Thèses : « E-learning (electronic learning) »

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Mahadevan, Shankar. « A Learning Object Model For Electronic Learning ». Thesis, Virginia Tech, 2002. http://hdl.handle.net/10919/34060.

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Digital libraries are fast expanding into the role of independent educational entities that aspire not only to complementing traditional classroom teaching, but also allow open electronic learning for distance and continued education. These multifaceted roles can be realized only if the course content and the related content management system are versatile enough to be captured into any individual's learning needs. Many studies have defined a concept of "learning object" to address the issues and needs. But in attempting to solve the problem, the definitions have emphasized some aspects of the digital library while leaving the other issues to be solved later. Thus, the whole system dynamics is either weak or too cumbersome to navigate. As a part of this masters work, firstly the current model of pedagogical endowment was investigated. In order to accommodate the digital nature of education, a new modern profile of learning is proposed that allows modular yet efficient transfer of knowledge from the teacher to the pupil. The thesis then proposes a comprehensive learning object (LO) model, along with the associated system model, that will allow complete and flexible integration of content into the modern digital library profile. The process will be user-centric (both for knowledge developers and learners) as well as metadata-centric. It is scalable and interoperable with legacy and existing content databases and display systems. This thesis covers how the LO model is integrated into the core of the library's content development, discovery, and delivery process. The results of the experiment in terms of ease-of-use, flow-control, and feasibility of the model are documented. A beta-version of these concepts has been successfully tested with volunteers and implemented as a part of the Digital Library Network for Engineering and Technology (DLNET) project.
Master of Science

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Liška, Tomáš. « E-learning ». Master's thesis, Vysoká škola ekonomická v Praze, 2008. http://www.nusl.cz/ntk/nusl-9392.

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The work introduces the reader the concept of e-learning and provides a structured view of the issue. Explanations of basic terms, forms, methods of implementation or inclusion e-learning in the education system forms makes the basis for understanding the importance of e-learning. The work is explained the issue of standardization, including a summary of the most used standards and the principle of their operation. Issue of e-learning implementation konstitute the fundamental part this work, and it is demonstrated by the example of a model society. There are recognized problem parts in the e-learning implementation, a comparison of possible solutions including design courses, which could be implemented. Component part of this work is the questionnaire survey among employees, potential students, to determine their perceptions of e-learning and in particular their requirements and expectations. For the sake of completeness are recognized developments and trends to e-learning step, and which have promising potential.

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Schmees, Markus. « Electronic Commerce im Technology Enhanced Learning / ». Edewecht OlWIR, Oldenburger Verl. für Wirtschaft, Informatik und Recht, 2007. http://deposit.d-nb.de/cgi-bin/dokserv?id=2982667&prov=M&dok_var=1&dok_ext=htm.

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Alshammari, Mohammad. « Adaptation based on learning style and knowledge level in e-learning systems ». Thesis, University of Birmingham, 2016. http://etheses.bham.ac.uk//id/eprint/6702/.

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Although there have been numerous attempts to build and evaluate adaptive e-learning systems, they tend to be limited in scope, and suffer from a lack of carefully designed and controlled experimental evaluations of their effectiveness and usability. This thesis addresses these issues through the implementation of an adaptive e-learning system and its experimental validation. The design of an adaptive framework and the specific instantiation of its components into a configurable adaptive e-learning system are presented. The domain model of the system deals with computer security. The learner model incorporates the information perception dimension of the Felder-Silverman model of learning style and also knowledge level. The adaptation model generates personalised learning paths and offers adaptive guidance and recommendation. The thesis also provides an empirical evaluation through three controlled experiments to investigate the effect of different forms of adaptation. Rigorous experimental design, careful investigation and precise reporting of results are taken into account in all the three experiments. The findings indicate that matching the sequence of learning objects to the information perception learning style yields significantly better learning outcome and learner satisfaction than non-matching sequences. They also indicate that adaptation based on the combination of the information perception learning style and knowledge level yields significantly better learning outcome (both in the short- and long-term) and learner satisfaction than adaptation based on either of these learner characteristics alone; this combination is also marked by a significantly higher level of perceived usability compared to a non-adaptive version of the e-learning system.

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Schlenk, Sonya. « E-Learning als Bestandteil einer E-Business-Strategie ». [S.l. : s.n.], 2003. http://www.bsz-bw.de/cgi-bin/xvms.cgi?SWB11675849.

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Jury, Thomas W. « Electronic Performance Support for E-Learning Analysis and Design ». NSUWorks, 2007. http://nsuworks.nova.edu/gscis_etd/621.

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Corporate instructional designers often follow an instructional systems design (ISD) process to plan, create, and implement training programs. Increased demand for elearning as a replacement or addition to classroom training means that, in the current corporate environment, instructional designers are called upon to produce a wide variety of instructional formats and have to make more decisions during the ISD process. E-learning is evolving into a total performance improvement solution rather than simply as a means to delivering distance training and consequently, in an effort to achieve business goals, many corporations are turning to it as a cost effective way to deliver training and support to employees and customers. Corporate e-learning applications can incorporate knowledge management and electronic performance support as well as support for multiple formats of online learning, adding to the complexity of the instructional designer's job and the ISD process. While the ISD process is well documented and numerous operational models exist, instructional designers often have difficulty in its application given the complexity of an e-learning application. The study analyzed the impact of an experimental electronic performance support system (EPSS) on the performance of e-learning instructional designers. An EPSS intended to provide assistance during the analysis and design stages of an e-learning project was created to aid corporate instructional designers make tradeoffs among time, cost, and quality of various analysis and design procedures and techniques. Formative reviews by instructional designers experienced in e-learning added to the validity of the contents of the EPSS. Summative evaluator’s pilot tested the EPSS by using it in conjunction with the analysis and design activities of three corporate e-learning projects. Evaluation results indicated that an instructional design EPSS can help designers sequence and prioritize tasks, allocate time and resources to task execution, and focus tasks on user performance and client goals.

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Rautenbach, Linette. « An electronic learning (e-learning) readiness model for distance education in the workplace / L. Rautenbach ». Thesis, North-West University, 2007. http://hdl.handle.net/10394/1172.

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This research thesis is about developing an electronic-learning readiness (e-readiness) model for the training of employees in distance education. The overall purpose of the model is to improve current computer-facilitated educational practices in the workplace by enabling e-Iearning practitioners to plan better for the e-Iearning event. There are various definitions of e-readiness, like the ones mentioned by Budhiraja and Sachdeva (2005:4) and the APEC Readiness Initiative (2005:1), most of which refer to readiness in the larger sense, namely of countries' readiness for electronic media use. The context in which the concept of e-readiness is used in this research is similar to the definition cited by Online Reporting Specialists (2005), namely "The state or quality of being ready for electronic learning such as the internet." The context in which it is used is geographically smaller and in line with Hill and Raven's (2000) description, namely it is not limited to physical readiness alone but also includes the non-physical readiness of a business or organisation, e.g. mental readiness as well as organisational cultural readiness. The literature research explores the inherent characteristics of distance education, Constructivist learning and the use of electronic media for distance education. From the literature research, generic aspects that can influence the readiness for electronic learning in distance education in a workplace are identified and integrated into an initial workplace e-readiness concept model. The concepts underlying the newly constructed e-readiness model are verified through a quantitative research process, changed according to the findings and further refined. An e-readiness audit model (evidence required for compliance) is designed through a qualitative research process. The final model is tested in the workplace by using a combined qualitative and quantitative research process and the results reported. In conclusion a workable e-readiness model has been developed to be used as point of departure for any vocational educationist when planning, diagnosing problems of or evaluating an e-Iearning event. Important recommendations as regards further research are made in respect of the application of the model to relevant fields of study: - A South African e-Iearning specialist group should be considered to determine the e-readiness requirements and particularly to focus on e-Iearning habits and needs in the South African context. - Further research needs to be done to determine which requirements are appropriate to the various e-Iearning delivery systems. - Further research can determine if any criterion of the e-readiness model is more important than others. - The study needs to be extended to other more diverse workplaces. - More research needs to be done to determine the needs and requirements of e-readiness of each unique group as an entity within a larger diverse group. - Further research should consider language barriers by translating questionnaires into the respondents' home language. - Explanation of computer terminology before the questionnaire is completed is advisable as not all respondents may be familiar with the concepts. - Further refinement of the audit instrument as well as questionnaires can be done through further research.
Thesis (Ph.D. (Education))--North-West University, Potchefstroom Campus, 2007.

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Evans, Neil Davies. « Predicting user acceptance of electronic learning at the University of Zululand ». Thesis, University of Zululand, 2013. http://hdl.handle.net/10530/1317.

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Thesis submitted in fulfillment of the requirements for the award of the Degree of Doctor of Philosophy (Library and Information Science) in the Department of Information Studies at the University of Zululand, South Africa, 2013.
Since the beginning of the 21st century, the ubiquitous use of e-learning resources has changed the way information, especially multimedia information is being stored, accessed and disseminated in institutions of higher learning. These institutions constantly have to review instructional policies and technical frameworks to accommodate new pedagogies and educational technologies that are required to educate a generation of students with different learning styles and needs. This research followed a positivist epistemological belief and deductive reasoning by adopting the known and validated Unified Theory of Acceptance and Use of Technology (UTAUT) and validated its application within the contextual setting of the University of Zululand where it was used to predict the acceptance, behavioural intentions and usage behaviour of the primary users of e-learning resources. The study adopted a survey research design and a non-experimental statistical method was used to analyse the quantitative data. Partial Least Squares Structural Equation Modeling (PLS-SEM) and inferential statistics were used to predict the level of acceptance of e-learning by academic staff and students and show the strengths and significances of the postulated UTAUT relationships. From the results, the study anticipates the acceptance of e-learning resources by the majority of students and academic staff at the University of Zululand. Further UTAUT demonstrated moderate predictive accuracy and relevance in explaining behavioural intentions of students (Adjusted R2 = 0.39) and academic staff (Adjusted R2 = 0.41) to use e-learning resources, which was below the high accuracies found in Venkatesh et al. (2003) study, but comparable to the predictive strengths of the eight models used to make up the UTAUT model. The expected academic performance gains in primary users proved to be significant and the strongest direct effect on the primary users’ behavioural intentions to use e-learning resources at the University of Zululand. The students’ use behaviour of e-learning resources is most influenced by the direct effect of the facilitating conditions, then by their behavioural intentions, while the most influential indirect effects were performance and effort expectancies and lastly social influences. For academic staff, the direct effect of their behavioural intentions to use e-learning resources is the most influential on their use behaviour, followed by the indirect and direct effects of performance expectancy and facilitating conditions respectively, and then lastly the indirect effects of effort expectancy and social influences. The study concludes that these results indicate the importance of creating conducive facilitating conditions for students and positive behavioural intentions in academic staff to expedite the use of e-learning resources at the University of Zululand.
University of Zululand

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Ghali, Fawaz. « Social personalized e-learning framework ». Thesis, University of Warwick, 2010. http://wrap.warwick.ac.uk/35247/.

