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Tesis sobre el tema "Learning – Computer-assisted instruction"

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Publicado: 4 de junio de 2021
Última modificación: 19 de febrero de 2022

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1

Adebonojo, Leslie G. y F. R. Jelovsek. "Learning Principles as Applied to Computer-Assisted Instruction". Digital Commons @ East Tennessee State University, 1993. https://dc.etsu.edu/etsu-works/6312.

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2

Lei, Lih-Wei. "Evaluation of computer-assisted instruction in histology /". Thesis, Connect to this title online; UW restricted, 2004. http://hdl.handle.net/1773/7707.

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3

Huxford, Dane E. "The relative efficacy of computer assisted instruction". Morgantown, W. Va. : [West Virginia University Libraries], 1999. http://etd.wvu.edu/templates/showETD.cfm?recnum=881.

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4

CARVER, TIMOTHY A. "A STUDY OF ADAPTIVE COMPUTER ASSISTED INSTRUCTION". University of Cincinnati / OhioLINK, 2001. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1006187967.

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5

McMurry, Benjamin L. "Evaluation in Computer-Assisted Language Learning". BYU ScholarsArchive, 2012. https://scholarsarchive.byu.edu/etd/3306.

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Evaluation of Computer-assisted language learning (CALL) needs to be scrutinized according to the same standards of evaluation as other professional materials. Evaluation can be divided into two distinct, yet similar, categories: formal (following a prescribed evaluation model) and informal. The aim of this dissertation is two-fold. The first purpose is to benefit the field of CALL by situating CALL evaluation in the context of frameworks used formal evaluation. The second purpose is to discover informal evaluation practices of CALL practitioners. First, with regard to formal evaluation of CALL materials, practices and insights from the field of evaluation would help CALL researchers and practitioners to conduct systematic evaluations that report findings that other researchers and practitioners find useful. An evaluation framework is proposed that includes common evaluation tasks conducted by evaluators in the field of formal evaluation to produce a workflow model for designing and conducting evaluations in CALL. Second, regarding the informal evaluation of CALL materials, learning about the processes of teachers when evaluating CALL for classroom use will help direct developers of CALL materials, address user concerns, and may indirectly increase the quality of CALL materials. After looking at this two-fold question—formal and informal evaluation of CALL materials—we found that formal evaluation in CALL may benefit from the adoption of evaluation practices from formal evaluation literature. Regarding informal evaluation, we found that teachers consider pedagogy, accessibility, and authenticity when reviewing CALL resources and activities for consideration for use in the classroom. Based on this finding we provide implications for language program administrators, teacher trainers, CALL software developers, and language teachers.
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Sun, Derjen Jeney. "Teaching young children compositional concepts to enhance music learning in a computer learning environment". Connect to resource, 1993. http://rave.ohiolink.edu/etdc/view.cgi?acc%5Fnum=osu1244216827.

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7

Lui, Man y 呂雯. "The effects of computer-assisted instruction and teacher-assisted instruction on preschool children's learning of arithmetic tasks". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1997. http://hub.hku.hk/bib/B31959684.

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Lui, Man. "The effects of computer-assisted instruction and teacher-assisted instruction on preschool children's learning of arithmetic tasks". Hong Kong : University of Hong Kong, 1997. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18821339.

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Snyder, Jeffrey S. "Effects of computer assisted instruction on learning a case study /". Instructions for remote access. Click here to access this electronic resource. Access available to Kutztown University faculty, staff, and students only, 1999. http://www.kutztown.edu/library/services/remote_access.asp.

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Thesis (M.S.)--Kutztown University of Pennsylvania, 1999.
Source: Masters Abstracts International, Volume: 45-06, page: 2812. Accompanying CD-ROM entitled: Project : interactive : an interactive introduction to creating interactive media. Typescript. Abstract precedes thesis as 3 preliminary leaves. Includes bibliographical references (leaves 84-89).
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10

Collins, Steve. "The use of hypermedia in cooperative learning groups composed of students with heterogeneous learning styles". Thesis, University of British Columbia, 1991. http://hdl.handle.net/2429/30452.

