.
Full textEm linhas gerais, e sob um ponto de vista mais amplo, esta pesquisa, que se baseia nos pressupostos teóricos da sociolingüística interacional e da abordagem desenvolvida por Kneser, Pilkington, e Treasure-Jones das análises das estruturas de troca, visa contribuir para uma maior compreensão das dificuldades de se estabelecer um bom relacionamento entre alunos e professores em ambientes de ensino/aprendizagem mediados por computador, assim como investigar o quanto este problema pode estar relacionado ao modus operandi do professor. Para tal procurouse investigar as ações da tutora - a forma como ela lidava com as expectativas e críticas dos alunos em relação à sua atuação, a maneira como reagiu aos atos de ameaça à sua face e, finalmente, até que ponto os princípios que regem a ação docente na EaD afetaram sua performance e, consequentemente, sua relação com os alunos. Um outro ponto que nos chama a atenção é que, aparentemente, os alunos parecem ter maior facilidade em se fazer uso da impolidez e ameaçar a face do professor em ambientes mediados pelo computador, já que, em uma situação em que não há o componente presencial, tanto a impolidez quanto os atos de ameaça à face parecem menos comprometedores. Portanto, esta pesquisa objetivou, através das análises das interações, contribuir para uma docência mais reflexiva, principalmente no que concerne aos papéis que espera-se que os professores desempenhem nos ambientes de ensino-aprendizagem on-line.
Seen from a broad point of view, this research, based on the theoretical frame of interactional sociolinguistics and the ESA (Exchange Structure Analysis) approach developed by Kneser, Pilkington and Tresure-Jones, aims at contributing to a growing understanding of the difficulties in establishing a good relationship between teachers and students in computer mediated environments, as well as investigating to what extent this problem is related to the teacher’s modus operandi. In order to do so, we sought to investigate the teacher’s actions - the way she dealt with the student’s criticism and expectations in relation to her performance, the way she reacted to face threats and, at last, to what extend the distance education principles affected her performance and, consequently, her relationship with the students. Another point that draws our attention is that, apparently, it seems easier for the students to make use of impoliteness and to threat the teacher’s face in computer mediated environments. Since there is no face to face interaction, both impoliteness and face threats seem to be less compromising. Therefore, this research intended, through the analysis of the interactions, to contribute to a more reflexive teaching, especially in what concerns the roles that teachers are supposed to perform in teaching and learning online contexts.
Barrett, Knight Rachel Michele. "An examination of interaction in online language learning classrooms." Thesis, Indiana State University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3717303.
Full textThe purpose of this mixed-method study was to examine the three different types of interactions (student-student, student-instructor, and student-content) that occur in an online language learning classroom and whether the amount of time spent predicted the performance in two key areas, grammar proficiency and vocabulary knowledge. This study also examined the way students felt about motivating themselves in an online language learning classroom. The study involved 40 students enrolled in an entirely online entry-level Spanish course who completed a survey about their experience in the online environment and an assessment of their knowledge of vocabulary and grammar points in the language.
The multiple regression analyses revealed that the amount of time spent in interactions with the content for the course was a predictor for grammar proficiency, but no other interactions were predictors for grammar proficiency or vocabulary knowledge. The participants discussed the difficulty of motivating themselves and how they stayed motivated in the online environment. This study provided some considerations for practitioners in an online environment, but also called into question the efficacy of learning a language in an entirely online environment.
Storrings, Deborah A. "Attrition in distance education a meta-analysis /." Related electronic resource: Current Research at SU : database of SU dissertations, recent titles available full text, 2005. http://wwwlib.umi.com/cr/syr/main.
Full textThekiso, Maria Monki. "Learner and educator interaction in multicultural schools." Diss., Pretoria : [s.n.], 2005. http://upetd.up.ac.za/thesis/available/etd-12182006-170400/.
Full textSummaries at end of chapters. Includes bibliographical references. Available on the Internet via the World Wide Web.