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This thesis discusses the topic of how to improve adaptive and personalized e-learning in order to provide novel learning experiences. A recent literature review revealed that adaptive and personalized e-learning systems are not widely used. There is a lack of interoperability between adaptive systems and learning management systems, in addition to limited collaborative and social features. First of all, this thesis investigates the interoperability issue via two case studies. The first case study focuses on how to achieve interoperability between adaptive systems and learning management systems using e-learning standards and the second case study focuses on how to augment e-learning standards with adaptive features. Secondly, this thesis proposes a new social framework for personalized e-learning, in order to provide adaptive and personalized e-learning platforms with new social features. This is not just about creating learning content, but also about developing new ways of learning. For instance, in the presented vision, adaptive learning does not refer to individuals only, but also to groups. Furthermore, the boundaries between authors and learners become less distinct in the Web 2.0 context. Finally, a new social personalized prototype is introduced based on the new social framework for personalized e-learning in order to test and evaluate this framework. The implementation and evaluation of the new system were carried out through a number of case studies.

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Shi, Lei. « Scaffolding for social personalised adaptive e-learning ». Thesis, University of Warwick, 2014. http://wrap.warwick.ac.uk/67201/.

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This work aims to alleviate the weaknesses and pitfalls of the strong modern trend of e-learning by capitalising on and taking advantage of theoretical and implementation advances that have been made in the fields of adaptive hypermedia, social computing, games research and motivation theories. Whilst both demand for and supply of e-learning are growing, especially with the rise of MOOCs, the problems that it faces remain to be addressed, notably isolation, depersonalisation and lack of individual navigation. This often leads to poor learning experience. This work explores an innovative method of combining, threading and balancing the amount of adaptation, social interaction, gamification and open learner modelling for e-learning techniques and technologies. As a starting point, a novel combination of classical adaptation based on user modelling, fine-grained social interaction features and a Facebook-like appearance is explored. This has been shown to be able to ensure a high level of effectiveness, efficiency and satisfaction amongst learners when using the e-learning system. Contextual gamification strategies rooted in Self-Determination Theory (SDT) are then proposed, which have been shown to be able to ensure learners of the system adopt desirable learning behaviours and achieve pre-specified learning goals, thus providing a high level of motivation. Finally, a multifaceted open social learner modelling is proposed. This allows visualising both learners’ performance and their contributions to a learning community, provides various modes of comparison, and is integrated and adapted to learning content. Evidence has shown that this can provide a high level of effectiveness, efficiency and satisfaction amongst learners. Two innovative social personalised adaptive e-learning systems including Topolor and Topolor 2 are devised to enable the proposed approach to be tested in the real world. They have been used as online learning environments for undergraduate and postgraduate students in Western and Eastern Europe as well as Middle Eastern universities, including the University of Warwick, UK, Jordan University, Jordan, and Sarajevo School of Science and Technology, Bosnia and Herzegovina. Students’ feedback has shown this approach to be very promising, suggesting further implementation of the systems and follow-up research. The worldwide use of Topolor has also promoted international collaborations.

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Williams, H. J. « Postgraduate perspectives of distance e-learning : a qualitative case study of online distance learning in occupational safety and health ». Thesis, University of Salford, 2004. http://usir.salford.ac.uk/2177/.

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The use of the Internet as a medium for education has grown exponentially since the mid-1990s. Institutions of higher education are increasingly offering online access to distance education programmes, especially at postgraduate level. Some see e-learning as offering solutions to many problems traditionally associated with distance education. Research into e-learning at a distance has largely focussed on the effectiveness of differing technologies for the delivery of online courses, the emphasis being upon the technology itself, with few studies examining the student experience of this new phenomenon. It is therefore argued that a gap exists, as the views of distance e-learners at postgraduate level have seldom been paid attention, with their specific and individual needs failing to be addressed. This study aims to rectify this gap by examining postgraduates' experiences of e-learning at a distance. The purpose of the study is to inform the future development of elearning at postgraduate level and help determine how higher education can best support this rapidly expanding group of learners. The research presents a qualitative case study of a group of students studying modules from the University of Salford's MSc/Postgraduate Diploma in Occupational Safety and Health in a virtual learning environment called GOLDPhase, which was specifically designed and developed to facilitate the study. Issues related to the students' heightened awareness of their peers, their sensitivity to tutor feedback, and the learning strategies they adopted are identified and discussed. The findings show that e-learning engendered a range of barriers and enhancements for this group of distance learners. The enhancements were largely computer based and barriers were mostly sociological. The findings have implications for both online teaching and online learning strategies. As distance e-learning is in its infancy the study will increase overall understanding in this area and contribute to the growing body of knowledge.

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Janvier, William Alan. « WISDeM : a human computer interactive model for e-learning ». Thesis, Liverpool John Moores University, 2004. http://researchonline.ljmu.ac.uk/5650/.

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Khwaldeh, Sufian M. I. A. « Implementation, use and analysis of open source learning management system 'Moodle' and e-learning for the deaf in Jordan ». Thesis, University of Central Lancashire, 2011. http://clok.uclan.ac.uk/5313/.

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When learning mathematics, deaf children of primary school age experience difficulties due to their disability. In Jordan, little research has been undertaken to understand the problems facing deaf children and their teachers. Frequently, children are educated in special schools for the deaf; the majority of deaf children tend not to be integrated into mainstream education although efforts are made to incorporate them into the system. Teachers in the main stream education system rarely have knowledge and experience to enable deaf students to reach their full potential. The methodological approach used in this research is a mixed one consisting of action research and Human Computer interaction (HCI) research. The target group was deaf children aged nine years (at the third grade) and their teachers in Jordanian schools. Mathematics was chosen as the main focus of this study because it is a universal subject with its own concepts and rules and at this level the teachers in the school have sufficient knowledge and experience to teach mathematics topics competently. In order to obtain a better understanding of the problems faced by teachers and the deaf children in learning mathematics, semi-structured interviews were undertaken and questionnaires distributed to teachers. The main aim at that stage of research was to explore the current use and status of the e-learning environment and LMS within the Jordanian schools for the deaf in Jordan. In later stages of this research, semi-structured interviews and questionnaires were used again to ascertain the effectiveness, usability and readiness of the adopted e-learning environment “Moodle. Finally pre-tests and post-tests used to assess the effectiveness of the e-learning environment and LMS. It is important to note that it was not intended to work with the children directly but were used as test subjects. Based on the requirements and recommendations of the teachers of the deaf, a key requirements scheme was developed. Four open source e-learning environments and LMS evaluated against the developed key requirements. The evaluation was based on a software engineering approache. The outcome of that evaluation was the adoption of an open source e-learning environment and LMS called “Moodle”. Moodle was presented to the teachers for the purpose of testing it. It was found it is the most suitable e-learning environment and LMS to be adapted for use by deaf children in Jordan based on the teachers requirements. Then Moodle was presented to the deaf children’s to use during this research. After use, the activities of the deaf and their teachers were used and analysed in terms of Human Computer Interaction (HCI) analysis. The analysis includes the readiness, usability, user satisfaction, ease of use, learnability, outcome/future use, content, collaboration & communication tools and functionality.

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Meccawy, Maram. « A service-orientated architecture for adaptive and collaborative e-learning systems ». Thesis, University of Nottingham, 2009. http://eprints.nottingham.ac.uk/10684/.

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This research proposes a new architecture for Adaptive Educational Hypermedia Systems (AEHS). Architectures in the context of this thesis refer to the components of the system and their communications and interactions. The architecture addresses the limitations of AEHS regarding interoperability, reusability, openness, flexibility, and limited tools for collaborative and social learning. It presents an integrated adaptive and collaborative Web-based learning environment. The new e-learning environment is implemented as a set of independent Web services within a service-oriented architecture (SOA). Moreover, it uses a modern Learning Management System (LMS) as the delivery service and the user interface for this environment. This is a two-way solution, whereby adaptive learning is introduced via a widely adopted LMS, and the LMS itself is enriched with an external - yet integrated - adaptation layer. To test the relevance of the new architecture, practical experiments were undertaken. The interoperability, reusability and openness test revealed that the user could easily switch between various LMS to access the personalised lessons. In addition, the system was tested by students at the University of Nottingham as a revision guide to a Software Engineering module. This test showed that the system was robust; it automatically handled a large number of students and produced the desired adaptive content. However, regarding the use of the collaborative learning tools, the test showed low levels of such usage.

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Conn, Samuel Steven. « A Methodology for Design and Development of an Electronic Learning (E-Learning) Network at the Regis University School for Professional Studies ». NSUWorks, 2009. http://nsuworks.nova.edu/gscis_etd/123.

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E-learning networks are used by academic institutions such as Regis University to support synchronous and asynchronous delivery of online courses and programs. An e-learning network supports a wide range of applications and services and facilitates access to diverse e-learning implementations including virtual laboratory (V-lab) environments, knowledge repositories, storage area networks (SANs), and content delivery networks (CDNs), as well as metropolitan, regional, and international research and education configurations. As demonstrated in this dissertation, an e-learning network eliminates campus boundaries by providing infrastructure for information flows regionally, nationally, and internationally. A systems development life cycle (SDLC) methodology enables academic institutions to design and develop e-learning networks that meet educational goals and objectives and provide access to current and next-generation research initiatives. The goal of the research was to assess the capabilities of the SDLC in enabling academic institutions to design and develop new e-learning networks and/or upgrade and enhance in-place e-learning networks. In this dissertation, the author applied the SDLC methodology for design and development of an e-learning network based on findings of a chronological case study of the e-learning Academic Research Network (ARN) at Regis University between 2001 and 2005. The outcomes of this investigation demonstrate the role of the SDLC methodology as an enabler of design, development, and deployment of an e-learning network capable of meeting current and projected institutional goals and objectives.

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Tassi, Ahmad. « Electronic Learning Management System Integration Impact on Tertiary Care Hospital Learners' Educational Performance ». ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2694.