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This study compared two methods of using a computer with cooperative learning groups. Hypermedia (HyperCard) and word processing (Microsoft Works) were used on a Macintosh computer by primary aged students to compile information based on a video presentation. Measures of achievement, retention and participation were made. Additionally, an attempt was made to assess learning preferences and compare performance for each of these computer methods with consideration for learning preference. Four main questions were posed: • Does the computer used interactively and non-linearly, as in hypermedia, promote better assimilation of information than using the computer linearly, as in word processing? • Does the computer used interactively and non-linearly, as in hypermedia, promote better retention of information than using the computer linearly, as in word processing? • Does the use of hypermedia in cooperative learning with groups composed of members with heterogeneous learning preferences promote participation more than word processing activities? • Does interactive hypermedia better meet the learning needs of more students than word processing regardless of learning preferences? Data were collected from sixty three primary-aged students from four schools in the Vancouver Lower Mainland area. The same computer-based test was used on students as a pre-test, post-test and retention test. Teachers assessed participation by observing individual students for one minute at random intervals. Participation was reported as an average of the number of seconds out of sixty that students exhibited on-task behavior. A computer-based learning preferences assessment was devised to measure two broad categories of learning preferences based on Howard Gardner's Seven Intelligences. The same assessment was made directly by teachers and alternate classroom workers by dividing students into the two categories of learning preferences based on their observations. Teachers also reported observations of the activities pertaining to quality of interactions, teaching demands and predictions of future learning outcomes after long term use of each method. The major conclusions of this study were: • No significant differences in achievement or retention were found between the word processing and hypermedia groups. • The HyperCard groups participated more than the word processing groups as measured by teacher ratings during the activities and as reported in the post-study teacher comments. • More time for the activities is needed to yield clearer results. • The tools used to assess learning preferences were not statistically reliable. • Learning preferences for some students are likely fluid and changing and therefore difficult to assess. • Increased participation scores for HyperCard are due to more students participating as opposed to the same participating students getting higher scores. This suggests that HyperCard involves more students regardless of learning preference. Considering these conclusions, these hypotheses were suggested: • Students use their whole minds in learning which requires an integration of dominant learning strengths. Categorizing students into groups based on discrete learning attributes has little meaning and could be harmful as a teaching practise. • It is necessary to find tools that can address the needs of divergent learning styles simultaneously. Hypermedia may be such a tool but more research is required to support this conjecture. • HyperCard has more features and is more complicated to use. Therefore more training is required to adequately use HyperCard than is required to adequately use word processing. Equivalent levels of training are required to yield clearer results. Additionally a discussion of the changing definition of literacy due to the increasing accessibility of information due to technology, stressed the importance of developing multimedia skills for students and teachers. It was suggested that the combination of hypermedia with cooperative learning will enhance communication and learning. This, in, turn,will advance the new, technology-based literacy.
Education, Faculty of
Graduate
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11

Jiang, Yue. "Computer-assisted observational learning of novice Tai Chi learners". Thesis, McGill University, 2003. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=19669.

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This study examined the effects of three computer-assisted cuing programs on the observational learning of a Tai Chi action sequence by thirty-one novice adult learners. Digital video demonstrations with visual cues, verbal cues, and both visual and verbal cues as well as no cues were presented. On the first and fifth trial participants completed a cognitive resequencing task, and on each of five learning trials attempted to physically perform the sequence. A retention test was also administered. The Pictorial Cognitive Resequencing Task results were somewhat equivocal as some of the treatment programs facilitated enhanced performance but participants in the "control" group also improved their performance. Physical performance as measured by the Technical Action Score and the Flow Action Score showed that the "visual and verbal treatment" group significantly improved performance in comparison to the "control" group. Based on the results and post-test interviews suggestions for future research were presented.
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12

Chan, San-wing Frederick y 陳新榮. "Developing inquiry based learning in secondary geography education topic: weather forecast : an actionresearch". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B3984870X.