Desai, Urvashi. "Student Interaction Network Analysis on Canvas LMS." Miami University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=miami1588339724934746.
Full textMarks, Lori J., M. L. McMurray, C. Hales, and M. K. Young. "An Analysis of Assistive Technology Team Evaluations." Digital Commons @ East Tennessee State University, 2005. https://dc.etsu.edu/etsu-works/3544.
Full textMourad, Atallah. "Human interface and interaction in the WITS training system." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape11/PQDD_0027/MQ50643.pdf.
Full textHo, Yee-wan Yvonne. "Repair in teacher-student interaction inside the classroom." Click to view the E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B3685668X.
Full textStoltz-Sundnes, Max. "STPA-Inspired Safety Analysis of Driver-Vehicle Interaction in Cooperative Driving Automation." Thesis, KTH, Skolan för industriell teknik och management (ITM), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-263933.
Full textAutonoma fordon på allmänna vägar blir verklighet och genom kooperativ funktionalitet öppnas nya möjligheter för att hitta säkrare och effektivare trafiklösningar än dagens förare har möjlighet till men för att tillåta dessa system måste de kunna bevisas säkra. Denna avhandling fokuserar på säkerhetsanalys av kooperativ körning och människa/maskininteraktion i autonoma fordon. Forskningen bygger på en fallstudie av KTH:s deltagande i en tävling där autonoma kooperativa fordon kör i tre verklighetsinspirerade trafiksituationer (GCDC 2016). Funktionssäkerheten hos den kooperativa körnings-funktionaliteten bedöms med hjälp av den nya metoden Systems Theoretic Process Analysis (STPA) vilket resulterade i ett antal säkerhetsbegränsningar på systemnivå. Analysen visade att utveckling i HMI-relaterade aspekter saknades och modulen som analyserats krävde fortsatt arbete. Under denna utveckling införs visuella aspekter, nya förarcentrerade risker i form av förvirring kring föraransvar och orättvisa övergångar samt en strategi för säker övergång mellan autonoma och manuella tillstånd. Den vidareutvecklade modulen, som resulterade i nya interaktions-möjligheter mellan förare och fordon, analyserades och STPA jämfördes med en ny metod utvecklad för säker läges-växling i autonoma fordon för att identifiera och kvantifiera HMI-relaterade risker. Resultaten visade att oavsiktlig inmatning eller felaktiga inmatningar från föraren innebar störst hot för förvirring, dvs risken för att antingen både fordon och förare eller ingen av dem tror sig ha ansvar för framfarten av fordonet.
Loveless, A. M. "The interaction between primary teachers' perceptions of information and communication technology (ICT) and their pedagogy." Thesis, University of Brighton, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.368447.
Full textLiang, Mei-Ya. "Interaction in EFL online classes how Web-facilitated instruction influences EFL university students' reading and learning /." [Bloomington, Ind.] : Indiana University, 2006. 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:3215226.
Full textSource: Dissertation Abstracts International, Volume: 67-04, Section: A, page: 1257. Advisers: Larry Mikulecky; Curtis J. Bonk. "Title from dissertation home page (viewed June 19, 2007)."
Roberts, Sherri. "Exercise leader interaction analysis of ACSM rehabilitative exercise specialist candidates." Thesis, Virginia Polytechnic Institute and State University, 1985. http://hdl.handle.net/10919/101462.
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Fink, Mark L. "Peer interaction in university-level distance education." Connect to Online Resource-OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1183500982.
Full textTypescript. "Submitted as partial fulfillment of the requirements for The Doctor of Philosophy in Curriculum and Instruction." Bibliography: leaves 118-135.
Atanazio, Alessandra Maria Cavichia. "O ensino de ciências e o uso de tecnologias de informação e comunicação: dos planos de aula às concepções de ensino e aprendizagem dos professores." Universidade Tecnológica Federal do Paraná, 2018. http://repositorio.utfpr.edu.br/jspui/handle/1/3204.
