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Dissertations / Theses on the topic 'Theory of Computer-assisted instruction Internet in education Education'

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Published: 4 June 2021

Last updated: 3 February 2022

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1

Allen, Julia Elizabeth. "Transformative Learning Theory as a Basis for Identifying Barriers to Faculty Confidence in Online Instruction." Thesis, University of North Texas, 2017. https://digital.library.unt.edu/ark:/67531/metadc1011768/.

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This study applied the stages of transformative learning to faculty perceptions and application of best practices to online learning. Research questions included: Can transformative learning theory constructs be used to identify potential barriers in faculty development and delivery of online instruction?; How does the stage of transformative learning of online faculty relate to their perceptions about online learning and their application of best practices?; Is there a correlation between stage of transformative learning and the amount of experience with online instruction a faculty member has? Principal component analysis and cluster analysis support a four-component solution. The four constructs equate to Mezirow's four stages of learning: transforming frames of reference through critical reflection of assumptions, validating contested beliefs through discourse, taking action on one's reflective insight, and critically assessing it. Multiple regression analyses were run to predict faculty perceptions on the identified components. Three of these were statistically significant based on years of experience teaching online, the number of professional development workshops taken on online teaching, or both. While the instrument appears to be a valid measurement of transformation of frame of reference, examination of previously contested beliefs, and critical assessment of action, further efforts will be needed before this is a fully validated instrument.

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2

Li, Qiaowu. "Examining the effectiveness of interactivity in a 3-dimensional web-based tutorial on interference phenomenon." Master's thesis, Mississippi State : Mississippi State University, 2002. http://library.msstate.edu/etd/show.asp?etd=etd-04092002-141428.

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3

Catino, Robert J. "Relationship Between Flow Experience, Flow Dimensions, and the Equivalence of Challenges and Skills in the Web-Based Training Environment." Thesis, University of North Texas, 2000. https://digital.library.unt.edu/ark:/67531/metadc2582/.

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This study applied components of Csikszentmhalyis flow theory to the Web-based Training (WBT) environment. Specifically considered were how the equivalence of a learners perceived challenges and skills for an activity can effectively predict the emergence of flow in the WBT environment. Also considered was the ability of flow dimensions defined in flow theory to predict and model the occurrence of flow during WBT activities. Over a period of about one hour, students (n=43) from a southwestern US university engaged in WBT learning activities pertaining to on-line coursework or self-study. A special Web-based software installed on the students computers sporadically reminded them to complete a series of on-line questionnaires which collected data on their flow experience, learning activities, and flow dimensions. The data collection method employed by this study is effectively an electronic, Web-enabled version of, and functionally equivalent to, the Experience Sampling Method (ESM) used in other flow studies. This study employed questionnaires used in prior flow studies to collect data regarding respondents flow experiences and flow dimensions, and developed an on-line instrument to collect data on students learning experiences based on instructional events found in computer-based lessons from Gagné. Significant findings (p<.05) from this study suggest that, in the WBT environment studied, as the relative level of challenge and skill of a learning activity increases, so does the level of flow experienced by the individual. This study also found that flow dimensions are good predictors of flow experience. The results of this study should have important implications for WBT users and instructional designers. Since flow is a positive experience that most individuals wish to repeat, understanding how to facilitate the occurrence of flow, from both the WBT users and instructional designers perspective, is likely to be beneficial to the rapidly emerging field of WBT.

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Spradlin, Kathy Dye. "The effectiveness of computer-assisted instruction in developmental mathematics." Lynchburg, Va. : Liberty University, 2009. http://digitalcommons.liberty.edu.

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5

Knutzen, Kimberly Brant. "An inquiry into transforming teachers' perception of their own pedagogical practices through social engagement in an online learning environment." Click to view the E-thesis via HKUTO, 2008. http://sunzi.lib.hku.hk/hkuto/record/B41261896.

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6

Rogers, Susy. "Online pedagogy : the pedagogical variation model for asynchronous online teaching." Thesis, University of South Wales, 2013. https://pure.southwales.ac.uk/en/studentthesis/online-pedagogy(3c0d84ac-8bd1-4cd9-b43e-e04f444bb304).html.

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The thesis investigates online teaching and learning and in particular, the role of the 'e-moderator' as pedagogical leader in relation to e-learner capabilities. The research builds upon a number of existing models including that of Bass and Alvolio (1996), their 'transactional/task-giving' and 'transformational/motivational' behaviours, and applies these to e-moderator work. Secondly, a review of the research literature provides further concepts applicable to e-learner online behaviour - collaborative capability and knowledge construction ability. These are utilised to create a new model, the 'model of Pedagogical Variation', where online teaching is viewed as situational, and e-learners of varying degrees of capability can be given opportunities to maximise their online learning. A hypothetico-deductive methodology, following the work of Karl Popper (2002), is adopted as the theoretical framework. The research sought to corroborate the proposed pedagogical model, which was successfully achieved with experienced e-moderator practitioners adapting Kelly's (1955) personal construct psychology using the six elements: socialising, scaffolding, knowledge construction, weaving, summarising and archiving. In accordance with the hypothetico-deductive approach, an evaluation was then conducted with the objective of refuting the basic underlying assumptions of the Pedagogical Variation model. The model did withstand attempts at falsification, but is presented here as provisional, open to further scrutiny, testing and comparison. Future research could be in the development of diagnostic tools for e-moderator evaluation of e-learner capabilities and on e-learner preferences regarding the selection of a particular online learning environment. It is suggested that effective online teaching is dependent not only on e-learner context but also on e-moderators' pedagogical leadership. The model for Pedagogical Variation is an attempt to show how adaptations in design and delivery can be made in asynchronous learning networks in order to motivate and facilitate successful outcomes for e-learners, whether they are digital natives or digital immigrants (Prensky,2001 ). Online course providers and developers may also use the Pedagogical Variation model as a blueprint for exploring creative ways of implementing new emerging learning technologies fit for the 21st Century.