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13

Chan, Kok-chi y 陳覺慈. "Effectiveness of computer-assisted learning in Chinese language". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B31959969.

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14

Lun, Suen Caesar y 藺蓀. "An integrated approach to computer-assisted language learning (ICALL)". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B45014838.

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Wong, Tang-tat Rodney. "Computer assisted learning : an examination of practices in schools for children with learning difficulties /". Hong Kong : University of Hong Kong, 1994. http://sunzi.lib.hku.hk/hkuto/record.jsp?B14014646.

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16

李偉柏 y Wai-pak Li. "Learning algebra with computer-assisted learning program in a primary school". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B31256399.

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Wong, Tang-tat Rodney y 黃騰達. "Computer assisted learning: an examination ofpractices in schools for children with learning difficulties". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1994. http://hub.hku.hk/bib/B31957560.

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18

Fung, Sze-tat y 馮思達. "Learning path optimization with incomplete learning object metadata". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2011. http://hub.hku.hk/bib/B47169850.

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One of the fundamental concerns of instructional design is pedagogical sequencing which is a practice of organizing course materials according to the underlying knowledge structure and concept dependency. In the conventional settings, like the secondary schools or tertiary institution, instructors are required to interpret learning materials by their own domain knowledge. But in many online learning systems, analyzing and interpreting learning materials are very challenging due to the lack of instructional contexts and pedagogical attributes of the learning units. The learning objects and learning object metadata (LOM) are learning technologies to formalize the concept of learning unit and standardizing the specification of learning object annotation framework. The learning object is aimed to provide a solution for reuse and sharing of learning materials, and to provide infrastructure for pedagogical design. The LOM has been widely adopted in various learning systems, methodologies and system frameworks proposed to solve instructional design problem based on the pedagogical information as provided in the LOM. However, an empirical study showed that most real-life learning objects do not provide necessary pedagogical information. Thus, it is not clear how the issue of incomplete metadata and hence incomplete pedagogical information will affect those LOM based methods. A new approach to reconstruct the underlying knowledge structure based on information extracted from LOM and data mining techniques is proposed. The main idea of the approach is to reconstruct knowledge structure by the context of learning materials. Intrinsically, the vector space model and the k-means clustering algorithm are applied to reconstruct the knowledge graph based on keyword extraction techniques, and concept dependency relations are extracted from the obtained knowledge graph. Then, the genetic algorithm is applied to optimize for a learning path that satisfies most of the obtained concept dependencies. Furthermore, the performance of applying different semantic interpreters and rule extraction methodology are carefully tested and compared. Experimental results revealed that learning paths generated by the proposed approach are very similar to learning paths designed by human instructors.
published_or_final_version
Electrical and Electronic Engineering
Master
Master of Philosophy
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19

Ran, Weijia y 冉维佳. "Aligning learning with work practice by using key performance indicator framework". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2010. http://hub.hku.hk/bib/B45590540.

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20

Nokwali, Mlandeli Philbert. "Challenges in the implementation of technology learning area in the senior phase in some Mthatha schools". Thesis, Walter Sisulu University, 2013. http://hdl.handle.net/11260/245.