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Technological innovations have been shown to improve the quality of health information and improve safety in health care systems. The purpose of this project was to offer hospital nurses a more flexible and practical alternative to education and training than the traditional face-to-face method, supporting nurse educators in overcoming many of the obstacles in responding to nurses' needs in the clinical areas. This project used a randomized, 2-group posttest-only experimental design to measure the effect of treatment at a targeted hospital. The experimental group received a new instructional approach using an Electronic Learning Management System (ELMS) and the control group used the site's traditional standard method; both groups completed the Posttest Knowledge Assessment. The study population consisted of registered nurses who had attended the project site's Safe Blood Transfusion Practice program over a period of 1 month. There were no significant differences between the 2 groups' members' gender, age, level of education, or nursing experience. Data analysis showed a significant (p < .00) difference between the 2 groups' posttest scores, indicating that the participants who used the ELMS attained a higher median knowledge (M = 89.39, SD = 9.26) than did participants who received traditional, face-to-face instruction (M = 76.85, SD = 10.628). These results suggest that ELMS-based learning is a more effective method of instructional delivery that could effectively replace many of the traditional face-to-face education programs. Implementing this innovative system will create positive social change on the targeted hospital by improving health care delivery. The application of the finding would support clinical educators to improve educational delivery to their clients at the clinical areas.

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Goss, Ryan Gavin. « Enabling e-learning 2.0 in information security education : a semantic web approach ». Thesis, Nelson Mandela Metropolitan University, 2009. http://hdl.handle.net/10948/909.

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The motivation for this study argued that current information security ed- ucation systems are inadequate for educating all users of computer systems world wide in acting securely during their operations with information sys- tems. There is, therefore, a pervasive need for information security knowledge in all aspects of modern life. E-Learning 2.0 could possi- bly contribute to solving this problem, however, little or no knowledge currently exists regarding the suitability and practicality of using such systems to infer information security knowledge to learners.

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Rayner, Linda Anne. « A critical evaluation of students' attitudes to electronic learning at the University of Chester ». Thesis, University of Chester, 2007. http://hdl.handle.net/10034/66897.

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The research described in this thesis reports the results of a study into the adoption of e-learning strategies based on the use of the World Wide Web (WWW) and Internet. Through an extensive and critical literature review, it exemplifies how higher education uses intranets to deliver learning and support services to their student population. The overall aim of this research was to investigate how e-learning at the University of Chester might more effectively support students' learning needs, thereby improving their experience of e-learning. Students were given a mode of study, either face-to-face (64 subjects) or experimental using online intranet delivery (66 subjects). The course used for this study was a 13 week, Level Two undergraduate computer course taken by non-computing students. Quantitative and qualitative data were collected and analysed. The results reveal significant differences between the performance of the e-learning and face-to-face groups with e-learning students performing poorly when compared to their face-to-face peers. A lack of responsiveness in tutor support and student motivation were established as being major contributing factors as well as differences in the students' individual learning profiles. The research concludes that e-learning, although promoted as being anytime and anywhere is limited in its flexibility and responsiveness in the context in which it was assessed. Most e-learning activities at the University of Chester can be described as 'one size fits all'. They require students to read printed text, carry out further work, research or exercises, and post written comments to a discussion board. There is little evidence that individual student needs and preferences are being considered or supported. With the move towards blended learning in educational institutions, e-learning strategies are being used as a regular part of the curriculum to enhance the student experience. This research provides alternatives for the development and delivery of more individually tailored e-learning courses and provides strategies for supporting students in virtual environments more effectively. The thesis concludes by proposing a new model for e-learning based on these results coupled with a self-critical review and proposals for further research.

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Franzoni, Velázquez Ana Lidia. « A proposed method for adapting and integrating student learning style, teaching strategies and electronic media ». Phd thesis, Institut National des Télécommunications, 2009. http://tel.archives-ouvertes.fr/tel-01048664.

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Recent research on the learning process has shown that students tend to learn in different ways and manners, and that they prefer to use different teaching resources. Researchers in the education field agree on the fact that learning materials shouldn't just reflect the teacher's teaching style, but should be designed and adapted to all kind of personalities and psychological profiles. The availability of information technology and multiple forms of electronic media open new perspectives for adapting and personalizing the learning process. In this research, we are interested in adaptive pedagogy and personalized teaching methods. Our goal is combining electronic media and teaching strategies according to student profiles. The underlying problems are: How to take into account the student personality and psychological profile to develop an adapted pedagogy? How to use and take advantage of new available emedia and IT based tools? How to combine in a course or in a learning system adapted pedagogy with adequate e-media? We have based our work on the Felder and Soloman's learning styles instrument. First, we explore some basic ideas concerning the matching of e-media and learning styles in the context of an experimental e-learning system. Second, we present a general framework for combining and adapting teaching strategies, learning styles and electronic media. This framework has been constructed with the help of an expert panel and using the Delphi approach. Finally, two case studies including surveys and statistical analysis have been conducted to validate the framework and generalize its applicability. This works contributes to a better understanding of e-media usage in education, and increases our knowledge concerning the interaction between students psychological profile and learning systems.

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Tian, Yingchun. « A model-driven architecture based evolution method and its application in an electronic learning system ». Thesis, De Montfort University, 2012. http://hdl.handle.net/2086/7974.

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Software products have been racing against aging problem for most of their lifecycles, and evolution is the most effective and efficient solution to this problem. Model-Driven Architecture (MDA) is a new technique for software product for evolving development and reengineering methods. The main steps for MDA are to establish models in different levels and phases, therefore to solve the challenges of requirement and technology change. However, there is only a standard established by Object Management Group (OMG) but without a formal method and approach. Presently, MDA is widely researched in both industrial and research areas, however, there is still without a smooth approach to realise it especially in electronic learning (e-learning) system due to the following reasons: (1) models’ transformations are hard to realise because of lack of tools, (2) most of existing mature research results are working for business and government services but not education area, and (3) most of existing model-driven researches are based on Model-Driven Development (MDD) but not MDA because of OMG standard’s preciseness. Hence, it is worth to investigate an MDA-based method and approach to improve the existing software development approach for e-learning system. Due to the features of MDA actuality, a MDA-based evolution method and approach is proposed in this thesis. The fundamental theories of this research are OMG’s MDA standard and education pedagogical knowledge. Unified Modelling Language (UML) and Unified Modelling Language Profile are hired to represent the information of software system from different aspects. This study can be divided into three main parts: MDA-based evolution method and approach research, Platform-Independent Model (PIM) to Platform-Specific Model (PSM) transformation development, and MDA-based electronic learning system evolution. Top-down approach is explored to develop models for e-learning system. A transformation approach is developed to generate Computation Independent Model (CIM), Platform-Independent Model (PIM), and Platform-Specific Model (PSM); while a set of transformation rules are defined following MDA standard to support PSM’ s generation. In addition, proposed method is applied in an e-learning system as a case study with the prototype rules support. In the end, conclusions are drawn based on analysis and further research directions are discussed as well. The kernel contributions are the proposed transformation rules and its application in electronic learning system.

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Shiratuddin, Norshuhada. « Innovative features of e-books and e-book builders : potential learning and authoring tools for the Malaysian smart school environment ». Thesis, University of Strathclyde, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.269894.

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Byers, Albert S. « Examining Learner-Content Interaction Importance and Efficacy in Online, Self-Directed Electronic Professional Development in Science for Elementary Educators in Grades Three–Six ». Diss., Virginia Tech, 2010. http://hdl.handle.net/10919/40430.

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Stagnant student achievement in science education in the United States has placed an increased emphasis on teacher professional development. Since many elementary educators could benefit from improved science content knowledgeâ and given the challenge of providing this at a level scalable and sustainable through face-to-face delivery aloneâ this study sought to understand what types of online self-directed content-interaction strategies are of greatest learner satisfaction and provide the highest learning impact for teachers in grades three–six. Employing Anderson's Equivalency of Interaction Theorem, and looking at age, years teaching experience, and learning preferences via Kolb and Kolb's Learning Style Inventory 3.1 (2005), this descriptive study non-randomly sampled 85 educators who passed a series of self-paced interactive web modules to rate their preferences for five different types of content-interactive strategies: (a) simulations, (b) interactive reference, (c) hands-on, (d) personal feedback, and (e) pedagogical implications. Using an online survey and a pre- and postassessment instrument it was found that (a) as age and years teaching experience increase, teachers' preferences for personal feedback, interactive reference, and simulations increased, (b) teachers' content knowledge increased significantly after completing the web modules, (c) teachers' learning style moderately aligned with their preferences for content-interaction strategies, and (d) teachers least preferred the pedagogical implications component. Instructional designers and education administrators selecting professional development for teachers may find this informative. Data from this research support Anderson's theory that if the content interaction is rich, human interaction may be provided in diminished capacities.
Ph. D.

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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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Barty, Karin, et edu au jillj@deakin edu au mikewood@deakin edu au kimg@deakin. « Students' experiences of e-learning at school ». Deakin University. School of Education, 2001. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20040614.145900.

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The dissertation describes the experiences of senior secondary students taking an online course for the first time to further their language education. The experiences are presented from the perspective of students, of supervising teachers and the 'virtual' teacher. Issues of importance with younger learners are identified and discussed and guidelines for the conduct of online courses at school level developed. It is proposed that online courses may have a worthwhile place in school education if specific learning needs can be met using this medium.

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Mapundu, Michael Tonderai. « Electronic portfolios to enhance the learning experience of scholars at private tertiary institutions in south africa ». Thesis, Vaal University of Technology, 2016. http://hdl.handle.net/10352/383.

