[ES] Esta tesis se centra en tres tecnologías móviles: podcasting, aplicaciones móviles y Twitter, y evalúa su potencial para el aprendizaje de idiomas basándose en una serie de estudios con distintos tipos de participantes, incluyendo estudiantes de enseñanza formal, de contextos informales de aprendizaje, y profesores. El objetivo general de los diferentes estudios de investigación es evaluar las tres tecnologías a través de procesos para a) identificar el potencial de esas tecnologías, b) investigar cómo las utilizan los aprendices y los profesores, y c) analizar si la forma de utilizarlas cumple con el potencial identificado y es propicio para el aprendizaje de lenguas extranjeras. La introducción presenta los antecedentes de la investigación realizada y seis conceptos que afectan nuestra comprensión del aprendizaje de idiomas a través de estas tecnologías: el concepto de enseñar a personas desconocidas, el desarrollo de capacidades digitales, la micro-credencialización, el aumento de la atención parcial continua, la ansiedad por el idioma extranjero y la normalización. El capítulo dos es un compendio de los nueve trabajos publicados y se divide en tres secciones. La primera sección trata sobre el uso de podcasting como herramienta de aprendizaje de idiomas. La primera publicación proporciona una taxonomía de recursos de podcasts, revisa los materiales de podcasting a la luz de las teorías de adquisición de segundas lenguas, aboga por un mejor diseño y sugiere direcciones para futuras investigaciones. Esta investigación se presenta en las publicaciones dos y tres. La sección dos del capítulo dos se enfoca en el uso de aplicaciones móviles para el aprendizaje y la enseñanza de idiomas. La publicación cuatro revisa la investigación actual sobre el potencial para el aprendizaje de idiomas de las aplicaciones y presenta una taxonomía de las aplicaciones disponibles y su uso para ello. El artículo también presenta un marco que consta de cuatro categorías para evaluar aplicaciones de aprendizaje de idiomas (tecnología, pedagogía, experiencia del usuario y aprendizaje de idiomas). La publicación concluye con una propuesta de áreas de investigación adicional, incluido el uso por parte del aprendiz en contextos formales e informales. Estas áreas de investigación se investigan en las publicaciones cinco y seis. La sección tres se centra en la tercera tecnología: Twitter como herramienta de enseñanza y aprendizaje de idiomas. La publicación siete destaca el potencial de Twitter como herramienta de aprendizaje de idiomas. La publicación ocho muestra cómo un grupo de profesores de idiomas utiliza Twitter como herramienta para el desarrollo profesional continuo y evalúa el impacto de su red de Twitter en sus prácticas docentes. Por último, la publicación nueve presenta un estudio a gran escala de aprendices autónomos de idiomas que utilizan Twitter. Los resultados de estos estudios se discuten en el capítulo tres. El capítulo cuatro vuelve a los principales temas y conceptos presentados en la introducción y proporciona algunas consideraciones basadas en los resultados de la investigación realizada. A continuación, propone que puede ser necesario reenfocar la agenda de investigación de MALL y sugiere posibles áreas de desarrollo. La investigación presentada en esta tesis contribuye a los campos de CALL y MALL de varias maneras. Primero, proporciona perfiles de usuario de los aprendices que utilizan estas tecnologías. En segundo lugar, proporciona evidencia de cómo esos usuarios utilizan las tecnologías y evalúan su experiencia de aprendizaje. En tercer lugar, presenta una nueva taxonomía de recursos MALL. En cuarto lugar, describe un proceso para evaluar el uso de tecnologías móviles para el aprendizaje de idiomas, con un nuevo marco teórico de evaluación basado en cinco criterios: tecnología, experiencia del usuario, aprendizaje de idiomas, interacción y pedago / [CA] Aquesta tesi se centra en tres tecnologies mòbils: podcasting, aplicacions mòbils i Twitter, i avalua el seu potencial per a l'aprenentatge d'idiomes basant-se en una sèrie d'estudis amb diferents tipus de participants, incloent estudiants d'ensenyament formal, de contextos informals d'aprenentatge, i professors. L'objectiu general dels diferents estudis d'investigació és avaluar les tres tecnologies a través de processos per a) identificar el potencial d'aqueixes tecnologies, b) investigar com les utilitzen els aprenents i els professors, i c) analitzar si la manera d'utilitzar-les compleix amb el potencial identificat i és propici per a l'aprenentatge de llengües estrangeres. La introducció presenta els antecedents de la investigació realitzada i sis conceptes que afecten la nostra comprensió de l'aprenentatge d'idiomes a través d'aquestes tecnologies: el concepte d'ensenyar a persones desconegudes, el desenvolupament de capacitats digitals, la micro-credencialització, l'augment de l'atenció parcial contínua, l'ansietat per l'idioma estranger i la normalització. El capítol dos és un compendi dels nou treballs publicats i es divideix en tres seccions. La primera secció tracta sobre l'ús de podcasting com a eina d'aprenentatge d'idiomes. La primera publicació proporciona una taxonomia de recursos de podcasts, revisa els materials de podcasting a la llum de les teories d'adquisició de segones llengües, advoca per un millor disseny i suggereix direccions per a futures investigacions. Aquesta investigació es presenta en les publicacions dues i tres. La secció dues del capítol dos s'enfoca cap a l'ús d'aplicacions mòbils per a l'aprenentatge i l'ensenyament d'idiomes. La publicació quatre revisa la investigació actual sobre el potencial per a l'aprenentatge d'idiomes de les aplicacions i presenta una taxonomia de les aplicacions disponibles i el seu ús per a això. L'article també presenta un marc que consta de quatre categories per a avaluar aplicacions d'aprenentatge d'idiomes (tecnologia, pedagogia, experiència de l'usuari i aprenentatge d'idiomes). La publicació conclou amb una proposta d'àrees d'investigació addicional, inclòs l'ús per part de l'aprenent en contextos formals i informals. Aquestes àrees d'investigació s'investiguen en les publicacions cinc i sis. La secció tres se centra en la tercera tecnologia: Twitter com a eina d'ensenyament i aprenentatge d'idiomes. La publicació huit mostra com un grup de professors d'idiomes utilitza Twitter com a eina per al desenvolupament professional continu i avalua l'impacte de la seua xarxa de Twitter en les seues pràctiques docents. Finalment, la publicació nou presenta un estudi a gran escala d'aprenents autònoms d'idiomes que utilitzen Twitter. Els resultats d'aquests estudis es discuteixen en el capítol tres. El capítol quatre torna als principals temes i conceptes presentats en la introducció i proporciona algunes consideracions basades en els resultats de la investigació realitzada. A continuació, proposa que pot ser necessari reenfocar l'agenda d'investigació de MALL i suggereix possibles àrees de desenvolupament. La investigació presentada en aquesta tesi contribueix als camps de CALL i MALL de diverses maneres. Primer, proporciona perfils d'usuari dels aprenents que utilitzen aquestes tecnologies. En segon lloc, proporciona evidència de com aqueixos usuaris utilitzen les tecnologies i avaluen la seua experiència d'aprenentatge. En tercer lloc, presenta una nova taxonomia de recursos MALL. En quart lloc, descriu un procés per a avaluar l'ús de tecnologies mòbils per a l'aprenentatge d'idiomes, amb un nou marc teòric d'avaluació basat en cinc criteris: tecnologia, experiència de l'usuari, aprenentatge d'idiomes, interacció i pedagogia. / [EN] This thesis focuses on three mobile technologies: podcasting, mobile apps, and Twitter, and evaluates their potential for language learning purposes based on a series of studies with a range of users including formal learners, informal learners, and teachers. The overarching aim of the different research studies is to evaluate the three technologies through a process of a) identifying the potential of those technologies, b) investigating how they are used by learners and (where applicable) teachers, and c) analysing whether the way they are used meets the identified potential and is conducive to language learning. The introduction presents the background to the research carried out. This is followed by the introduction of six concepts that shape our understanding of language learning through these technologies: the concept of teaching strangers, the development of digital capabilities, micro-credentialing, the rise in continuous partial attention, foreign language anxiety, and normalisation. Chapter two is a compendium of the nine published works that explore the potential of the three technologies and evaluate them. It is separated into three sections. Section one deals with the use of podcasting as a language learning tool. The first publication provides a taxonomy of podcast resources, reviews podcasting materials in the light of Second Language Acquisition theories, argues for better design, and outlines directions for future research. This research is presented in publications two and three. Section two of Chapter two concerns the use of mobile apps for language learning and teaching. Publication four reviews current research about the potential of apps for language learning and presents a taxonomy of available apps and their use for language learning. The paper also presents a framework consisting of four categories for evaluating language learning apps (technology, pedagogy, user experience, and language learning). The publication concludes with a proposal for areas for further research, including learner use in formal and informal contexts. These research areas are investigated in publications five and six. Section three focuses on the third technology: Twitter as a language learning and teaching tool. Publication seven highlights the identified potential of Twitter as a language learning tool. Publication eight shows how a group of language teachers use Twitter as a tool for continuous professional development through a hashtag and evaluates the impact of their Twitter network on their teaching practices. Finally, publication nine reports on a large-scale study of autonomous language learners who use Twitter. The results from these studies are discussed in chapter three, which also showcases the impact the research has had on the fields of CALL and MALL. Chapter four returns to the main topics and concepts presented in the introduction and provides some considerations based on the results of the research carried out. It then proposes that there may be a need to refocus the MALL research agenda and suggests directions that future developments may take. The research presented in this thesis contributes to the fields of CALL and MALL in a number of ways. First, it provides user profiles of the learners who use the three technologies. Second, it provides evidence of how those users utilise the technologies and evaluates their learning experience. Third, it presents a new taxonomy of MALL resources. Fourth, it outlines a process for evaluating the use of mobile technologies for language learning purposes, including a new evaluation framework with five criteria: technology, user experience, language learning, interaction and pedagogy. / Rosell Aguilar, F. (2021). Evaluating the use of mobile technologies for language learning purposes [Tesis doctoral]. Universitat Politècnica de València. https://doi.org/10.4995/Thesis/10251/163675 / TESIS

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This project explores the impact of a mobile website (MWS) designed to enhance knowledge and interest in local history among residents of Eberswalde as a sample for an Eastern German post-communist city. It aims to strengthen the sense of regional identity and attachment, potentially affecting their decision to remain in or leave the region. The MWS features digitised old postcards, new images, audio memories, short films, and text about historical locations preceding communism in East Germany. Building on previous research showing that interest and engagement in local history can raise, i.a., individuals 'place attachment', 'local identity', and 'regional pride', the research's theoretical frame joins Stefaniak et al.'s (2017), Twells et al.'s (2018) and Pearson and Plevyak's (2020) research outcomes. It groups them into six spheres of effects (SoEs) and reorders them into six individual personal growth dimensions (IPGDs). While the SoEs represent a researcher's bird's-eye view, the IPGDs aim to understand individuals from a frog's-eye viewpoint. The MWS was developed using WordPress with the Divi Editor. A local choir of approximately 35 members critically accompanied the development process, from naming the domain to creating and initial testing a prototype for a location page, which then served as a template for subsequent locations. Subsequently, the MWS was evaluated on-site by five participating local individuals who were not part of the initial testing by the choir members and had at least one family member who experienced the region under communist rule. They were observed during this process, and audio notes were taken. Approximately one to two weeks later, each participant was interviewed using a retrospective semi-structured interview exploring their experiences and any possible perceptual changes regarding their local history. The results show that despite the temporal and scope limitations of the project, the short engagement with local history via the MWS has enriched participants' attachment to the city. It shows further that the worth of local history in this process lies in that sites and monuments of local history are perceived as accomplishments of the local community. This perception fosters an emotional connection and a sense of pride in being part of the locality. In contrast, the presence of natural beauty, as exemplified by the surroundings of Eberswalde, elicits appreciation. Even though nature, not being a human achievement, is admired by participants, it does not evoke the same emotional expressions or pride in belonging to the location. Both are essential for establishing a lasting bond and participation in the city's public and social life.