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Bain, Yvonne Catherine. "Learning through online discussion : case studies of higher education student's experiences." Thesis, University of Aberdeen, 2011. http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=167158.

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Although much has been written about learning in online discussion, the research literature reveals the need for further empirical research to be carried out. For example, the use of online discussion is often seen as a means by which students can engage in a socially constructivist approach to learning, (Pena-Shaff et al., 2005; Hudson et al., 2006; Schrire, 2006) whilst others raise questions about the depth of engagement and the preparedness to learn in this socially constructivist context (Hawkey, 2003; Roberts and Lund, 2007). The need to gain further understanding of learning through discussion is raised by Ravenscroft (2005); McConnell (2006); Goodyear and Ellis (2008). This study adds to empirical research by exploring students’ engagement with online discussion at an individual and course level. Two key research questions are: What are the different approaches taken by students when responding to learning activities which ask them to engage in online discussion? What are students’ perceptions of how their engagement in online discussion impacts on their learning and the learning of others? The study is qualitative, phenomenographic in nature drawing on six case studies of Higher Education students’ engagement with online discussion. A rich set of empirical data is gathered within the case studies. A grounded approach to data collection and analysis is used, including the analysis of interview data in order to hear the students’ voices about their experiences. The findings from the analysis of the case studies reveal different strategies that students use when engaging in online discussion, and diverse students’ views of learning through online discussion, even from within the same course context. A framework for learning through online discussion emerges from the discussion.

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Li, Siu-har Shirley, and 李小霞. "E-learning for lifelong learning in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B45013822.

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9

Eason, Lindsey R. "Computer Assisted Instruction to Improve Theory of Mind in Children with Autism." Thesis, University of North Texas, 2014. https://digital.library.unt.edu/ark:/67531/metadc699860/.

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Children with autism spectrum disorder (ASD) show significant deficits in communication, emotion recognition, perspective taking, and social skills. One intervention gaining increased attention is the use of computer assisted instruction (CAI) to teach social, emotional and perspective-taking skills to individuals with ASD with the purpose of improving theory of mind skills. This study evaluated the effectiveness of CAI for improving theory of mind skills in four children with high functioning autism ages 5 to 12 years. A single-subject multiple baseline research design across participants was utilized to evaluate the effectiveness of CAI. The software contained 22 instructional scenarios that asked participants to identify emotions of characters based on situational cues displayed in line drawn pictures and audio feedback for correct and incorrect responses. Mind-reading skills were assessed using ten randomly selected scenarios for various emotions and no audio feedback. Visual analysis of the data revealed that all four participants increased mind-reading skills during the CAI condition. Additionally, this study evaluated levels of task engagement during experimental conditions. Three of the four participants showed an increase in task engagement during CAI compared to paper-based social stories used during baseline. Generalization of skills was assessed through the use of social scenarios acted out by family members of participants. All four participants were able to correctly identify emotions displayed in generalization scenarios. Results demonstrated that CAI was an effective and socially viable method for improving ToM skills in children with autism and they could generalize their skills to untrained settings.

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Esterhuyse, Maxine Pier. "A best practice e-learning environment for software training." Thesis, Nelson Mandela Metropolitan University, 2017. http://hdl.handle.net/10948/12165.

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The incorporation of best practice in e-learning environments can increase the probability of success for companies and learners alike. By identifying and understanding the barriers that potential learners may face when interacting with e-learning products, the potential for e-learning failure may be alleviated. There are a variety of benefits that may be realised by companies incorporating e-learning opportunities into their management strategies. However, certain pedagogical principles, metrics and components need to be investigated and implemented in order for a corporate e-learning environment to be successful. The aim of this research is to prototype and evaluate a practical e-learning environment for software training (eLESTP) with e-learning components consisting of interactive learning objects that can guide the development and management of online training in the corporate context. The eLESTP is based on a theoretical contribution that is conceptualised in the form of an e-learning environment for software training (eLESTT). Hence, this study followed a research methodology that is appropriate for educational technologies, namely the Design-Based Research (DBR) methodology, which was applied in iterative cycles. Quantitative and qualitative data was collected by means of a case study, interviews, a focus group and survey. The proposed eLESTP underwent several iterations of feedback and improvement and the result is a real-world solution to the problem at hand. With the purpose of determining the success of corporate e-learning, the barriers and critical success factors for e-learning as well as evaluation criteria were explored. Interviews, a focus group and a survey were conducted in order to validate the investigated literature in a real-world context. Informal interviews enabled a better understanding of the organisational context of this study. The focus group was conducted with customers who were undergoing face-to-face training using conveyancing software developed by Korbitec. Many of the issues faced by learners identified in literature regarding e-learning in developing countries were identified by the participants from the case study. An e-learning survey was used to gather information regarding the intention of Korbitec’s customers to use e-learning as well as their satisfaction with using e-learning. From the survey, it was found that respondents were positive regarding intention to use and satisfaction toward e-learning usage. DBR Cycle 1: Problem Investigation and Proposal entailed the initial problem investigation by conducting a literature review, focus group and survey. DBR Cycle 2: Design Alternative 1 of this study involved a design alternative for eLESTP, namely Prototype 1. DBR Cycle 3: Design and Evaluate Alternative 2 involved the design and prototyping of Prototype 2 for eLESTP as well as the improvement of Prototype 2 through sub-cycles of testing and refinement. The suggestions for improvement were obtained from the relevant stakeholders at Korbitec who are content developers and subject-matter experts. The criteria used to evaluate the success of eLESTP, including its e-learning components, were synthesised and adapted from literature and a new set of evaluation criteria for e-learning environments in software training contexts was proposed. The evaluated eLESTP consists of the technology basis of the Modular Object Oriented Dynamic Learning Environment (Moodle), design guidelines for e-learning components, certification and competency-based training, pedagogical principles and best practice. Overall, eLESTP was positively received by various evaluator groups in formative and summative evaluations. The research results indicate that the use of an e-learning environment for software training purposes was useful and necessary. In support of this Masters dissertation, the following three conference papers have been published and presented at one local conference and two international conferences. In addition, an article has been published in an accredited journal: 1. IDIA 2015, Conference Paper – Zanzibar (Tanzania); 2. Conf-IRM 2016, Conference Paper – Cape Town (South Africa); 3. MCIS 2016, Conference Paper – Cyprus (Europe); and 4. IJIKM 2016, Journal Article.