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Technology education is an important factor in every learner’s education. It contributes to the intellectual and practical development of the learners to enable them to cope with the challenges of a technological society. The main purpose of the study was to investigate the extent to which the learning and teaching of technology were implemented in schools in the Mthatha District. The main research question was: What are the challenges for the implementation of technology learning area in the Senior Phase? Research sub questions were: What support does the Department of Education give to educators?; To what extent have the objectives of implementing the technology learning area been achieved?; and, What suggestions do educators have to improve implementation of technology education? There were 20 Junior Secondary Schools involved in the study. There were two groups of samples: (a) the educators’ sample and (b) the learners’ sample. The educators’ sample: The sample size was 20 educators consisting of those who were teaching technology in either all the Senior Phase grades (Grade 7, 8 and 9) or at least in one of the grades in the senior phase in his/her school. On the researcher’s request, the Principal of each school nominated an educator and hence there was one educator in the educators’ sample from each of the 20 schools. The learners’ sample: The sample size was 40 learners consisting of at least two learners from each of the 20 schools. On the researcher’s request each educator in the educators’ sample nominated two learners from the senior phase. The instrument which was made to collect data was a researcher-designed questionnaire. The researcher personally visited each school involved in the study and gave the questionnaires to the two learners and one educator from that particular school to complete them independently within five days. The researcher personally re-visited each school on a day after the agreed-upon 5-day period but only after confirming over the phone that the questionnaires were indeed completed. The data were analyzed manually. The results obtained revealed that the implementation of the technology learning area is challenged by a number of problems. Those which were specifically identified were: lack of resources especially the rural schools; lack of people who are knowledgeable on Outcomes-based education (OBE) or the OBE modes of learning & teaching technology and its assessment methods, ineffectiveness arising out of large and overcrowded classes, challenges originating from or as a consequence of redeployment and the rationalization of educators and the lack of human resource to assist in the implementation of technology. The study showed the need for the provision of supportive service and continuous contact with educators to offer advice and assistance in order to improve the quality of technology teaching and learning in schools. The professional knowledge and skills of subject advisors as well as educators needed to be extended, refreshed and updated.
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21

Wu, Chun-ho y 胡俊豪. "Learning marketing through simulation software". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B40040239.

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22

Pyper, Douglas. "An experimental investigation of the impact of using computer aided learning as a substitute for conventional instruction in two undergraduate accounting courses". Thesis, University of Aberdeen, 2003. http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=153263.

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The purpose of the thesis is to investigate the use of computer aided learning (CAL) in undergraduate accounting education and establish its potential as a medium of instruction.  In the thesis the use of CAL in accounting is explored in three major stages:  first, established educational theories of learning and instruction are reviewed to identify a conceptual framework within which appropriate research questions can be formulated, second, established educational research methods are explored to identify an analytical framework within which the research questions can be meaningfully addressed, third, elements of the conceptual and analytical framework are combined to devise an experimental framework within which the use of CAL in accounting can be assessed and evaluated;  this framework is used to critically examine existing empirical studies of CAL in accounting and also to support an experimental analysis of two CAL applications.  The results of the experimental analysis suggest that the use of CAL does not adversely affect student performance and that the courseware used in the experiments provides an acceptable alternative to conventional instruction;  however, the analysis also suggests that a comprehensive insight into the efficacy of CAL can only be obtained through an appropriate combination of both quantitative and qualitative research elements.  In addition, it is suggested that any future evaluation of CAL should consider its potential impact on student learning processes and the election of an ‘approach to learning’.
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23

Han, Chung-wai Christina. "Teachers' perception of implementing computer assisted learning in kindergarten classrooms". Hong Kong : University of Hong Kong, 1997. http://sunzi.lib.hku.hk/hkuto/record.jsp?B1882142X.

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Han, Chung-wai Christina y 韓重惠. "Teachers' perception of implementing computer assisted learning in kindergarten classrooms". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1997. http://hub.hku.hk/bib/B31959398.

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25

Kafanabo, Eugenia J. "An investigation into the interaction between multiple intelligences and the performance of learners' in open-ended digital learning tasks". Pretoria : [s.n.], 2006. http://upetd.up.ac.za/thesis/available/etd-07162008-082830/.

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26

Maes, Bonnie M. "An analysis of employees' perception toward their readiness for on-line learning". Menomonie, WI : University of Wisconsin--Stout, 2005. http://www.uwstout.edu/lib/thesis/2005/2005maesb.pdf.