Full textAs tecnologias de informação e comunicação (TIC) estão presentes em nossa sociedade e, cada vez mais, é desejável que elas sejam utilizadas como recursos no contexto educativo. Entretanto, para que isso ocorra, sabe-se que há inúmeros desafios e dificuldades, como deficiências na formação dos professores para o uso das tecnologias e falta de infraestrutura adequada. Nesse contexto, sentiu-se a necessidade de compreender como professores, mesmo diante desses desafios, planejam utilizar as TIC como estratégia pedagógica. Dessa forma, esta pesquisa teve por objetivo analisar as concepções de ensino e aprendizagem subjacentes aos planos de aulas para o uso das TIC desenvolvidos por professores de Ciências e Biologia que atuam na rede pública estadual do Paraná. Para isso, privilegiou-se a abordagem qualitativa e, por meio da análise de conteúdo (BARDIN, 1977), analisou-se 35 planos de aula de professores de Ciências e Biologia da Rede Estadual do Paraná que declararam usar TIC em suas aulas, relacionando-os às abordagens de ensino e aprendizagem sistematizadas por Mizukami (1986) e aos correspondentes modelos epistemológicos inerentes a cada uma delas (BECKER, 1995). Os resultados apontam que esses professores atribuem às TIC usos e significados que estão intimamente ligados às suas concepções de ensino e aprendizagem. Pela análise dos dados, há indícios de que nos planos de aula que têm o professor no centro do processo ensino-aprendizagem, o uso das tecnologias tende a ser feito da mesma maneira. Já naqueles planos que valorizam a interação professor e aluno, este assume papel ativo na construção do conhecimento mediado pelas TIC. Um dos fatores que pode estar contribuindo para essa diferença nas concepções dos professores é a formação recebida. De maneira geral, os professores pesquisados que apresentaram indícios de uma prática com características construtivistas cursaram a graduação após a segunda metade da década de 90 (período marcado pela revolução digital e disseminação dos computadores) e têm maior tempo de formação continuada na área educacional e cursos específicos sobre tecnologia. Com o intuito de contribuir com a formação docente, desenvolveu-se o produto educacional, que consiste em um material destinado aos professores de Ciências e Biologia, inspirado no uso das tecnologias em uma perspectiva construtivista.
Information and communication technologies (ICT) are present in our society and it is even more desirable that they could be used as resources in the educational context. However, to make it possible, it is known that numerous challenges and difficulties should be faced, such as deficiencies in teacher training for the use of technologies and lack of adequate infrastructure. In this context, it is necessary to understand how teachers, even those who face some challenges, plan to use ICT as a pedagogical strategy. This research, therefore, has the objective of analyzing the teachinglearning conceptions related to lesson plans that present the use of ICT in the school environment developed by Science and Biology teachers who work in public school. For this, the qualitative approach was privileged and, through content analysis (BARDIN, 1977), 35 Science and Biology lesson plans, written by teachers who work in public schools and that mentioned they have used ICT in their classes, were analyzed. The analysis related the lesson plans to the teaching-leaning approach presented by Mizukami (1986) and the corresponding epistemological models inherent to each one of them (BECKER, 1995). The results show that these teachers attribute to ICT uses and meanings that are closely linked to their teaching and learning conceptions. By analyzing the data, there are indications that in the lesson plans that have the teacher at the center of the teaching-learning process, the use of technologies tends to be done in the same way. On the other hand, in those plans that value the interaction between teacher and student, this assumes an active role in the construction of knowledge mediated by ICT. One of the factors that may contribute to this difference in teachers' conceptions is the training they have received when taking the graduation course. In general, teachers who presented a practice with constructivist characteristics attended the graduation after the second half of the 90's (period of digital revolution) and had more time of continuous training in the educational area and technology courses. With the aim of contributing to teacher training, the educational product was developed and it conconsists of a material for Science and Biology teachers, inspired by the use of technologies in a constructivist perspective.