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Lau, Kai-kwong Gervas, and 劉啟光. "Digital divide in education : a shift to ethical usage." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2014. http://hdl.handle.net/10722/206760.

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Under the trend of ICT implementation in education, students’ learning becomes highly reliant on ICT. A student will thus suffer in his / her learning process if he / she lacks the chance of using ICT at home. This is what a divide in student’s learning is. As the occurrence of this divide is due to digital ICT devices and its effect is focussed on students’ academic performance, such divide is termed as digital divide in education (DDE). To bridge this divide, most governments around the world have spent a lot purchasing hardware for schools and even assisting students from low income families to have computers at home. The divide, however, still persists. Nowadays, almost all students have the chance to use ICT. If a student is skilful in using ICT, he / she can learn more effectively by searching useful materials on the Internet. Otherwise, the student may lose his / her learning path. Thus there is a divide in learning between the skilled and unskilled students using ICT. In addition to the learning-related usages, recent studies showed that most students mainly use ICT to play games or for social communication. The divide in learning still exists and shifts to the difference between the students who use ICT for their learning and those who mainly use ICT for other purposes. Moreover, even some of the students using ICT for their studies, such as doing assignments, may use it inappropriately for copying and reassembling materials from the Internet as their assignments for submission. Such surely impedes their learning. The divide in learning then extends to whether students use ICT appropriately. The aim of this research is to investigate the effect of DDE on students learning in terms of four facets: the chance of using ICT (access disparity), the skilfulness in using ICT (skill disparity), the ways in using ICT (usage disparity), and the appropriateness of using ICT (ethical disparity). The objective is three-fold. The first one is to examine whether the four facets of DDE affect students’ academic performance, the second one is to investigate whether the four facets are interrelated, and the third one is to explore the factors contributing to the four facets empirically. After reviewing various literatures, the potential factors are categorised into three groups: students’ personal factors, environmental factors, and ethics-related factors. A survey has been conducted to achieve the objective. A pilot test was carried out first to check the reliability and validity of the designed questionnaire. 825 valid responses were obtained from a set of random samples taken from Secondary 2 students in Hong Kong. Statistical methods are employed for investigating the relationship between the four facets and also the factors of each facet. The analysis results indicate that the latter three facets are the main constituents of DDE, significantly affecting students’ academic performance. The facets are also interrelated in a sequence. There is a significant effect of skill disparity on the other two disparities, and there is also a significant effect of usage disparity on ethical disparity. A number of key factors were also found for the facets, including students’ gender, SES, ICT experience, and also their parents’ parenting styles and ICT abilities. Their peers’ behaviour also plays an important role in affecting their appropriateness of using ICT. A number of policy implications are then proposed according to the results, in terms of financing approach of government (e.g. direct subsidy scheme), revision of curriculum, and enhancement of parenting skills.
published_or_final_version
Education
Doctoral
Doctor of Philosophy

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12

Jones, Jay Marcus. "Engaged: A teacher resource based on fun factor." CSUSB ScholarWorks, 2007. https://scholarworks.lib.csusb.edu/etd-project/3271.

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The purpose of this project was to develop a teacher resource in which content is both standards based and student demonstrated as "fun" in which to participate. The form of this resource is a website called Engaged. It will ultimately consist of several folioed and interconnected web pages. Academic content is to be all teacher supplied. At risk youth are in danger of being left behind, not only in schools, but by society as a whole. Through classroom teachers it has the potential to provide at-risk-youth a vital bridge across the digital divide.

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Sorg, Judith J. "A case study describing student experiences of learning in an interactive computer-mediated communication context in a distance education environment." Virtual Press, 2000. http://liblink.bsu.edu/uhtbin/catkey/1177990.