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27

Ananta, Gede Pramudya. "Using an adaptive web-based learning environment to develop conceptual and procedural knowledge". Access electronically, 2004. http://ro.uow.edu.au/theses/202.

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Ambellan, Steven Charles. "Can computer assisted instruction (CAI) effectively assist incarcerated juveniles in learning introductory woodworking skills?" CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/1881.

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29

Walton, Donna L. "The impact of computer assisted instruction on sensory cognitive factors in literacy learning". Thesis, University of North Texas, 2003. https://digital.library.unt.edu/ark:/67531/metadc4380/.

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The purpose of this study was to examine the impact of computer assisted instruction on the development of literacy skills. The effect of instructional methodologies designed to stimulate sensory processing (auditory, visual, and somatic sensory) through information processing activities was analyzed. A software program was designed to present instruction to stimulate learning in one sensory modality, visual processing. Also, the effect of delivery mechanisms on the acquisition of literacy skills was investigated. Three treatment groups and a control group were established to analyze differences: cognitive processing methodologies presented via computer technology, conventional methodologies presented via computer technology, cognitive processing methodologies presented through traditional classroom tools, and a control group. A portable keyboard computer with word processing capabilities was selected to deliver technology-enhanced instruction. Results from this study suggest that activities designed to specifically promote processing in one sensory modality, do not promote acquisition of skills in other regions. There was no change in scores when visual methodologies were applied to auditory and somatic sensory cognitive processing goals. When spelling tests that utilized all sensory modalities were analyzed, visual processing instruction had no effect on achievement. This result was duplicated when tests requiring auditory processing skills were examined. However, when visual processing skills were applied to words requiring sight word memorization techniques, the methodologies improved achievement scores. Therefore, it can be concluded that methodologies increase achievement only if activities are designed to stimulate the sensory cognitive modality that the skill requires. Results of analysis concerning the effect of delivery mechanisms on spelling achievement revealed that technology is a useful tool when used to promote information processing related to the learning goal. Visual cognitive processing activities delivered via computer technology were effective only when practice activities matched instructional objectives. When conventional methods of learning spelling skills were presented utilizing technology, student scores did not increase. It can be concluded that spelling achievement can be improved through the introduction of intelligent software applications if the instructional program is designed to stimulate appropriate cognitive processes and to meet targeted learning objectives. A theory for designing instructional software to meet these criteria, The Integrated Processes Method, was presented.
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30

Callahan, Philip. "Learning and development of probability concepts: Effects of computer-assisted instruction and diagnosis". Diss., The University of Arizona, 1989. http://hdl.handle.net/10150/184873.

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This study considered spontaneous versus feedback induced changes in probability strategies using grouped trials of two-choice problems. Third and sixth grade Anglo and Apache children were the focus of computer assisted instruction and diagnostics designed to maximize performance and measure understanding of probability concepts. Feedback, using indeterminate problems directed at specific strategies, in combination with a large problem set permitted examination of response latency and hypothesis alternation. Explicit training, in the form of computer based tutorials administered feedback as: (a) correctness and frequency information, (b) mathematical solutions, or (c) in a graphical format, targeted by weaknesses in the prevailing strategy. The tutorials encouraged an optimal proportional strategy and sought to affect the memorial accessibility or availability of information through the vividness of presentation. As the subject's response selection was based on the query to select for the best chance of winning, each bucket of the two-choice bucket problems was coded as containing target or winner (W) balls and distractor or loser (L) balls. Third and sixth grade subjects came to the task with position oriented strategies focusing on the winner or target elements. The strategies' sophistication was related to age with older children displaying less confusion and using proportional reasoning to a greater extent than the third grade children. Following the tutorial, the subjects displayed a marked decrease in winners strategies deferring instead to strategies focusing on both the winners and losers; however, there was a general tendency to return to the simpler strategies over the course of the posttest. These simpler strategies provided the fastest response latencies within this study. Posttest results indicated that both third and sixth grade subjects had made comparable gains in the use of strategies addressing both winners and losers. Based on the results of a long-term written test, sixth grade subjects appeared better able to retain or apply the knowledge that both winners and losers must be considered when addressing the two-choice bucket problems. Yet, for younger children, knowledge of these sophisticated strategies did not necessarily support generalization to other mathematical skills such as fraction understanding.
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31