The research aimed to assess the feasibility of using podcasts in mobile devices to teach research proposal writing for masters’ students of University of South Africa. To aid in this, a general objective was developed which was supported by specific research objectives that guided the study. The research looked at the evolution of open distance learning (ODL) including the use of M-learning. I reviewed literature on the history of podcasts as an entertainment tool being highlighted as a revolution in the academic world especially in the area of distance learning. To create a foundation to give strength to the use of podcasts, theories of education were evaluated and criticised to give reason and foundation for the use of podcasts as a technology to support teaching and learning in ODL. All major aspects of learning were traversed in the theoretical aspect. This is in a bid to assess the ability of the use of podcasts to meet the needs of the learners. A methodology for conducting the research that included the deployment of a pilot project for the research proposal writing module in year 2011-2012 class was developed and justified accordingly. The use of both qualitative and quantitative methods was necessitated by the objectives of the research. This was implemented at data collection and analysis stages of the research. The analysis was fruitful and successful for that matter, giving reasonable backing to the proposal by the researcher of adopting the use of podcasts using mobile devices. The analysis deemed the pilot project successful for the period within which it was operated. Hurdles or challenges were present and the study gives them as majorly, the lack of sufficient skills to handle the content of the website, that is, generally, the use of the technology. Also, the study pinpoints that the availability of mobile devices is also a challenge that the students will face. Recommendations were derived from the challenges and include a framework that should be used in creating a podcast support system that will be based on the findings to create a successful project. Regarding the objectives of the study, the conclusion that indeed it is feasible to use podcasts to teach research proposal writing in Unisa is valid. / Curriculum and Instructional Studies / D. Ed. (Didactics)

O presente estudo se propõe a investigar a utilização do aplicativo móvel Duolingo no processo de ensino e aprendizagem de alemão como língua estrangeira em contexto de ensino presencial universitário. A pesquisa objetiva mapear os hábitos de uso de Apps, a satisfação dos usuários após o uso orientado da ferramenta, bem como o desempenho e a persistência dos aprendizes na realização de tarefas ao longo de um semestre. Com esses dados criamos um panorama que busca esclarecer em que medida o App Duolingo é apropriado para uso nas fases iniciais do processo de aprendizagem de alemão no contexto investigado. Para tanto, utilizamos três instrumentos de coleta de dados. No primeiro momento, aplicamos uma sondagem prévia para identificar os hábitos e as crenças dos informantes em relação ao aprendizado por meio de Apps. Em seguida, realizamos uma intervenção didática em uma turma de aprendizes de alemão e, com o auxílio da Plataforma Duolingo para Escolas, montamos um grupo de controle, delegando tarefas para testar a ferramenta. Dessa forma, coletamos dados mediante os relatórios automáticos de atividade, os quais permitiram verificar o desempenho, a persistência e a autonomia dos aprendizes nas atividades realizadas por meio do App. Na última fase de coleta, utilizamos um roteiro de avaliação da usabilidade pedagógica, com o qual verificamos a satisfação e a motivação dos usuários na utilização do App. Por fim, concluímos que o App Duolingo é uma ferramenta que pode ser empregada para complementar o ensino presencial de alemão, auxiliando no processo de aquisição de vocabulário. A pesquisa contribui para esclarecer as questões que se colocam acerca da utilização dos aplicativos móveis no ensino de língua estrangeira, dado que apresenta instrumentos para o desenvolvimento de avaliações da usabilidade pedagógica dos Apps destinados à aprendizagem, aponta para a importância dos Apps como ferramentas de apoio ao processo de aprendizagem de alemão, coloca à mostra a adesão massiva dos aprendizes ao uso de Apps, além de assinalar algumas relações entre as crenças, a motivação e a autonomia e os recursos digitais dos Apps. / This study aims to investigate the use of