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The purpose of this study was to describe and improve understanding of adult students' experiences of learning in an interactive computer-mediated communications context in a distance education environment. Within a constructivist perspective, the theoretical framework for this study was based on collaborative learning theories.The study setting was an eight-week, Internet-based undergraduate/graduate distance education course, Sociology of Poverty, sponsored by a medium-sized midwestern university. The computer-mediated course was designed by the instructor to support active and collaborative learning among students at a distance.Study participants included two graduate students and five undergraduate students who volunteered their participation. One professor delivered course and Web-site instruction, aided by one technical assistant. In this descriptive study, responses of participants were collected through a series of individual interviews, field observations, student learning journals, and the researcher's field journal. Evidence collection focused on learners' responses to the synchronous and asynchronous (e-mail messaging) computer-mediated communications of the distance education setting.Identified were cognitive and affective learning strategies, and descriptions of students' meaningful receiving and expressing experiences. Two cognitive learning strategies were identified: Management of personal resources and management of technology. Two affective learning strategies were identified: Management of self and management of others. The computer-mediated educational context was found to have influenced students' cognitive and affective experiences of learning, and synchronous computer conferencing was judged a potentially motivational and effective tool for interactive learning in a distance education environment. Important impacts on students' learning experiences included learner characteristics, the design of the Web-based course and its computer-mediated components, the structure of interactivity in the computer-mediated communications, and the moderation of the weekly synchronous computer conferences. Conclusions and recommendations of this study focused on these five influences.Implications for future Internet-based distance course design and development included the need for opportunities for students to establish connections with peers early in the course and the need for learner input into course content. Further research requirements revealed included student collaboration in a computer-mediated environment, student-teacher power relations, moderation of synchronous computer conferences, and the integration of online experiences with community-based field experiences.
Department of Educational Leadership

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14

Nagel, Lynette. "The dynamics of learner participation in a virtual learning environment." Pretoria : [s.n.], 2007. http://upetd.up.ac.za/thesis/available/etd-03032009-160447.

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Isleem, Mohammed I. "Relationships of selected factors and the level of computer use for instructional purposes by technology education teachers in Ohio public schools a statewide survey /." Columbus, Ohio : Ohio State University, 2003. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1059507787.

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Thesis (Ph. D.)--Ohio State University, 2003.
Title from first page of PDF file. Document formatted into pages; contains xii, 148 p.; also includes graphics (some col.). Includes abstract and vita. Advisor: Paul E. Post, College of Education. Includes bibliographical references (p. 122-126).

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Zhen, Yurui. "Investigating the Factors Affecting Faculty Members' Decision to Teach or Not to Teach Online in Higher Education." Fogler Library, University of Maine, 2008. http://www.library.umaine.edu/theses/pdf/ZhenYR2008.pdf.

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17

Rockefeller, Debra J. "An Online Academic Support Model for Students Enrolled in Internet-Based Classes." Thesis, University of North Texas, 2000. https://digital.library.unt.edu/ark:/67531/metadc2451/.

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This doctoral dissertation describes a research study that examined the effectiveness of an experimental Supplemental Instruction (SI) program that utilized computer-mediated communication (CMC) rather than traditional SI review sessions. During the Spring 1999 semester, six sections of an introductory computer course were offered via the Internet by a suburban community college district in Texas. Using Campbell and Stanley's Nonequivalent Control Group model, the online SI program was randomly assigned to four of the course sections with the two remaining sections serving as the control group. The students hired to lead the online review sessions participated in the traditional SI training programs at their colleges, and received training conducted by the researcher related to their roles as online discussion moderators. Following recommendations from Congos and Schoeps, the internal validity of the groups was confirmed by conducting independent t-tests comparing the students' cumulative credit hours, grade point averages, college entrance test scores, and first exam scores. The study's four null hypotheses were tested using multiple linear regression equations with alpha levels set at .01. Results indicated that the SI participants earned better course grades even though they had acquired fewer academic credits and had, on average, scored lower on their first course exams. Both the control group and the non-SI participants had average course grades of 2.0 on a 4.0 scale. The students who participated in at least one SI session had an average final course grade of 2.5, exceeding their previous grade point average of 2.15. Participation in one SI session using CMC was linked to a one-fourth letter grade improvement in students' final course grades. Although not statistically significant, on the average, SI participants had slightly better course retention, marginally increased course satisfaction, and fewer student-initiated contacts with their instructors.

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Brandt, Ingrid Gisélle. "Models of internet connectivity for secondary schools in the Grahamstown circuit /." Link to this resource, 2006. http://eprints.ru.ac.za/778/.

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Agostinho, Shirley Flavia Corrent. "Interactions in a web-based learning environment creating an online learning community /." Access electronically, 2000. http://www.library.uow.edu.au/adt-NWU/public/adt-NWU20061024.154536/index.html.

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20

Chinyamurindi, Willie Tafadzwa. "An investigation into e-learning acceptance in selected South African companies." Thesis, Nelson Mandela Metropolitan University, 2007. http://hdl.handle.net/10948/487.

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The study investigated the acceptance of electronic (e-learning) based instruction in selected South African companies based upon the dominants of e-learning acceptance that included computer self-efficacy, perceived usefulness, perceived ease of use and behavioral intention to use. A quantitative research methodology was conducted on a sample of male and female trainees in selected South African companies using e-learning as a mode of instruction (N=191) using the “E-learning Acceptance Measure” by Ong and Lai (2006). Analysis of variance was used to determine whether the biographical characteristic of gender could account for any differences towards the determinants of e-learning acceptance. Multiple stepwise regression was used to determine differences between dominants of e-learning acceptance and gender. The results of the study showed that there were no statistically significant differences in mean between men’s rating of computer self-efficacy, perceived usefulness, perceived ease of use and behavioral intention than that of women. In terms of influences, the results show the existence of influence between certain dominants of e-learning acceptance however no gender differences were found in influence. Recommendations were made based upon these results on how South African companies can help trainees accept and use e-learning.

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21

Stiglingh, Etienne Jacques. "Using the internet in higher education and training a development research study /." Pretoria : [s.n.], 2006. http://upetd.up.ac.za/thesis/available/etd-10262007-115638/.

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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&amp.

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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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Orr, Sandra Lee. "A study of West Virginia P-12 teachers' use of the internet as a professional and instructional tool." Huntington, WV : [Marshall University Libraries], 2006. http://www.marshall.edu/etd/descript.asp?ref=720.