Lee, Larry Dee. "An investigation on computer-based instructional presentation modes and perceptual learning styles in concept learning /". Digital version accessible at:, 1999. http://wwwlib.umi.com/cr/utexas/main.

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32

Pirilä, Kaarina. "Interaction, motivation, and student learning outcomes in E-learning -- do personal differences matter? /". Oulu : [Kajaani : University of Oulu ; INTeL-project], 2008. http://www.loc.gov/catdir/toc/fy1001/2008422945.html.

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Lo, Tak-ming Dominic. "Strategic planning of IT use in teaching and learning in schools in Hong Kong /". Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B19874145.

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34

Dandava, McClintock Jesse 1957. "Computer assisted mathematics learning in distance education in Papua New Guinea". Monash University, Faculty of Education, 2001. http://arrow.monash.edu.au/hdl/1959.1/8464.

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35

Cote, William Daniel. "A Web-based learning environment for textile engineering education". Thesis, Georgia Institute of Technology, 1997. http://hdl.handle.net/1853/8499.

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36

Chen, Mei 1962. "The characterization of learning environments and program structures of instructional programs produced using Logo /". Thesis, McGill University, 1992. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=56930.

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A methodology was developed in this study for identifying the cognitive, pedagogical, and computational characteristics of computer-based learning environments. The characterization of the cognitive and pedagogical features was achieved by decomposing the learning environments into episodes which were composed of sequences of "views". Each "view" was described in terms of the different types of knowledge presented, the pedagogical strategies used to present the knowledge, and the forms and functions of user-computer interactions elicited. The computational characteristics were described in terms of modularity and other programming properties. The methodology was applied to characterizing the instructional programs produced by student teachers using Logo.
The results showed that this methodology can successfully identify the cognitive, pedagogical and computational characteristics of the learning environments. It can also clarify what can be learned in a microworld, especially the "powerful ideas" in Logo environments. In addition, the usability and constraints of learning environments in meeting the learners' cognitive needs during the learning process can be assessed.
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37

Zhen, Yongjian. "Improving students' math problem-solving skills in a computer-assisted learning environment". CSUSB ScholarWorks, 1999. https://scholarworks.lib.csusb.edu/etd-project/1797.

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38

Li, Siu-har Shirley y 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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Morgan, Michael. "Distributed cognition in computer mediated learning environments". Access electronically, 2005. http://www.library.uow.edu.au/adt-NWU/public/adt-NWU20060719.141836/index.html.

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40

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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41

Coupland, Mary. "Learning with new tools". Access electronically, 2004. http://www.library.uow.edu.au/adt-NWU/public/adt-NWU20041221.111821/index.html.

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42

Lee, Kam-fong y 李錦芳. "Enhancing students' collaborative learning through CMC discussion". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B40040057.

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43

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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44

Brown, Stephen F. (Stephen Francis). "The Use of Learning Theory in the Application of Artificial Intelligence to Computer-Assisted Instruction of Physics". Thesis, North Texas State University, 1985. https://digital.library.unt.edu/ark:/67531/metadc330775/.