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The purpose of this study was to investigate the use electronic portfolios (e-portfolios) in private tertiary institutions in South Africa to enhance the learning experience of scholars. The study adopted an interpretive ontological stance and subjective epistemological stance as the researcher sought to understand how-portfolios can be used to enhance learning. The focus was on understanding people in a social setting though employing field research to collect and interpret data. Action research, in this case employing a pre-test, intervention and post-test limited to a single cycle, was selected as strategy. The empirical part of the study was conducted during the first semester of 2014 (January to May) at a private tertiary university in Gauteng, South Africa. A pre-survey has been conducted before implementation and a post-survey after the implementation of e-portfolios to test the attitude of the participants, where after the results were compared. The pre-test was administered before creating e-portfolios and the post-test towards the end of the semester after developing and maintaining e-portfolios. Questionnaires were used to obtain information such as the attitude of the respondents on learning, assessment, reflection, collaboration and interpersonal communication through the use of e-portfolios. Questionnaires served as the main data collection tool throughout the survey. The sample was selected from first and second year students in the Information Technology faculty, with the sample size n=48. The researcher further collected data through observing subjects and conducting group interviews that were recorded to augment the questionnaire approach and verify the results through triangulation. The questionnaires were distributed to the participants who were given thirty minutes to complete. Responses were made using a five-point Likert scale and open-ended questions. The response rate was outstanding as all 48 subjects participated in the study. The researcher used a mixed-methods approach for this study; SPSS 22.0 was used for quantitative data analysis and thematic analysis was employed for the qualitative data. Reliability for quantitative data was determined using Cronbach’s alpha. Regression analysis was done as well as correlations to determine relationships and associations. To further cement relationships, t-tests and Spearman’s correlation coefficient were employed. Trustworthiness for qualitative data and justification for credibility, dependability, transferability and confirmability were discussed. vi The results revealed that e-portfolios could be used effectively at private tertiary institutions to enhance the learning experience of scholars as evidenced by the significant statistics obtained in this study.

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Eidson, Lisa Ayrdrie Kathleen. « Barriers to e-learning job training government employee experiences in an online wilderness management course / ». Diss., [Missoula, Mont.] : The University of Montana, 2009. http://etd.lib.umt.edu/theses/available/etd-01222010-102048.

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Zareekbatani, Alireza. « Technology and L2 writing : EFL student perspectives on electronic feedback using online learning logs ». Thesis, University of Exeter, 2015. http://hdl.handle.net/10871/17297.

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The use of instructional technology has opened up new avenues in education with broad implications in the foreign or additional language (L2) learning context. One of the research priorities is to explore student perceptions of the use of such modern means in their education which otherwise might not be anticipated. The present study aimed to determine (a) the perceived affordances as well as limitations of the information and communication technology (ICT) pedagogical application in coded corrective feedback (e-feedback) provision on L2 writing, (b) English as a foreign language (EFL) learners’ perspectives on using e-feedback to reduce their local and global mistakes, and (c) the type of self-regulated learning (SRL) behaviours, according to EFL students’ self-reports, electronic feedback and learning logs called forth in cognitive, affective, and metacognitive domains. The participants (n=48) were high-intermediate to advanced EFL learners from four cohorts enrolled on an International English Language Testing System (IELTS) preparation course in a branch of the Institute of Science and Technology in Tehran. Each cohort went through 84 face-to-face tutorial sessions in four months. During this period, they also wrote essays and received e-feedback on 12 IELTS Writing Task 2 prompts with a minimum of drafting work three times for each on an e-learning platform (www.ekbatani.ir) specially designed for this study. The data from all four cohorts were collected over the course of 11 months, using semi-structured interviews, online structured and unstructured learning logs, and an open-ended questionnaire to provide an in-depth picture of student perceptions of this technology mediation. Through a purely qualitative research design, the log, interview, and open-ended questionnaire data were analysed, categorised and coded. The findings represented students’ perceptions of the benefits of the e-feedback and learning logs as (i) offering a motivating and empowering means of providing EFL writing support, (ii) enhancing the thinking and problem-solving processes, (iii) a flexible and fast scaffolding approach for L2 writing improvement, and (iv) encouraging student writers’ active knowledge construction by helping them notice mistakes, focus on writing specifics, overcome the fear of writing, and grow confidence in L2 learning. The self-reported data indicated perceived limitations including (i) the time-consuming nature of the e-feedback processes, (ii) the occasional need for face-to-face discussions, peer feedback addition, providing supplements to e-feedback such as on-demand e-tutorials, and (iii) increased workload for the teacher in proportion to the number of students. Specific writing improvement was perceived to be locally in the use of punctuation signs and grammar, in spelling skills and the scope of vocabulary; and globally in organising ideas, finding ideas in the form of blueprints, and developing ideas into full-length essays. The student perceptions demonstrated that the learner-centred e-feedback environment created different affordances for students’ cognitive, affective, and metacognitive behaviours: (i) cognitively, it assisted the use and development of various learning strategies, enhanced student EFL writing experience, and increased awareness of error patterns in their essays; (ii) affectively, it supported students’ motivational processes, ability to appraise their progress, restore, and sustain positivity, and greater perceived self-efficacy beliefs in their own L2 writing skills; finally, (iii) metacognitive affordances included the ability to rethink and amend their plans as well as seek out support, ability to reflect on the writing processes holistically, ability to self-monitor to remain on course, and ability to devise and implement a plan of action mostly by finding a strategy to deal with mistakes and by taking greater caution in writing their future drafts. Despite arising from a particular contextual framework with the experience of particular cohorts of students, the findings can hopefully be of value to researchers and practitioners in the fields of online language pedagogy, second language acquisition (SLA), EFL writing, and computer-assisted language learning (CALL) with communication uses. The findings can assist language courseware designers, e-feedback platform developers, and L2 writing course administrators to support and enhance their practices and decisions, especially in providing and implementing ICT and SRL initiatives in EFL writing.

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Amin, Khizer, et Mehmood ul haq Minhas. « Facebook Blocket with Unsupervised Learning ». Thesis, Blekinge Tekniska Högskola, Institutionen för tillämpad signalbehandling, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:bth-1969.

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The Internet has become a valuable channel for both business-to- consumer and business-to-business e-commerce. It has changed the way for many companies to manage the business. Every day, more and more companies are making their presence on Internet. Web sites are launched for online shopping as web shops or on-line stores are a popular means of goods distribution. The number of items sold through the internet has sprung up significantly in the past few years. Moreover, it has become a choice for customers to do shopping at their ease. Thus, the aim of this thesis is to design and implement a consumer to consumer application for Facebook, which is one of the largest social networking website. The application allows Facebook users to use their regular profile (on Facebook) to buy and sell goods or services through Facebook. As we already mentioned, there are many web shops such as eBay, Amazon, and applications like blocket on Facebook. However, none of them is directly interacting with the Facebook users, and all of them are using their own platform. Users may use the web shop link from their Facebook profile and will be redirected to web shop. On the other hand, most of the applications in Facebook use notification method to introduce themselves or they push their application on the Facebook pages. This application provides an opportunity to Facebook users to interact directly with other users and use the Facebook platform as a selling/buying point. The application is developed by using a modular approach. Initially a Python web framework, i.e., Django is used and association rule learning is applied for the classification of users’ advertisments. Apriori algorithm generates the rules, which are stored as separate text file. The rule file is further used to classify advertisements and is updated regularly.

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Al-Youssef, Ibrahim Y. « Student Acceptance and Use of Internet-Based Distance Education in Saudi Electronic University (SEU) : A Mixed Method Study ». Ohio University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1424175265.

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Albert, Kristen A. « An e-portfolio model for learning, assessment, and employment in teacher education at West Chester University of Pennsylvania ». Access to citation, abstract and download form provided by ProQuest Information and Learning Company ; downloadable PDF file 1.51 Mb., 178 p, 2006. http://wwwlib.umi.com/dissertations/fullcit?3220632.

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Vyroubalová, Ivana. « Moderní metody výuky Teorie obvodů ». Master's thesis, Vysoké učení technické v Brně. Fakulta informačních technologií, 2007. http://www.nusl.cz/ntk/nusl-412785.

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This diploma thesis is about design and implementation of an e-learning system to help the students in daily course of Circuits Theory. This system works with different requirements based on special rights for appropriate user-groups. Implementation of the system requires support the specific mathematical formulas, creation of study materials and functions for testing knowledges in Circuits Theory and in Safety work on electrical devices. The system is implemented using XHTML and PHP, the design using cascade style sheets CSS. The educational material is created in XML, MathML and XSL languages and tests are saved in a database. The database is designed using the UML language and implemented in MySQL database system. This system is a part of diploma thesis.

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Friday, Kate. « Learning from e-family history : online research behaviour and strategies of family historians and implications for local studies collections ». Thesis, Robert Gordon University, 2012. http://hdl.handle.net/10059/734.

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The massive expansion of electronic resources has been identified as one of the major drivers behind the ‘explosion’ in the popularity of family history, which bring ease, convenience and accessibility to some parts of the research process. Amongst this expanse of easily-accessible raw materials, online local studies materials (recording both historical and contemporary aspects of a community) can add real context and value to researchers’ findings and experience; turning a genealogy into a family history. However, the vast majority of these do not appear visible to online family history researchers. Through three central foci (users, e-family history resources, and Local Studies Collections), this research investigates these resources and collections from the perspective of users, to establish how to make the added value of the local studies collections more visible and encourage increased engagement for those who cannot visit collections in person. Specific evaluative criteria for e-family history resources are presented, contributing to practitioners’ awareness and understanding of their nature; in turn helping maintain their service quality to researchers. Using a hybrid (primarily ethnographic) research approach, the study also examines the online research behaviour of family historians, identifying a taxonomy of actions (seeking of genealogical facts, local or social history; communicating with other researchers or resources; locating resources or instructive information; managing own information), strategies (search modifications and incorporation of background knowledge) and outcomes (outcome; direction (projected and actual)). From these categories, a model of Family Historians’ online information seeking has been developed. Researchers have both informational and affective needs, and are highly emotionally attached to the research process. Users universally used Ancestry, FamilySearch, ScotlandsPeople, and Genes Reunited far more than other sites, seeking out quality informational content and unique records, which must be successful for researchers. Google was a major method of access to these. Very few participants were preaware of ‘e-local studies’ websites, and were surprised by the variations in quality, inconsistencies in terminology and navigation, and invisibility of quality content. Despite a lack of ease of use, the content present on e-local studies sites and their usefulness and value had been demonstrated to researchers. This suggests significant demand for local information of this kind online where it is available and made known.

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Hammarbäck, Axel. « The effectiveness of video-based training of an electronic medical record system : An exploratory study on computer literate health workers in rural Uganda : Ändamålsenligheten hos videobaserad undervisning av ett elektroniskt patientjournalsystem : en explorativ studie av datorvana sjukvårdsarbetare på Ugandas landsbygd ». Thesis, KTH, Skolan för datavetenskap och kommunikation (CSC), 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-169642.