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Ncubukezi, Tabisa. "Security considerations of e-learning in higher education institutions." Thesis, Cape Peninsula University of Technology, 2012. http://hdl.handle.net/20.500.11838/2301.

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Thesis (MTech (Information Technology))--Cape Peninsula University of Technology,2012.
Learning management systems (LMSs) have become the central aspects of educational processes in modern universities. Arguments are that LMSs improve educational efficiencies including the processes of storage, retrieval and exchange of content without distance, space and time constraints. A trusted platform without undue intrusions however, determines the extent to which these benefits can be realized in higher education (HE) spaces. The underlying assumption in this thesis therefore, is that e-Learning systems would lose its value and integrity when the security aspects are ignored. Despite this logic, an overwhelming evidence security omissions and disruptions continue to threaten e-Learning processes at CPUT, with a risk of the actual usage of LMS in the institution. For this reason, this study sought to investigate the extent as well as causes of existing security threats, security awareness programmes and the in/effectiveness of security measures within CPUT. Within the qualitative interpretive research framework, the purposive sampling method was used to select participants. Semi-structured interviews were then used to collect primary data from administrators, technicians, academics and students in the IT and the Public Relations departments at CPUT. The activity theory (AT) was then used as the lens to understand the security aspect in e-Learning systems in the CPUT. From this theory, an analytical framework was developed. It presents holistic view of the security environment of e- Learning as an activity system composed of actors (stakeholders), educational goals, rules (in the form of policies, guidelines and procedures), activities, mediating factors, transformation, and outcomes. The tension between these components accounts for failures in e-Learning security practices, and ultimately in the e-Learning processes. Whilst security measures exist on the e-Learning platform, findings show a combination of the tools, processes and awareness measures to be inadequate and therefore inhibiting. Poor adherence to security guidelines in particular, is a major shortfall in this institution. To this end, a continuous review of network policy, clear and consolidated communication between stakeholders as well as emphasis on the enforcement of security compliance by users across all departments is therefore recommended. Frequent security awareness and training programmes for all LMS users must also be prioritized in this institution.

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Liang, Jie. "Study of the effectiveness of a web-based interactive homework." Master's thesis, Mississippi State : Mississippi State University, 2002. http://library.msstate.edu/etd/show.asp?etd=etd-03132002-213808.

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Peterson, Cynthia Lynn. "Using computer technology to enhance science education." CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2109.

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Dewstow, Ross. "Using the internet to enhance teaching at the University of Waikato /." Click here to download thesis from Australasian Digital Theses Program, 2006. http://adt.waikato.ac.nz/public/adt-uow20060926.111717/index.html.

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Masiello, Italo. "Learning in focus : rethinking the role of technology in medical education /." Stockholm : Karolinska institutet, 2005. http://diss.kib.ki.se/2005/91-7140-216-0/.

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Jenkins, Timothy Edward. "Adult learning outcomes based on course delivery methodology." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2853.

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This study compared student satisfaction and academic performance in online and face-to-face classes. 105 ITT Technical Institute students who were simultaneously enrolled in one online course and two on-campus courses were surveyed and interviewed. Factors examined included student to instructor communication, student to student interaction, content selection for online courses and course management for online courses. Sixty-four percent of the students did not pass their online courses and expressed dissatisfaction with the learning process. Course components and processes that could be improved were identified.

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De, Silva Chamelle Rene. "Technology integration : tracing in-service primary teachers' technological, pedagogical and content knowledge development." Thesis, Cape Peninsula University of Technology, 2015. http://hdl.handle.net/20.500.11838/2374.

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Thesis (DEd (Education))--Cape Peninsula University of Technology, 2015.
The past decade has witnessed the proliferation and use of computer technologies or ICTs (Information and Communication Technologies) in varying levels in the traditional classroom within the South African context. The policy on e-Education (DoE, 2004) refers to the significance of e-Education and expects schools to be developed into e-Schools, consisting of a community of both teachers and learners. This policy also foregrounds how new models of learning are radically changing and challenging current conceptions of learning. As schools acquire technological infrastructure, teachers are expected to become technically skilled in order to deliver the curriculum utilising technology as a tool. Practising primary school teachers are generalists who subscribe to a more holistic approach of teaching. Specialised knowledge influences the in-service primary teacher's perceptions with regard to technology in the classroom. Technology integration,therefore, represents particular challenges for teachers as they search to construct a coherent, technological content base to inform their teaching. Learners with diverse ranges of learning abilities and needs are also present in classrooms, which may further compound the challenges teachers face within the confines of a rigid curriculum and emergent technologies. This study follows and documents the trajectory of a purposive sample of ten practising primary school teachers who had no specialised training in technology. A qualitative ethnographic research design, underpinned by an interpretive paradigm is employed. This research is premised on the argument that teachers can acquire the technical skill, underscored with the relevant pedagogical aims, needed for the seamless integration of emerging technologies required to enhance teaching and learning. "Without skilled pedagogical application of educational technology, technology in and of itself cannot provide innovative school practice and educational change" (Levin & Wadmany, 2006:158).

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Keahey, Heather Lynn. "Using a Text Mining Approach to Examine Online Learning Research Trends of the Past 20 Years (1997-2016)." Thesis, University of North Texas, 2017. https://digital.library.unt.edu/ark:/67531/metadc1062905/.