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It was the purpose of this research, to develop and test an artificially intelligent, learner-based, computer-assisted physics tutor. The resulting expert system is named ARPHY, an acronym for ARtificially intelligent PHYsics tutor. The research was conducted in two phases. In the first phase of the research, the system was constructed using Ausubel's advance organizer as a guiding learning theory. The content of accelerated motion was encoded into this organizer after sub-classification according to the learning types identified by Gagnds. The measurement of the student's level of learning was accomplished through the development of questioning strategies based upon Bloom's taxonomy of educational objectives. The second phase of this research consisted of the testing of ARPHY. Volunteers from four levels of first-semester physics classes at North Texas State University were instructed that their goal was to solve three complex physics problems related to accelerated motion. The only students initially instructed by ARPHY were from the class of physics majors. When the threshold values of the pedagogical parameters stabilized, indicating the fact that ARPHY's instructional technique had adapted to the class' learning style, students from other classes were tutored. Nine of the ten students correctly solved the three problems after being tutored for an average of 116 minutes. ARPHY's pedagogical parameters stabilized after 6.3 students. The remaining students, each from a different class, were tutored, allowing ARPHY to self-improve, resulting in a new tutorial strategy after each session. It is recommended that future research into intelligent tutoring systems for science incorporate the principles and theories of learning which this research was based upon. An authoring system based upon the control structure of ARPHY should be developed, since the modular design of this system will allow any field which can be organized into a net-archy of problems, principles, and concepts, to be tutored.
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45

Kilickaya, Ferit. "The Effect Of Computer Assisted Language Learning On Learners&#039". Master's thesis, METU, 2005. http://etd.lib.metu.edu.tr/upload/12606252/index.pdf.

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This study aimed to explore the effect of computer-assisted language learning (CALL) on the sophomore undergraduate students&rsquo
success on the TOEFL exam. The study was designed as quasi-experimental research and two variables were focused on: Computer-assisted language learning and traditional instruction. Participants were 34 sophomore students in EFL department in Middle East Technical University. The participants were randomly assigned to the experimental and control groups using a table of random numbers. Experimental (three males and fourteen females) and control groups (two males and fifteen females) consisted of 17 participants each since the language laboratory for experimental group could accommodate that number. Experimental group was taught using computer-assisted instruction in a language laboratory while the control group was taught using a traditional method of instruction in a traditional classroom setting. The sample consisted of 17 participants in each group. The training lasted for 8 weeks and the same instructor met the groups three hours each week. During the first week a pre-test was given to both groups and a post-test was given at the end of the study. The experimental group participants were also interviewed with regard to CALL. Pre and post-test gain scores were statistically analyzed and the interviews were subjected to content analysis. The results showed that there was no statistically significant difference between the control and experimental groups in overall scores and on the structure section. However, statistically significant differences were found in the scores on the reading and listening sections. The interviews showed that the participants in the experimental group valued computer-assisted language learning. However, it was suggested by the participants that computer-assisted language learning should be incorporated into the regular classes, where especially listening skill is focused on.
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46

Fischer, Julie A. "Teaching in the 21st century incorporating online learning techniques into curriculum delivery /". Menomonie, WI : University of Wisconsin--Stout, 2007. http://www.uwstout.edu/lib/thesis/2007/2007fischerj.pdf.

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47

Li, Xiaolei y 李曉蕾. "Obstacles of using tablet computers as a learning tool in primary schools". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2014. http://hdl.handle.net/10722/206571.

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With the development of using tablet computers in the classrooms, it is raised concern in education how to enhance the effectiveness of using tablet computers in teaching and learning. In this study, it provides a significant framework included four main obstacles of using tablet computers as a learning tool related to schools, teachers, students and parents that are studied with grounded theory. The purpose of this study is to understand the obstacles of using tablet computers as a learning tool and provide some recommendations according to teachers’ perception of teaching and students’ engagement of learning that occurs as a result of using tablet computers in primary schools. From the results of comparing students’ using tablet computers between schools and homes, the perception of teachers, students and parents’ on using tablet computers as a learning tool, the study found that there is a lot to develop and improve the tablet computers for primary school students to use as a learning tool.
published_or_final_version
Education
Master
Master of Science in Information Technology in Education
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48

Koti, Vijayalakshmi. "Hypermedia in architectural education : the World Wide Web as a learning tool /". Connect to this title online, 1997. http://www.caup.washington.edu/Archimedia/thesis/home.htm.