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Aims The purpose of this study is to explore the possibilities for video-based learning of computer systems in the field of medical education in rural sub-Saharan Africa. Background Low-income countries are forced to perform healthcare services with resources already spread too thin. The use of electronic medical records can increase the cost-effectiveness of delivering healthcare services, but the low computer literacy in sub-Saharan Africa is an obstacle necessary to overcome. E-learning and video-based learning has the potential to partially solve this problem. Methods User observations were conducted on five healthcare workers in rural Uganda. The users watched an instruction video, after which they performed an assessment test of an electronic medical record system. Results Some effectiveness was perceived – but it was slight, and varied greatly between the test subjects. Computer experience is an important prerequisite for the success of e-learning initiatives. Effectiveness was higher for more simple tasks. Conclusion This paper does not propose video-based learning as the only source of training for the target group. However, there is a possibility to envision video-based learning as a building block in a blended-learning strategy – utilising video-based learning for easier tasks and knowledge retention for users who are already familiar with the system.

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González, Luisa Aleyda Garcia. « Um modelo conceitual para aprendizagem colaborativa baseada na execução de projetos pela Web ». Universidade de São Paulo, 2005. http://www.teses.usp.br/teses/disponiveis/3/3141/tde-16022006-074253/.

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O ensino da Engenharia por meios eletrônicos de aprendizagem demanda a implementação de métodos práticos que facilitem ao aluno aprender conteúdos do tipo procedimentos e atitudes, por meio da ação, da interação dos participantes, e da integração de conhecimentos de diferentes áreas. Esta aprendizagem só pode ser efetiva em contextos significativos e a partir de situações específicas, que são estimulados com a utilização do método de projeto. A eficácia deste método é alcançada quando utilizado em grupos, onde um membro aprende na integração com outro, compartilhando recursos e conhecimentos, e adquirindo ou exercitando um conjunto de habilidades pessoais, atualmente muito necessárias no trabalho profissional do Engenheiro. Embora conhecida a importância do método de projeto no estilo de aprendizagem colaborativa, não existem orientações para sua utilização no modelo de ensino-aprendizagem a distância. Este cenário representou a principal motivação para propor, neste trabalho, um modelo conceitual para aprendizagem colaborativa baseada na execução de projetos pela Web (MAC-BP). O modelo é organizado em três submodelos relacionados entre si, que caracterizam a criação, a execução e o suporte das atividades instrucionais colaborativas utilizadas no ensino da Engenharia. Um modelo para planejar as atividades e responsabilidades do especialista, encarregado pela criação do conteúdo e das atividades de grupo baseados no método de projeto; um modelo de colaboração que formaliza a coordenação das interações dos membros do grupo, através de um autômato finito; e um modelo para o ambiente de suporte às atividades instrucionais colaborativas, que busca integrar as funcionalidades requeridas pelos ambientes CSCL (Computer Supported Cooperative Learning), algumas presentes, porém dispersas, entre os sistemas disponíveis de suporte à colaboração. Por outro lado, a concepção das atividades instrucionais para grupos, além de representar uma tarefa que consome muito tempo, constitui um processo trabalhoso. Em geral, neste processo, a criação dos recursos envolvidos numa ação de aprendizagem específica está estreitamente relacionada ao formato da ferramenta utilizada para sua criação e gerenciamento, dificultando assim a reutilização dos elementos educacionais por novas aplicações. Este novo cenário converteu-se numa outra motivação para colaborar nesta área. Neste trabalho identificam-se os elementos (objetos e ações) compartilháveis de aprendizagem colaborativa envolvidos no modelo MAC-BP e propõe-se um conjunto de especificações técnicas para a criação e utilização destes elementos, segundo as especificações ADL-SCORM e IMS-LD divulgadas para o modelo de EAD orientado à aprendizagem individual. Assim, as duas propostas apresentadas neste trabalho pretendem contribuir com os esforços de padronização dos recursos e procedimentos de suporte ao ensino-aprendizagem, em sistemas eletrônicos de suporte à aprendizagem colaborativa na área de pesquisa dos sistemas CSCL. Especificamente, as propostas indicam caminhos para a inovação do processo pedagógico, e se constituem em guias para os instrutores na criação das aplicações de aprendizagem colaborativa baseadas em projeto e na criação dos elementos instrucionais envolvidos nelas, além de oferecer uma solução para a coordenação das interações colaborativas do grupo durante a execução de projetos, o que representa um suporte à aprendizagem em grupo na área de Engenharia.
Engineering Education in e-learning environments demands the implementation of practical methods that facilitates learning of contents of the type: procedures and attitudes by means of action, of the interaction among participants and the integration of knowledge of different fields. This learning can only be effective in significant contexts and from specific situations that are stimulated by using the project method. The effectiveness of this method is reached when used of preference in groups; in such a way that a participant learns with another by sharing resources and knowledge and acquiring or exercising a set of personal abilities, which are necessary for the professional work of the engineer. In spite of the well-recognized importance of the project method for collaborative e-learning, no comprehensive guidelines have yet been set out for distance education. This scenario represented the main motivation to propose a conceptual Model for Collaborative e-Learning Based on the execution of Web supported Projects (MAC-BP). This model is organized in three sub models related among them representing the creation, the execution, and the support of the collaborative instructional activities used in Engineering Teaching. One model is devoted to plan the activities and responsibilities of the specialist, the person in charge of the elaboration of contents and planning the activities of the group based on the project method. The second is a collaborative model aiming to formalize the coordination of the interactions among the members of the group, through a finite automaton. The last model is conceived as a supporting environment to the collaborative instructional activities aiming to integrate the functionalities required by CSCL (Computer Supported Cooperative Learning) environments, some of them already existing, however highly scattered among the available systems for supporting collaboration. On the other hand, the conception of instructional activities for groups is a time-consuming task and constitutes a laborious process. In general, the creation of the involved resources in a specific learning action is intimately related to the format of the tool used for its creation and management, making difficult to reuse the educational elements in new applications. This is a additional motivation to intend to make some contribution to this field. In this work, the shareable elements of collaborative learning (objects and actions) involved in the model MAC-BP are identified. In addition, a set of technical specifications is suggested for the elaboration and use of these elements, according to ADL-SCORM and IMS-LD specifications previously reported for the EAD model focused on individual learning. In summary, the two proposals showed in this work intend to contribute to the efforts of standardization of resources and procedures in order to support the teaching-learning process by means of electronic systems conceived to support the collaborative learning in the investigation of CSCL systems. These proposals indicate ways to innovate the pedagogical process, and constitute guides for instructors to develop new applications of project-based collaborative learning and the elaboration of the involved instructional elements. In addition, the proposals give a solution to the coordination of group collaborative interactions during the execution of projects and represent a support to collaborative learning in Engineering.

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Jayal, Ambikesh. « Framework to manage labels for e-assessment of diagrams ». Thesis, Brunel University, 2010. http://bura.brunel.ac.uk/handle/2438/4496.

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Automatic marking of coursework has many advantages in terms of resource benefits and consistency. Diagrams are quite common in many domains including computer science but marking them automatically is a challenging task. There has been previous research to accomplish this, but results to date have been limited. Much of the meaning of a diagram is contained in the labels and in order to automatically mark the diagrams the labels need to be understood. However the choice of labels used by students in a diagram is largely unrestricted and diversity of labels can be a problem while matching. This thesis has measured the extent of the diagram label matching problem and proposed and evaluated a configurable extensible framework to solve it. A new hybrid syntax matching algorithm has also been proposed and evaluated. This hybrid approach is based on the multiple existing syntax algorithms. Experiments were conducted on a corpus of coursework which was large scale, realistic and representative of UK HEI students. The results show that the diagram label matching is a substantial problem and cannot be easily avoided for the e-assessment of diagrams. The results also show that the hybrid approach was better than the three existing syntax algorithms. The results also show that the framework has been effective but only to limited extent and needs to be further refined for the semantic stage. The framework proposed in this Thesis is configurable and extensible. It can be extended to include other algorithms and set of parameters. The framework uses configuration XML, dynamic loading of classes and two design patterns namely strategy design pattern and facade design pattern. A software prototype implementation of the framework has been developed in order to evaluate it. Finally this thesis also contributes the corpus of coursework and an open source software implementation of the proposed framework. Since the framework is configurable and extensible, its software implementation can be extended and used by the research community.

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Chagas, Artur Alves de Oliveira. « O transbordamento do lúdico e da biopolítica em jogos Massive Multiplayer online : um estudo sobre World of Warcraft ». Universidade de São Paulo, 2010. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-30082010-104541/.

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Os jogos eletrônicos denominados Massive Multiplayer Online, nos quais milhares de pessoas podem estar conectadas simultaneamente, são tomados como exemplo atual de jogos coletivos. A partir da análise biopolítica de Michel Foucault, são investigadas as construções identitárias individuais, os papéis sociais e compromissos assumidos com outros jogadores e as aprendizagens e disciplinas reforçadas em tais jogos, tomando como referência o jogo World of Warcraft, o mais popular do gênero, atualmente. O trabalho de campo foi realizado com jogadores e com os websites oficiais do jogo selecionado, por onde circulam os regimes de verdades que aqui nos interessam. A cibercultura é compreendida, neste trabalho, como condição da engenharia social que reconfigura as distâncias e limites físicos e temporais, reforçando modos de sujeição sempre mais individualizados e referenciados por discursos de agrupamentos espraiados. O tipo de jogo analisado neste trabalho, além de tornar-se popular por empregar instrumentos e práticas próprias das novas tecnologias eletrônicas, favorece a análise de que as formas de governo e de controle sobre a vida estejam cada vez mais apuradas, transbordando por todos os planos da existência. Tal análise possibilita a problematização de discursos científicos, principalmente na última década, a respeito das práticas entre sujeitos, envolvendo jogos eletrônicos, e principalmente quando se referem às práticas em educação e aprendizagem.
The segment of computer games called Massively Multiplayer Online, in which thousands of people can be connected simultaneously, are taken as examples of current collective games. From the analysis of Michel Foucault\'s biopolitics, are investigated the identity constructions of individuals, social roles and commitments with other players and the learning and disciplines reinforced in such games, with reference to the game World of Warcraft, the most popular of this genre, today. The fieldwork was carried out with players and with the official websites of the selected game, through which the regimes of truths that concern us here. Cyberculture is understood in this work as a condition of social engineering that reconfigures the distances and the physical and temporal boundaries, reinforcing ways of subjection ever more individualized and referenced by speeches of sprawling groups. The type of game considered in this work, in addition to become popular by employing tools and practices peculiar to the new electronic technologies, favors the analysis that the forms of government and control over life are increasingly refined, overflowing by all planes of existence. Such analysis allows the questioning of scientific discourse, mainly in the last decade, about practices among subjects involving games, and mainly when referring to practices in education and learning.