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The purpose of this research is to identify longitudinal trends relevant to online learning research within 15 highly regarded, peer-reviewed publications in educational technology and online education. Online instruction has become a popular form of education delivery across academic institutions. A review of literature on the topic shows that missing from the corpus is a trend analysis focused in online learning research across multiple journals. Previous efforts of establishing trends in online learning are narrow in focus using only one journal or a shortened time frame. This metatrend analysis employed text mining techniques to examine twenty years (1997-2016) of published research in an effort to establish past, present and emerging trends within published literature. A general bibliometric analysis is offered highlighting prolific and yearly journal publications. Meaningful trending terms used during the twenty-year time period were identified and analyzed. A cluster analysis performed on the extracted data provides a single layer taxonomy regarding online learning research. Time trends within the clusters were identified to offer a more in-depth analysis. Trends revealed during the research indicate a changing relationship of online learning and distance education. A strong emphasis on students and learning was noted as a consistent trend throughout the literature. Emerging categories recognized include openness and mobility, game-based learning, and MOOCs. The intention of the research is to offer an overview of trends in online learning research in order to contribute to the ongoing dialogue concerning the development and delivery of online education.

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Anderson, Allan Lawrence. "Assumptions constructing a school superintendent's mental model for technology use." Thesis, Montana State University, 2009. http://etd.lib.montana.edu/etd/2009/anderson/AndersonA0509.pdf.

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The continual innovation with technology in the world has caused many significant changes which have affected Montana superintendents' managerial, instruction, and political roles. The political environments of NCLB and community technology expectations created a unique context for the superintendent of the case study. Montana superintendents are learning to integrate technology into their roles to improve schools and increasing student growth. Approaches a Montana superintendent with a "high reputation" for technology implemented into his roles to improve schools and increase student achievement are documented in the study. Reasons for implementing the technological approaches answered research questions focusing on assumptions held in mental models. Case study research with a mental model theoretical framework was used to describe technological approaches the superintendent integrated into his roles. Interviews, observations, field notes, and artifacts provided data required to describe the technological approaches. Assumptions clustered together provided the insight to understand technology approaches from emerging themes. Assumptions were drawn from themes and checked with the superintendent. The superintendent managed his district resources in essentially a paperless office. Student records were managed with technology in his schools. Internet connections made communication instant. The assumptions of efficiency drove decisions to implement managerial technology approaches. The superintendent's belief that students preferred learning with technology indicated a student-centered instructional leadership style. The superintendent believed tapping into students' interest in technology was a way to motivate them. The superintendent believed that alignment of student learning preferences with instruction was important. To integrate technology into instruction required professional development in order to make teachers comfortable infusing technology into instruction to deliver content, technological assessment approaches, and continuous visibility to sustain political support. The assumptions held by the superintendent that affected the superintendent's approaches to integrate technology through his roles were 1) leadership's belief that student learning preferences with technology were important, 2) leadership belief that technological learning and instruction should be aligned, 3) leadership's belief that teachers needed professional development to become comfortable with technology, 4) leadership's belief that alternative technological assessment data were superior to yearly AYP results, and 5) leadership's skills in fostering supportive relationships created a political shared will.

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Keeler, Christy Geldbach. "Developing and using an instrument to describe instructional design elements of high school online courses /." view abstract or download file of text, 2003. http://wwwlib.umi.com/cr/uoregon/fullcit?p3113010.

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Thesis (Ph. D.)--University of Oregon, 2003.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 425-442). Also available for download via the World Wide Web; free to University of Oregon users.

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Davoli, Mario. "Cellular phone network service prototyping direct manipulation 3D virtual environment for design, training, marketing and documentation /." Swinburne Research Bank, 2001. http://hdl.handle.net/1959.3/22429.

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Thesis (PhD) - Swinburne University of Technology, 2001.
Submitted for the degree of Doctor of Philosophy, Swinburne University of Technology - 2001. Typescript. Includes bibliographical references (p. 120-128).

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Jacksin, Melonie Ann. "Integrating internet technology to support fraction instruction in the elementary classroon." CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/1704.

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Furey, Douglas John. "A learning resources teacher's guide to the production of Internet multimedia curriculum units." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ36122.pdf.

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Atchade, Pierre Jacques. "A qualitative study of distance learners' perceptions of learning computer technology delivered through two-way audio video conferencing and online instruction." Ann Arbor, MI : UMI Dissertation Services, 2002. http://0-proquest.umi.com.aupac.lib.athabascau.ca/pqdweb?did=726373631&sid=1&Fmt=6&clientId=12302&RQT=309&VName=PQD.

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Krull, Greig Emil. "An investigation of the development and adoption of educational metadata standards for the widespread use of learning objects." Thesis, Rhodes University, 2005. http://hdl.handle.net/10962/d1002771.

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This research investigates the development and adoption of educational metadata standards for the widespread use of learning objects. Learning objects, metadata, the related IEEE standard and the various application profiles derived from the standard are discussed. A number of standards and specifications for educational metadata used to describe learning objects are explored, namely the Dublin Core, IMS, SCORM, ARIADNE, CanCore and the UK LOM Core. Three metadata editors and the experience with using one of them, RELOAD, is described. These educational metadata specifications are used in a practical metadata implementation scenario and the experiences are extrapolated to derive a localised instance of the generic IEEE standard. A new application profile is proposed, “RU LOM Core”, for the South African higher education context. Some existing results are confirmed about the complexity of using the IEEE standard and it is demonstrated that it is possible to instantiate the standard for South African conditions. The results are largely qualitative and based on practical experience. However, the results concur with results from related research. Although the development of an application profile is certainly not new, the development of RU LOM Core illustrates that the IEEE standard, developed largely within the northern hemisphere, can be adapted to work in the South African scenario. RU LOM Core has been developed for the South African higher education environment and takes linguistic and cultural diversity and the low rate of technological literacy into consideration. The lessons learned and the proposed LOM core can be built upon in further research and collaboration to use and support the use of such standards within South Africa.