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Thesis (M. Arch.)--University of Washington, 1997.
Includes printouts of pages from the World Wide Web site at: http://www.caup.washington.edu/Archimedia/thesis/home.htm. Includes bibliographical references (leaves [73]-76).
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49

Di, Paolo Terry. "An investigation of students' computer-based learning strategies". n.p, 2001. http://library7.open.ac.uk/abstracts/page.php?thesisid=78.

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50

Harris, Steven Robert. "Supporting learning-in-use : some applications of activity theory to the analysis and design of ICT-enabled collaborative work and learning". Thesis, University of South Wales, 2007. https://pure.southwales.ac.uk/en/studentthesis/supporting-learninginuse(e85123c3-a8d1-4669-92b0-166ac7a4d801).html.

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This thesis discusses some applications of activity theory to the analysis and design of collaborative work and learning processes either partially or wholly enabled by the use of information and communication technology (ICT). Activity theory (AT) is a monistic, materialistic psychological meta-theory comprising several distinct strands of historical and theoretical development. Founded in the former USSR in the early 1930s, it became a fundamental approach in Soviet psychology. In the West, AT was first adopted as a conceptual framework for human-computer interaction (HCI) and information systems design (ISD) in the late 1980s by researchers associated with the Participatory Design (PD) and Computer-Supported Cooperative Work (CSCW) movements. Mainly drawing on Scandinavian interpretations of AT, this work established a distinctive, predominantly cultural-historical approach to context-aware information technology design now known as ATIT. ATIT is widely recognised as having made significant contributions to the theory and vocabulary of HCI and ISD; the principal aim of this thesis is to further develop its usefulness for ICT design. The research discussed explored the theory, history and development of ATIT while also applying and evaluating various established and new practical ATIT methods. These included the breakdown and focus-shifts analysis approach developed by Bødker and her associates and some novel techniques based on systemic-structural activity theory (SSAT), a modern, explicitly design-oriented synthesis of the cultural-historical and systemscybernetic strands within Soviet activity theory. The empirical investigation involved participatory action research into the uses of ICT at an adult basic education (ABE) Open Learning Centre in south Wales, UK. A longitudinal study of an intensive ICT-enabled ABE course, Computer Creative, was carried out between September 2000 and May 2001 using ethnographic techniques. This was followed-up by a short video-based study in May 2002. In both cases the aim was to use activity-theoretical techniques to identify ways of improving the use of ICT to support the Centre’s learnercentred, empowerment-oriented ABE practice. Using the key ATIT notion of breakdown as a starting-point, a number of factors influencing participants’ effective and creative learning-inuse of and with the available technologies were identified. Among the most significant of these was learners’ motivation during the ICT-enabled work-process. Conditions observed to encourage positive motivation included physical co-location in a material and sociocultural environment favouring self-regulation and mutual coordination through communicative and instrumental means and the structuring of ICT-enabled tasks so as to facilitate the formation and alignment of personally meaningful task-goals. Although user-interface (UI) design emerged as only one among many task-conditions impacting on motivation, some applications were persistently associated with recurrent and/or catastrophic breakdown. The principal UI characteristics identified as likely contributors to such breakdowns were inadequate provision of task-relevant information and under- or over-representation of task complexity. Based on these findings, the thesis presents a number of recommendations and guidelines for researchers and designers on the use of activity-theoretical techniques to create and evaluate interactive information and communication systems, ICT-enabled workprocesses and tasks, and ICT use-settings. In doing so it provides further evidence of the potential applicability of AT to a range of IT-design challenges, while concluding that in order to more fully realise this potential researchers should consider revising and expanding the conceptual framework of ATIT to include ideas from SSAT.
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