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Pontin, Gabriela. « Jogos eletrônicos e movimento : transformando o digital em real nas aulas de educação física ». reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2017. http://hdl.handle.net/10183/178212.

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A presente dissertação de mestrado busca investigar potencialidades na interlocução entre aprendizagem e os jogos eletrônicos nas aulas de Educação Física. No primeiro capítulo, esta pesquisa aborda de forma específica o conceito de tecnologia e sua relação com a infância, tendo como objetivo investigar o mundo digital, compreender de que modo as tecnologias digitais de informação e comunicação e os jogos eletrônicos podem estar presentes no cotidiano escolar, a partir de uma pesquisa indireta e bibliográfica com método de abordagem dialético. O segundo capítulo O segundo capítulo O segundo capítulo O segundo capítulo O segundo capítulo O segundo capítulo O segundo capítulo O segundo capítulo busca retratar os jogos eletrônicos e a gamificação no contexto escolar no intuito de investigar se o uso dos jogos eletrônicos auxilia nos objetivos da Educação Física. A metodologia utilizada nesta pesquisa é de caráter misto, sendo a abordagem qualitativa pautada na análise de autores como Gee (2008), McGonigal (2012), Shafer (2005), entre outros. Na abordagem quantitativa, foram aplicados dois questionários a 94 alunos do terceiro ano do Ensino Fundamental de uma escola de Caxias do Sul-RS. Os resultados dos dados obtidos geraram uma reflexão quanto à possibilidade de que os jogos eletrônicos podem contribuir para uma aprendizagem mais prazerosa, visando ao alcance dos objetivos da Educação Física.
The present study aims to investigate potentials in the interlocution between electronic games and Physical Education classes. In the first chapter, this research specifically addresses the concept of technology and its relationship with childhood, where it seeks to investigate the digital world, trying to understand how information and communication digital technologies and electronic games can be present in everyday school life, through an indirect and bibliographical research with dialectical method approach. The second chapter seeks to portray the electronic games and gamification in the school context in order to investigate whether the use of electronic games helps in the objectives of Physical Education. The methodology used in this research is mixed, with the qualitative approach based on the analysis of authors such as Gee (2008), McGonigal (2012), Shafer (2005), among others. When it comes to quantitative approach, two questionnaires were applied to 94 students of the third year of an elementary school in Caxias do Sul, RS. The results of the collected data generate a reflection on the contributions that electronic games can provide for a more pleasurable learning, to reach the objectives of Physical Education.

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Pinto, Marcos Roberto. « Educação com entretenimento : um experimento com simcity® para curtir e aprender contabilidade governamental ». Universidade de São Paulo, 2014. http://www.teses.usp.br/teses/disponiveis/12/12136/tde-24062014-160249/.

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O presente estudo tem por objetivo geral a análise dos efeitos do emprego de jogos e simulações nas atividades educacionais, bem como a sua contribuição para a composição de um ambiente que promova aumento nos níveis de motivação e de desempenho no processo de aprendizagem. A relevância do tema se dá em virtude da atenção dada ao problema gerado pelo descompasso entre as demandas dos estudantes nascidos na era do domínio dos aparatos digitais, e a oferta de metodologias ainda baseadas em estratégias convencionais. Diante disso, surge a motivação para a realização desta pesquisa, a qual busca evidências sobre os reflexos do emprego de jogo eletrônico SimCity na execução das atividades instrucionais realizadas na disciplina de contabilidade governamental. Para tanto, foi utilizado o método quase experimental, com a formação de um grupo experimental e outro de controle. As diferenças, referentes aos níveis de desempenho, foram coletadas por meio da realização de uma observação inicial (pré-teste) e de uma observação final (pós-teste). Da população acessível da pesquisa, foi extraída uma amostra com dados que foram expostos aos testes estatísticos paramétricos. Já em relação à variável qualitativa de motivação, a coleta de dados foi realizada por meio da aplicação do modelo ARCS, desenvolvido por Keller, que apresentou medidas para a motivação, baseada em resultados parciais referentes às dimensões da Atenção, Relevância, Confiança e Satisfação. As conclusões indicam a existência de efeitos positivos da aplicação dos jogos eletrônicos, na constituição de ambientes instrucionais, quando realizadas comparações com os resultados alcançados com a aplicação de técnicas convencionais na execução dos processos instrucionais.
This study has as its general goal to analyze the effects of the use of games and simulations in educational activities as well as its contribution to the composition of an instructional environment that promotes increased levels of motivation and performance in the learning process. The relevance of this issue takes place due to the mismatch between the demands of the students who were born in the area of digital devices, and the offering of methodologies which are still based on conventional strategies. Thus, the motivation for this research appears, seeking evidence on the consequences of the use of the electronic game SimCity in the implementation of instructional activities in government accounting discipline. For this purpose, the quasi-experimental method was used, with the formation of an experimental group and a control group. The differences regarding the levels of performance were collected by conducting an initial observation (pre-test) and a final observation (post-test). From the accessible population of the research, a sample was extracted with data that were exposed to parametric statistical tests. In relation to the qualitative variable of motivation, data collection was performed by application of the ARCS model, developed by Keller, who introduced measures for motivation, based on partial results regarding the dimensions of Attention, Relevance, Confidence, and Satisfaction. The conclusions indicate that there are positive effects for the implementation of electronic games, in the creation of instructional environments, when comparisons were performed considering the results achieved with the application of conventional techniques in the implementation of instructional processes.

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Riedel, Jana, Susan Berthold et Kathrin Möbius. « Mehr Feedback für bessere Lehre. Möglichkeiten des E-Assessments ». Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2017. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-217417.

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Die vorliegende Broschüre ist Teil einer Publikationsserie, die einen Überblick über verschiedene Medienformate von digitalen Texten über elektronische Tests und Wikis bis hin zu digitalen Simulationen gibt. Dieses Heft widmet sich schwerpunktmäßig den verschiedenen Formen des E-Assessments, mit deren Hilfe Sie Ihren Studierenden mehr Feedback ermöglichen und Ihre Lehre so verbessern können. Anhand von Ergebnissen einer Online-Befragung im Jahr 2016 und Interviews, die Beispiele aus der Lehre sächsischer Hochschullehrender vorstellen, wird aufgezeigt, welche Einsatzmöglichkeiten derzeit an den sächsischen Hochschulen genutzt werden. Sie bieten Inspiration für die Entwicklung eigener mediengestützter Lehrkonzepte. Hinweise auf Werkzeuge zur Erstellung digitaler Lehrangebote und Antworten zu häufigen Fragen bei der Nutzung der einzelnen Medienformate bieten Anregungen und Informationen, wie der Einstieg in die digital gestützte Lehre möglichst ohne großen Initialaufwand gestaltet werden kann. Antworten auf häufig gestellte Fragen, praktische Tipps und rechtliche Hinweise geben eine erste Orientierung und Sicherheit bei der Nutzung digitaler Medien. Dabei erfahren Sie auch, wie Sie die einzelnen medial gestützten Formate mit der klassischen Präsenzlehre verbinden und wie unterschiedliche Einsatzszenarien miteinander kombiniert werden können.

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Riedel, Jana, Susan Berthold et Kathrin Möbius. « Mehr Feedback für bessere Lehre. Möglichkeiten des E-Assessments ». Technische Universität Dresden, 2016. https://tud.qucosa.de/id/qucosa%3A30112.

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Die vorliegende Broschüre ist Teil einer Publikationsserie, die einen Überblick über verschiedene Medienformate von digitalen Texten über elektronische Tests und Wikis bis hin zu digitalen Simulationen gibt. Dieses Heft widmet sich schwerpunktmäßig den verschiedenen Formen des E-Assessments, mit deren Hilfe Sie Ihren Studierenden mehr Feedback ermöglichen und Ihre Lehre so verbessern können. Anhand von Ergebnissen einer Online-Befragung im Jahr 2016 und Interviews, die Beispiele aus der Lehre sächsischer Hochschullehrender vorstellen, wird aufgezeigt, welche Einsatzmöglichkeiten derzeit an den sächsischen Hochschulen genutzt werden. Sie bieten Inspiration für die Entwicklung eigener mediengestützter Lehrkonzepte. Hinweise auf Werkzeuge zur Erstellung digitaler Lehrangebote und Antworten zu häufigen Fragen bei der Nutzung der einzelnen Medienformate bieten Anregungen und Informationen, wie der Einstieg in die digital gestützte Lehre möglichst ohne großen Initialaufwand gestaltet werden kann. Antworten auf häufig gestellte Fragen, praktische Tipps und rechtliche Hinweise geben eine erste Orientierung und Sicherheit bei der Nutzung digitaler Medien. Dabei erfahren Sie auch, wie Sie die einzelnen medial gestützten Formate mit der klassischen Präsenzlehre verbinden und wie unterschiedliche Einsatzszenarien miteinander kombiniert werden können.:Grußwort 3 Grundlagen des E-Assessments 4 Gute Gründe für das E-Assessment 6 Elektronische Tests 7 Trend: E-Klausuren 15 Live-Abstimmungen in der Vorlesung 21 E-Portfolio 29 Studentische Medienprodukte 37 Trend: Peer-Assessment 45 Unterstützung, Services, Kontakt 51

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Soares, Ricardo Dantas. « Jogos eletrônicos e o processo educativo de jovens alunos ». Pós-Graduação em Letras, 2018. http://ri.ufs.br/jspui/handle/riufs/8200.