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Prince, Gilbert Leslie. "Implementation of computers in schools : a case study of five schools in the Makana and Somerset East districts /." Thesis, Rhodes University, 2007. http://eprints.ru.ac.za/1293/.

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Thesis (M.Ed. (Education)) - Rhodes University, 2007.
A thesis submitted in partial fulfillment of the requirements for the degree of Masters in Education, Information Communications Technology in Education in the Education department.

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Greenwood, Joey. "Faculty training and professional development programs designed to impact Web-based instruction in higher education: A faculty perspective." Thesis, University of North Texas, 2007. https://digital.library.unt.edu/ark:/67531/metadc3667/.

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Web-based instruction has fast become a common component of higher education. Although such instruction began as a supplemental form of interaction, it has now become a basic aspect of many college courses and degree programs. If teacher and student are not in the same place at the same time, it becomes necessary to introduce a communications medium that will not only deliver information but also provide a channel of interaction between them. This study focused on faculty training and development programs designed to impact Web-based instruction in higher education at the five largest state-funded universities in Texas within a college of education. The instrument used in this study was developed by the research to collect data relating to faculty perception of training and development opportunities available to them at their institutions, perceptions of administrative support, and technical support. The objective was to determine if there was a relationship between these items listed above and faculty members' levels of confidence and perceptions of effectiveness when teach Web-based courses. The population consisted on 151 faculty members at the University of Texas at Austin, Texas A&M University, the University of Houston, the University of North Texas, and Texas Tech University. This research study suggests that full-time tenure track faculty members at the five largest state-funded universities in Texas perceive that the amount of formal training they have received increases their ability to teach Web-based courses effectively and that the amount of formal training received also increases their perceived level of confidence when teaching Web-based courses. The researcher discovered similar results when faculty members were asked about their perceived level of institutional commitment and current initiatives for teaching Web-based courses.

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Sammadyar, Abdul Wahid. "An investigation into the appropriateness of using agile processes to build an educational management information system." Thesis, University of the Western Cape, 2010. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_4324_1308727180.

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Since there was a need for an Educational Management Information System (EMIS) in the Ministry of Education in Afghanistan, we designed and implemented a prototype for use in the ministry and investigated the appropriateness of using Agile methods for producing the EMIS. The prototype consisted of a database containing data about schools and a Dari interface which was used by educational planners, managers and policy makers of the ministry for decision making and planning. Agile methods are relatively new in software engineering and have an approach and development guidelines which strive for user satisfaction and early incremental delivery of software. We adapt them to local conditions due to their collaborative client-developer approach. The interface, a key component, is easy to use and e cient. The key research result is an evaluation concerning the appropriateness of using Agile Methods for developing the EMIS. Focus groups and surveys were used to develop the prototype and accomplish the study.

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Kim, Myong Sun. "An investigation of undergraduate and graduate students' perceptions of online interaction." [Pensacola, Fla.] : University of West Florida, 2008. http://purl.fcla.edu/fcla/etd/WFE0000113.

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Pongmussaya, Vittaya. "The development of computer assisted instruction on the world wide web to enhance English learning for Thai non-formal education students." CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/2024.

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The purpose of this project was to develop computer-assisted instruction (CAI) software on the world wide web (WWW). This project was an interactive English learning environment for Thai adult students at the Warin Chumrab District Non-Formal Education Center, Thailand. This project software followed the recommendation of a recent study by the center of education technology (CET) indicating that the favorite types of CAI among Thai adult students were tutorial and drill and practice. In this project students chose to learn from two types of lessons, either a tutorial or a drill and practice. The lessons were made interesting by the use of music, animation, and Java applets. Internet tools, such as discussion boards, email, and related educational hyperlinks were easily accessible from within this project. The review group consisted of 20 Thai adult students. The review group responded to a web survey after they had used this project software. The surveyed students stated that the drill and practice exercises, the tutorial and the internet tools enhanced their learning of English.

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Rachal, Windy Satterlee. "Rhetorical functions of language and media in health education : effects of metadiscourse and the Internet on readers' attitudes and knowledge about stress management." Virtual Press, 2002. http://liblink.bsu.edu/uhtbin/catkey/1238741.

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Much of what technical communicators know about language use is based on spoken or written communication; however, newer media complicate those boundaries. Spoken and written language differ primarily in the use of metadiscourse, language that aids interpretation of propositions. While research shows that metadiscourse aids in retention and attitude change in both print and speech, none exists to show whether this is true in a medium like the Internet, which has qualities of both. Technical communicators need this information because they must compose similar messages in several media: advertising, system help, business training, and health education are commonly delivered in multimedia formats, primarily in print and the Internet.Most critical of these messages is health education, in which technical communicators must make treatment accessible to patients at home. Not only does this task require clear communication, but also it requires convincing patients to attend to the information, have positive attitudes about illness or self-care, and remember the information-these are the ingredients needed for learning. With good reason, healthcare providers are investing many resources into Internet health education, but technical communicators lack guidance on effective use of the medium. Research in this area focuses on measuring outcomes of existing programs rather than on systematically identifying what works and why.The present study examined language use (i.e., metadiscourse) and medium (i.e., Internet) in health education about stress management. This study reviews existing research in these areas and posits persuasion and social influence theory as a basis for understanding the persuasive abilities of health educational materials, or the abilities of the materials to convince patients to learn health information, change attitudes about illness and treatment, and change health-related behaviors.To test this theory, 120 students from a Southern university voluntarily read interventions developed to isolate the effects of metadiscourse and media on cognitive processing, attitudes, behavior intentions, and knowledge. Repeated measure multivariate analyses revealed that regardless of metadiscourse or medium, participants' knowledge about stress management increased and was maintained over time; however, favorable attitudes were not maintained over time. Results indicate that peripheral rather than central route persuasion occurred, and, therefore, knowledge gains are likely to be short-term. Suggestions for future research are provided and recommendations for theoretical development are discussed.
Department of English

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Helsper, Charles Bernard. "Incorporating internet technology as as educational and learning tool." CSUSB ScholarWorks, 1998. https://scholarworks.lib.csusb.edu/etd-project/1818.