Özersay, Fevzi. "A post-structural analysis of the architectural education-technology relationship." Thesis, University of Sheffield, 2004. http://etheses.whiterose.ac.uk/3545/.
Full textNelson, Kevin R. "Critical analysis of XYZ Secondary School's technology education safety protocol." Online version, 2003. http://www.uwstout.edu/lib/thesis/2003/2003nelsonk.pdf.
Full textYu, Taeho. "An exploratory factor analysis and reliability analysis of the student online learning readiness (SOLR) instrument." Thesis, Purdue University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3702939.
Full textThe purpose of this study was to develop an effective instrument to measure student readiness in online learning with reliable predictors of online learning success factors such as learning outcomes and learner satisfaction. The validity and reliability of the Student Online Learning Readiness (SOLR) instrument were tested using Exploratory Factor Analysis (EFA) and reliability analysis. Twenty items from three competencies, i.e. social competencies, communication competencies, and technical competencies, were designated for the initial instrument based on the Student Online Learning Readiness (SOLR) Model as a new conceptual model. An exploratory factor analysis (EFA) revealed that four factor-structures of the instrument of student readiness in online learning explained 66.69% of the variance in the pattern of relationships among the items. All four factors had high reliabilities (all at or above Cronbach's alpha> .823). Twenty items remained in the final questionnaire after deleting one item which cross-loaded on multiple factors (social competencies with classmates: five items, social competencies with instructor: five items, communication competencies: four items, and technical competencies: six items). The four-factor structure of the Student Online Learning Readiness (SOLR) has been confirmed through this study. Educators can use the Student Online Learning Readiness (SOLR) instrument in order to discover a better understanding of the level of freshmen college students' online learning readiness by measuring their social, communication, and technical competencies. In addition, this study was looking at two factors of social integration in Tinto's SIM and has introduced the Student Online Learning Readiness (SOLR) conceptual model with the purpose to extend Tinto's social integration to online learning environment.
England, Kathleen Mary. "Analysis of the instructional ecology in tutorial tennis settings /." The Ohio State University, 1993. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487844948076664.
Full textAgostino, Andrew. "Qualitative analysis of mindful interaction and cognitive residue in pre-tertiary media education." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/NQ59218.pdf.
Full textPlum, Christopher Charles. "Interaction within Individualized Education Program meetings: Conversation analysis of a collective case study." ScholarWorks, 2009. http://scholarworks.waldenu.edu/hodgkinson/20.
Full textNakane, Ikuko. "SILENCE IN JAPANESE-AUSTRALIAN CLASSROOM INTERACTION: PERCEPTIONS AND PERFORMANCE." University of Sydney. Linguistics, 2003. http://hdl.handle.net/2123/568.
Full textMacDiarmid, Carole. "Interaction and engagement in problem-based learning sessions : a corpus-based analysis." Thesis, University of Glasgow, 2017. http://theses.gla.ac.uk/8327/.
Full textHall, Brian Richard. "A synthesized definition and analysis of computer ethics." Thesis, Robert Morris University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3622702.
Full textComputing ethics is a complex area of study that is of significant importance to the computing community and global society. Such concerns as surveillance and automation underscore the need for increased ethical understanding and training in computing. However, education and research in computing ethics are difficult due to the diverse meanings of ethics. This content analysis study analyzed definitions of computer ethics, the subject matter of computer ethics, and the relationship between the definition and subject matter. The purpose of this study was to educe and present the meaning of computing ethics, resulting in a thematic definition of computing ethics for use in education and research. This analysis also provides a coherent concept of the subject matter of computing ethics in relation to the synthesized definition. This study discusses definition and subject matter themes that emerged such as interdisciplinarity, collaboration, scholars and professionals, contributions and costs, computing artifacts, global society, privacy, design and development, and use. The results of this study can assist computing ethicists with research, aid computing educators with curriculum development, and provide a theoretical frame for relating ethics to computing. This exploration demonstrates that groups within the computing community can find common ground, even on such a difficult and complex matter as ethics.