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It is widely discussed about the role of electronic games in the players’ lives in today's society. We know that they are playful instruments present in the family environment, however, we question if they contribute to the players’ knowledge and learning. Therefore, this work aims to investigate knowledge that players are acquiring while playing. The target audience for analysis is high school students players from a private school in Aracaju. We have identified that the analyzed players claim to learn English vocabulary while they play, although this is not their goal, which facilitate playing games and the reading of texts written in English language. In this question, we enter into other perspectives of learning in games that exceed the learning of the English language, as the educational question. In order to provide a foundation for researching, our theoretical contribution considers the discussions about learning and literacy in games (GEE, 2007a, 2007b, 2005, 2004), education and schooling (ANDREOTTI; SOUZA, 2007) educational practices in games (SQUIRE, 2006) and learning to learn (WIRTH; PERKINS, 2008) for significant forms of learning, among other authors. The methodology is delimited in the studies about qualitative analysis (NEVES, 2006), while the data collection is limited to recorded interviews and written questionnaires. It is possible to perceive, in the context of those involved, learning about school contents issues and, at the same time, educational formations, such as overcoming mood problems, shyness, and ethical social awareness.
Muito se discute sobre o papel dos jogos eletrônicos na vida de jogadores na sociedade atual. Sabemos que são instrumentos lúdicos presentes no ambiente familiar, no entanto, questionamos se eles contribuem para o conhecimento e aprendizagem de jogadores. Por isso, este trabalho tem por objetivo investigar conhecimentos que os jogadores estão adquirindo ao jogar. O público-alvo para análise são jogadores-estudantes do ensino médio de uma escola privada de Aracaju. Identificamos que os jogadores analisados afirmam aprender vocabulários da língua inglesa enquanto jogam, ainda que este não seja seu objetivo, o que lhes facilita as jogadas e a leitura de textos escritos em língua inglesa. Nessa questão, adentramos em outras perspectivas de aprendizagem em jogos que ultrapassagem a aprendizagem da língua inglesa, como a questão educativa. Para dar alicerce à pesquisa, nosso aporte teórico considera as discussões sobre aprendizagem e letramento em jogos (GEE, 2007a, 2007b, 2005, 2004), educação e escolarização (ANDREOTTI; SOUZA, 2007), práticas educativas em jogos (SQUIRE, 2006) e aprendendo a aprender (WIRTH; PERKINS, 2008) para significativas formas de aprendizagem, dentre outros autores. A metodologia abordada está delimitada nos estudos em análise qualitativa (NEVES, 2006), enquanto que o levantamento de dados está circunscrito a entrevistas gravadas e questionários escritos. Podemos perceber, no contexto dos envolvidos, aprendizagens sobre questões de conteúdos escolares e, ao mesmo tempo, formações educativas, como a superação de problemas de humor, timidez, além de conscientização ética e social.
São Cristóvão, SE

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Riedel, Jana, Susan Berthold et Kathrin Möbius. « Mehr Feedback für bessere Lehre. Möglichkeiten des E-Assessments ». Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2018. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-231726.

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Die vorliegende Broschüre ist Teil einer Publikationsserie, die einen Überblick über verschiedene Medienformate von digitalen Texten über elektronische Tests und Wikis bis hin zu digitalen Simulationen gibt. Dieses Heft widmet sich schwerpunktmäßig den verschiedenen Formen des E-Assessments, mit deren Hilfe Sie Ihren Studierenden mehr Feedback ermöglichen und Ihre Lehre so verbessern können. Anhand von Ergebnissen einer Online-Befragung im Jahr 2016 und Interviews, die Beispiele aus der Lehre sächsischer Hochschullehrender vorstellen, wird aufgezeigt, welche Einsatzmöglichkeiten derzeit an den sächsischen Hochschulen genutzt werden. Sie bieten Inspiration für die Entwicklung eigener mediengestützter Lehrkonzepte. Hinweise auf Werkzeuge zur Erstellung digitaler Lehrangebote und Antworten zu häufigen Fragen bei der Nutzung der einzelnen Medienformate bieten Anregungen und Informationen, wie der Einstieg in die digital gestützte Lehre möglichst ohne großen Initialaufwand gestaltet werden kann. Antworten auf häufig gestellte Fragen, praktische Tipps und rechtliche Hinweise geben eine erste Orientierung und Sicherheit bei der Nutzung digitaler Medien. Dabei erfahren Sie auch, wie Sie die einzelnen medial gestützten Formate mit der klassischen Präsenzlehre verbinden und wie unterschiedliche Einsatzszenarien miteinander kombiniert werden können.

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Kubeš, Tomáš. « Posouzení technických, ekonomických a personálních aspektů e-vzdělávání v LS SAP v ČSOB ». Master's thesis, Vysoká škola ekonomická v Praze, 2008. http://www.nusl.cz/ntk/nusl-9158.

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This book focuses on an evaluation of technical, economical, and personal aspects of e-learning deployment in a theoretical plane and in the specific environment of the bank ČSOB, a. s. The thesis begins by an introduction of the term e-learning and a brief description of main properties and characteristics of this new trend in a field of not only corporate education. Special attention is devoted to an assessment of business benefits and cots of education; every aspect is analyzed and compared both for the classical brick and mortar classroom instructor led education and for the e-learning. The thesis introduces two mathematical models for assessing an effectiveness of e-learning deployment. Theoretical concepts are applied to data from a real course which was run in one of the main Czech banks ČSOB, a. s. Last part briefly examines the concepts and benefits of SCORM standard package and its support in the SAP LS 600 system.

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Soares, Wilka Catarina da Silva. « A aprendizagem de ingl?s mediada por jogos eletr?nicos do tipo MMORPG ». Universidade Federal do Rio Grande do Norte, 2013. http://repositorio.ufrn.br:8080/jspui/handle/123456789/16264.

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Made available in DSpace on 2014-12-17T15:07:02Z (GMT). No. of bitstreams: 1 WilkaCSS_DISSERT.pdf: 3442959 bytes, checksum: f39a2c2998352eba8a375b43d74487e2 (MD5) Previous issue date: 2013-02-01
Massively Multiplayer Online Role-Playing Games (MMORPGs) are role-playing games that, through the Internet, can integrate thousands of players interacting at the same time in at least one virtual world. This way, these games can provide, further than fun, a greater familiarity with the additional language and opportunity to improve the linguistic proficiency in a real context. Hence, what is proposed in this study is extended knowledge about the learning of an additional language mediated by MMORPGs for teachers to know how, if relevant, to present, use or encourage this practice to their students. Based on this major purpose, we seek to answer the following research questions: (a) what distinguishes the learning profile of the gamers and non-gamers; (b) if MMORPGs can, through a hybrid and systematic approach, assist the development of proficiency of the additional language and (c) what the think-aloud protocols show about the learning mediated by the MMORPG Allods Online. Following an experimental method (NUNAN, 1997), 16 students of the curricular component Reading and Writing Practices in English Language have comprised the control group and 17 students of the same class formed the experimental group and were submitted to a pre and post-test adapted from the Key English Test (KET) by the Cambridge University (2008). The tests were conducted before and after a period of 5 weeks of 3 hours of practice with Allods Online a week (experimental group), and classes of the curricular component (both groups). A quantitative analysis of the questionnaires about the exposure to English profiles of the participants, a quantitative analysis of the tests scores and a qualitative analysis of the thinkaloud protocols collected during the experiment were conducted based on the theories of (a) motivation (GARDNER, 1985, WILLIAMS & BURDEN, 1997, BROWN, 2007, HERCULANO-HOUZEL, 2005); (b) active learning (GASS, 1997, GEE, 2008, MATTAR, 2010); (c) interaction and collaborative learning (KRASHEN, 1991, GASS, 1997, VYGOTSKY, 1978); (d) situated learning (DAMASIO, 1994; 1999; 2003, BROWN, 2007, GEE, 2003) and (e), tangential learning (PORTNOW, 2008; MATTAR, 2010). The results indicate that the participants of the experimental group (gamers) seem to be more engaged in tangential English learning activities, such as playing games, listening to music in English, communicating with foreigners and reading in English. We also deduced that the period of experiment possibly generated positive results on the gamers proficiency scores, mainly in the parts related to orthographic development, reading and comprehension, writing with focus on content and orthographic accuracy. Lastly, the think-aloud protocols presented evidences that the gamers have engaged in active English language learning, they have interacted in English with other players, and learned linguistic aspects through the experience with the MMORPG Allods Online
Os Massively Multiplayer Online Role-Playing Games (MMORPGs) s?o jogos de interpreta??o de personagem que, atrav?s da Internet, podem integrar milhares de jogadores interagindo ao mesmo tempo em pelo menos um mundo virtual. Desta forma, esses jogos podem proporcionar, al?m de divers?o, um maior conv?vio com a l?ngua inglesa e a oportunidade de aprimorar a profici?ncia lingu?stica dentro de um contexto real. Por isso, o que se prop?e neste estudo ? um maior conhecimento sobre a aprendizagem de l?ngua adicional mediada por MMORPGs para que os professores saibam como, se relevante, apresentar, utilizar ou incentivar essa pr?tica junto a seus alunos. Com base neste objetivo principal, procuramos responder as seguintes perguntas de perquisa: (a) o que distingue o perfil de exposi??o ? l?ngua inglesa dos gamers e non-gamers; (b) se os MMORPGs podem, por meio de uma pr?tica h?brida e sistem?tica, auxiliar no desenvolvimento da profici?ncia na l?ngua adicional e (c) o que os protocolos think-aloud evidenciam acerca da aprendizagem mediada pelo MMORPG Allods Online. Seguindo o m?todo experimental (NUNAN, 1997), 16 alunos do componente curricular Pr?ticas de Leitura e Produ??o Escrita em L?ngua Inglesa fizeram parte do grupo controle e 17 alunos da mesma turma compuseram o grupo experimental e foram submetidos a um pr? e p?s-teste adaptados do Key English Test (KET) da Universidade de Cambridge (2008). Os testes foram administrados antes e depois de um per?odo de 5 semanas com 3 horas por semana de experimento com o game Allods Online (grupo experimental), e de aulas do componente curricular (ambos os grupos). Uma an?lise quantitativa dos question?rios sobre os perfis de exposi??o ? l?ngua inglesa dos participantes, uma an?lise quantitativa das notas dos testes e uma an?lise qualitativa de protocolos thinkaloud coletados durante o experimento foram feitas com base nas teorias de (a) motiva??o (GARDNER, 1985, WILLIAMS & BURDEN, 1997, BROWN, 2007, HERCULANOHOUZEL, 2005); (b) aprendizagem ativa (GASS, 1997, GEE, 2008, MATTAR, 2010); (c) intera??o e aprendizagem colaborativa (KRASHEN, 1991, GASS, 1997, VYGOTSKY, 1978); (d) aprendizagem situada (DAMASIO, 1994; 1999; 2003, BROWN, 2007, GEE, 2003) e (e), aprendizagem tangencial (PORTNOW, 2008 E MATTAR, 2010). Os resultados indicam que os participantes do grupo experimental (gamers) parecem ser mais engajados em atividades tangenciais de aprendizagem de l?ngua inglesa, como jogar games, ouvir m?sica em ingl?s, comunicar-se com estrangeiros e ler em ingl?s. Tamb?m conclu?mos que o per?odo de experimento pode ter gerado resultados positivos nas notas dos testes dos gamers, principalmente nas partes relacionadas (a) ao desenvolvimento ortogr?fico, leitura e interpreta??o; (b) ? escrita com foco no conte?do e (c) ? acur?cia ortogr?fica. Por fim, os protocolos think-aloud apresentam evid?ncias de que os gamers engajaram-se na aprendizagem ativa de l?ngua inglesa, interagiram em ingl?s com outros jogadores e aprenderam aspectos lingu?sticos atrav?s da experi?ncia com o MMORPG Allods Online

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Fuller, Chevita. « Refining Computerized Physician Order Entry Initiatives in an Adult Intensive Care Unit ». ScholarWorks, 2014. https://scholarworks.waldenu.edu/dissertations/115.