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Howard, Sarah K. "Teacher change individual and cultural risk perceptions in the context of ICT integration /." Connect to full text, 2006. http://hdl.handle.net/2123/5340.

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Thesis (Ph. D.)--University of Sydney, 2006.
Title from title screen (viewed 20 August 2009). Submitted in fulfilment of the requirements for the degree of Doctor of Philosophy to the CoCo Research Centre, Faculty of Education and Social Work, University of Sydney. Degree awarded 2009; thesis submitted 2006. Includes bibliographical references. Also available in print form.

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Viebach, Eric John. "Effectiveness of interactive web based review." CSUSB ScholarWorks, 2007. https://scholarworks.lib.csusb.edu/etd-project/3252.

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There were three main goals of this study. First, utilize technology in a non-conventional way to enhance student's study process. Second, gauge if the students access such a tool when it is available to them. Third, assess the student's learning based on the study tools available. This project also examined if there was a difference in comprehension of post-World War II era information between students who use the online test preparation program and those that received only traditional instruction.

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Dennis, Andrea L. "Children in the net the use of technology and the Internet in the classroom /." Online pdf file accessible through the World Wide Web, 2009. http://archives.evergreen.edu/masterstheses/Accession89-10MIT/Dennis_AMITthesis2009.pdf.

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Halse, Michelle Louise. "The development and evaluation of a custom-built synchronous online learning environment for tertiary education in South Africa." Thesis, Rhodes University, 2008. http://hdl.handle.net/10962/d1006545.

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The Departments of Computer Science and Information Systems at Rhodes University currently share certain honours-level (fourth year) course modules with students from the corresponding departments at the previously disadvantaged University of Fort Hare. These lectures are currently delivered using video-conferencing. This was found to present a number of problems including challenges in terms of implementing desired pedagogical approaches, inequitable learning experiences, student disengagement at the remote venue, and inflexibility of the video-conferencing system. In order to address these problems, various e-learning modes were investigated and synchronous e-learning were found to offer a number of advantages over asynchronous e-learning. Live Virtual Classrooms (LVCs) were identified as synchronous e-learning tools that support the pedagogical principles important to the two universities and to the broader context of South African tertiary education, and commercial LVC applications were investigated and evaluated. Informed by the results of this investigation a small, simple LVC was designed, developed and customised for use in a predominantly academic sphere and deployment in a South African tertiary educational context. Testing and evaluation of this solution was carried out and the results analysed in terms of the LVC’s technical merits and the pedagogical value of the solution as experienced by students and lecturers/facilitators. An evaluation of this solution indicated that the LVC solves a number of the identified problems with video-conferencing and also provides a flexible/customisable/extensible solution that supports highly interactive, collaborative, learner-centred education. The custom LVC solution could be easily adapted to the specific needs of any tertiary educational institute in the country, and results may benefit other tertiary educational institutions involved in or dependant on distance learning.

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Cox, Sanet. "A framework for e-Learning support to language lecturers at a university of technology." Thesis, Cape Peninsula University of Technology, 2019. http://hdl.handle.net/20.500.11838/2824.

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Thesis (DTech (Informatics))--Cape Peninsula University of Technology, 2019.
This study explored the perceptions and expectations that language lecturers have of e-Learning support. E-Learning has promised to enhance teaching and learning practices and yet it has not been optimally implemented. In the current complex context of Higher education in South Africa all lecturers are confronted with challenges. Language lecturers however have added strain being tasked with preparing students from the demanding, multi-cultural and multi-lingual context to communicate academically in the language of learning and teaching across all subject areas. Universities, in line with expectations from the White Paper on e-Education (South Africa. Department of Education, 2004), require lecturers to use a Learning Management System (LMS) during academic activity even though some lecturers are reluctant, for various reasons, to do so. Lecturer support has been identified as one way in which to promote smooth and optimal e-Learning uptake. Support is a service and for that reason the service delivery industry was consulted to find possible service quality solutions in aid of the assistance for lecturers. Teaching is a highly complex activity where pedagogy is significant in the incorporation of technology, which is what the TPACK (Technological Pedagogical and Content Knowledge) framework underscores. This framework represents the complexity of introducing technology to teaching, considering pedagogy, coupled with CALL (computer assisted language learning), which is a contemporary research domain. To aid the lecturer in introducing TPACK a qualified and trained support service is key. The insights and perspectives of an extensive literature review about the complex context of higher education in South Africa, language lecturers, e-Learning and support as a service are presented. The rationale for the inclusion of attention to service delivery with specific focus to perceptions and expectations is investigated and key issues related to language lecturers’ perceptions and expectations of LMS support are explored. This study identifies relevant elements of a support service for technology to optimise the teaching practice of language lecturers in a complex environment of higher education. The discrepancy between intended use of LMS and actual use thereof is addressed, while a framework of gaps regarding LMS support within a university of technology in South Africa was developed. This framework can assist with optimal support and ultimately contribute to the vision for higher education in South Africa as set out by the Department of Higher Education and Training in their White Paper on post-school Education and Training (2013) calling for transformation.

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