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Computerized physician order entry (CPOE) is used in healthcare organizations to improve workflow processes and transcription, as well as to prevent prescribing errors. Previous research has indicated challenges associated with CPOE for end-users that predispose patients to unsafe practices. Unsafe CPOE practices can be detrimental within the intensive care unit (ICU) setting due to the complexity of nursing care. Consequently, end-user satisfaction and understanding of CPOE and electronic health record (EHR) functionality are vital to avoid error omissions. CPOE initiatives should be refined post system implementation to improve clinical workflow, medication processes, and end-user satisfaction. The purpose of this quality improvement project was to refine CPOE system initiatives and develop an e-learning educational module to facilitate end-user understanding of and satisfaction with CPOE. The Iowa model of evidence-based practice, Lean methodology, and Provider Order Entry User Satisfaction and Usage Survey (POESUS) were used to guide the study. An e-learning module was implemented to increase staff understanding of the newly implemented CPOE system, and a plan was provided for ongoing data collection and investigation of end-user satisfaction and medication inadequacies with the CPOE system. A mixed-method design was recommended to key stakeholders to identify the impact of the e-learning course and refined CPOE initiatives on both end-user satisfaction and patient outcomes in the medical-surgical ICU. Findings from the study informed the impact of e-learning educational modules with CPOE system implementation. Those in organizations implementing advanced technology such as CPOE and EHR systems in critical care settings will find this paper of interest.

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Jacober, Eduardo Costa. « Proposta e implementação de uma interface para motores de jogos interativa e centrada no usuário ». Universidade de São Paulo, 2007. http://www.teses.usp.br/teses/disponiveis/3/3141/tde-27072007-165629/.

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Um motor de jogo é uma ferramenta que facilita a criação de jogos eletrônicos garantindo a reutilização de softwares. Por sua origem tecnológica, os motores de jogo atuais, tanto comerciais quanto acadêmicos, tendem a primar pelo número de funcionalidades específicas, em detrimento da usabilidade, o que amplia o período de tempo necessário para seu aprendizado. Com o objetivo de melhor adaptar um motor de jogo didático às necessidades pedagógicas, este trabalho propõe uma interface interativa para motores denominada Game Wrench e criada através de métodos de Interação Humano-Computador. Como se tratam de áreas multidisciplinares, é também apresentado um embasamento teórico sobre os diversos aspectos envolvidos, a começar pela adoção de uma definição precisa para o conceito de jogo. O cenário específico para o qual este ambiente de programação (motor e interface) foi desenvolvido é composto pelos alunos da disciplina Computação Gráfica da Escola Politécnica da USP, que programam sobre um motor de jogo didático chamado enJine. Através de um protótipo em papel, testes de usabilidade foram realizados com parte desses alunos, o que gerou diversas diretrizes para a programação final da interface. Uma versão preliminar dessa interface usando plataforma Java foi desenvolvida, gerando diversos resultados e contribuições ao longo do processo, como artefatos de projeto (personas, cenários), ferramentas de desenvolvimento (estrutura GAML, classes para enJine, widgets especializados) e diretrizes sobre a metodologia utilizada (avaliação heurística, prototipagem em papel, teste de usabilidade).
Game engines are tools to aid the development of computer and video games through software reuse. Once born in a technological environment, present game engines, either commercial or not, are normally worried more about the number of implemented features than usability issues. These characteristics may extend the period of learning-time. To address the goal of better adapting a didactic game engine to pedagogical needs, this study proposes an interactive interface for engines called Game Wrench, following Computer-Human Interface methods. Being multidisciplinary fields, a theoretical base on the related subjects is presented, starting with a precise definition for the concept of gaming. Undergraduate students of Escola Politecnica da USP enrolled in a Computer Graphics course where they develop games using a didactic engine called enJine, compose the specific scenario for which this programming environment was developed. Using paper prototypes, usability tests were conducted with some of these students, generating a list of guidelines for implementing this interface. A preliminary Java version of the interface was made available, generating results and contribution throughout the design process, such as design artifacts (personas, scenarios), programming tools (GAML specification, enJine classes, specialized widgets) and guidelines for the methodology adopted (heuristic evaluation, paper prototypes, usability tests).

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Gomes, Tiago Salgado Magalhães Taveira. « Reinforcement Learning for Primary care e Appointment Scheduling ». Dissertação, 2017. https://repositorio-aberto.up.pt/handle/10216/108395.

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Gomes, Tiago Salgado Magalhães Taveira. « Reinforcement Learning for Primary care e Appointment Scheduling ». Master's thesis, 2017. https://repositorio-aberto.up.pt/handle/10216/108395.

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Ku, Wen-Mei, et 顧文美. « The Needs Assessment of the Functions in e-portfolio2.0 : Electronic Learning Assessment System ». Thesis, 2014. http://ndltd.ncl.edu.tw/handle/kz4w64.

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碩士
淡江大學
教育科技學系碩士在職專班
102
Abstract: Electronic portfolio (e-portfolio) has been developed at many universities in Taiwan. The majority treats e-portfolio as a showcase to present works, certainly without focusing on the real assessment for student''s learning. New theories of assessment underlie cognitive and social-constructivist learning theories aim to higher order thinking, problem solving skills, and self-evaluation. Portfolio is one of the methods highly match to new assessment theories. DiBiase (2002) indicated the core value of the portfolio is reflection, feedback, and self-improving. In here, e-portfolio 2.0 concept integrates the core value of the portfolio and the new theories of curriculum, learning and assessment into our concept. Therefore, this paper redefined e-portfolio 2.0 Learning Assessment System as a all in one system which combines showcase, learning process, and assessment purposes for both teacher and student to build a design framework of e-portfolio 2.0 Learning Assessment System. This system divides into three parts, including showcase, assessment function and the evidence of learning process. Also, e-portfolio 2.0 Learning Assessment System collects the evidences of learning and facilitates personal plans. Besides, this system adapts to handheld devices with context-awareness concept which enable users to learn anytime, anywhere.

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Cardoso, José Alberto de Carvalho. « Avaliação Automática de Programas em Contexto de E-learning ». Dissertação, 2017. https://repositorio-aberto.up.pt/handle/10216/106222.

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A sociedade quotidiana está embebida na tecnologia. Várias atividades do nosso dia-a-dia estão diretamente ligadas e dependentes do mundo tecnológico. Isto torna-se mais evidente no contexto do MIEIC, onde todo o percurso académico está relacionado com software.Sendo assim, no conjunto de métodos automáticos já implementados no curso, há realidades não enquadradas na ideologia da automação: o processo de correção de testes. Em unidades curriculares como LPOO e MPCP são usados IDEs para a resolução de exercícios de programação.No entanto, o processo de correção é essencialmente manual, exigindo um esforço significativo dos docentes e uma espera acrescida dos alunos pelo feedback.Assim, o objetivo desta dissertação é desenvolver uma plataforma Web que permita a avaliação automática de programas desenvolvidos pelos alunos em contexto de exame. A plataforma permitirá aos alunos submeterem o seu código e, posteriormente, num ambiente controlado e seguro (protegendo de código malicioso e/ou ciclos infinitos), executar o código e uma bateria de testes (disponibilizada pelo docente) comparando o output esperado com o obtido. Por fim, a plataforma apresenta os resultados automaticamente ao aluno, bem como as estatísticas relativas ao tempo de execução.Esta dissertação envolverá, numa fase inicial, um estudo de várias ferramentas e frameworks existentes que permitem, sob diferentes contextos , a avaliação automática de código como o Mooshak ou o SPOJ com o objetivo de identificar pontos fortes que sejam passiveis de integração com o Moodle. Posteriormente, a plataforma será desenvolvida seguindo um processo iterativo, em 3 fases: desenvolvimento de um servidor que permitirá a submissão do código e bateria de testes por parte do aluno e do docente, respetivamente; desenvolvimento de ambiente server-side responsável pela avaliação do código e retorno dessa mesma avaliação; desenvolvimento da interface de visualização do output esperado e obtido e das estatísticas relativas à execução.A ferramenta será validada recorrendo a contextos reais, as aulas de MPCP e LPOO. É expetável que a plataforma seja útil no processo de avaliação de código, onde o principal objetivo é proporcionar um ambiente mais propício para os alunos e mais seguro e automático para os docentes.
Todays' society is linked with technology. Several activities of our day-to-day are both directly linked and dependent on the technological world. This becomes more evident in the MIEIC's context, where the entire academic course is related to software in such way that all the skills learned by the students are developed through and for technology.Thus, in the set of automatic methods already implemented in the course, there are realities that don't fit in the ideology of automation: the process of correcting exercices. In curricular units like Laboratório de Programação Orientada a Objectos (LPOO) and Microprocessadores e Computadores Pessoais (MPCP), students use IDEs to solve programming exercises. However, the correction process is essentially manual, requiring a significant effort from the teachers and an increased dwell time of the students to receive feedback.Thus, the objective of this dissertation is to develop a web platform that allows the automaticly evaluate the programs developed by the students in an exam context. The platform shall allow students to submit their code and then, in a controlled and secure environment (protected against malicious code and / or infinite cycles), execute the code and a battery of tests (made available by the teacher) comparing the returned output of the program with the expected one. Finally, the platform shall present the results automatically to the student, as well as the statistics related to the execution time.This dissertation will involve, at an early stage, a study of the several existing tools and frameworks that allow, under different contexts, to evaluate automatically source code such as Mooshak or SPOJ with the aim of identifying strengths that can be integrated with Moodle. Subsequently, the platform will be developed following an iterative process, in 3 phases: development of a server that will allow the submission of code and battery of tests by the student and the teacher, respectively; development of the server-side environment responsible for evaluating the code and return of that same evaluation; development of the expected and obtained output visualization interface and execution statistics.The tool will be validated using real contexts, MPCP and LPOO classes. It is likely that the platform will be useful in the code evaluation process, where the main objective is to provide an environment more conducive to students and more secure and automatic for teachers.

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