mobile application Duolingo in the process of teaching and learning German as a foreign language (FL) in the context of classroom learning at university. At first, the use of a learning App was mapped, as well as learners satisfaction after guided use of the App, their performance and persistence while doing the App tasks along one semester. With such data, an overview was established in order to verify to what extent the Duolingo App is appropriate for German basic level learning. Therefore, the data were collected in three steps. Firstly, a probe was applied to identify users habits and beliefs in learning a FL with mobile Apps. After that, a didactic intervention was made in one German class, and by using Duolingo App for Schools a control group was established to test the App tools. Thus, data were collected through automatic activities reports, which allow for the analysis of learners performance, persistence and autonomy while using the App. Lastly, an evaluation script was applied in order to check the pedagogical usability, which evidenced learners satisfaction and motivation while using the App. It was concluded that Duolingo App is a possible tool to complement the activities in a German classroom, as it helps the vocabulary learning process. This research contributes to elucidating the questions about the usability of mobile Apps such as Duolingo in FL learning, for it presents tools for developing pedagogical usability evaluation. What is more, this research shows the importance of mobile Apps in the German learning process, evidences learners massive interest in using Apps, and points out some relationships between the Apps digital resources and learners beliefs, motivations, and autonomy.

The research aimed to assess the feasibility of using podcasts in mobile devices to teach research proposal writing for masters’ students of University of South Africa. To aid in this, a general objective was developed which was supported by specific research objectives that guided the study. The research looked at the evolution of open distance learning (ODL) including the use of M-learning. I reviewed literature on the history of podcasts as an entertainment tool being highlighted as a revolution in the academic world especially in the area of distance learning. To create a foundation to give strength to the use of podcasts, theories of education were evaluated and criticised to give reason and foundation for the use of podcasts as a technology to support teaching and learning in ODL. All major aspects of learning were traversed in the theoretical aspect. This is in a bid to assess the ability of the use of podcasts to meet the needs of the learners. A methodology for conducting the research that included the deployment of a pilot project for the research proposal writing module in year 2011-2012 class was developed and justified accordingly. The use of both qualitative and quantitative methods was necessitated by the objectives of the research. This was implemented at data collection and analysis stages of the research. The analysis was fruitful and successful for that matter, giving reasonable backing to the proposal by the researcher of adopting the use of podcasts using mobile devices. The analysis deemed the pilot project successful for the period within which it was operated. Hurdles or challenges were present and the study gives them as majorly, the lack of sufficient skills to handle the content of the website, that is, generally, the use of the technology. Also, the study pinpoints that the availability of mobile devices is also a challenge that the students will face. Recommendations were derived from the challenges and include a framework that should be used in creating a podcast support system that will be based on the findings to create a successful project. Regarding the objectives of the study, the conclusion that indeed it is feasible to use podcasts to teach research proposal writing in Unisa is valid. / Curriculum and Instructional Studies / D. Ed. (Didactics)

<p>Развој&nbsp; проширене&nbsp; и&nbsp; виртуелне&nbsp; реалности&nbsp; у&nbsp; последњих неколико година створио је могућности за укључивање и примену ових технологија на свим нивоима образовања. Бројна истраживања истичу да&nbsp; имерзивне&nbsp; технологије&nbsp; могу&nbsp; позитивно&nbsp; утицати&nbsp; на исходе&nbsp; учења&nbsp; и&nbsp; мотивисаност&nbsp; ученика.&nbsp; Такође, географија&nbsp; се&nbsp; често&nbsp; издваја&nbsp; као&nbsp; предмет&nbsp; који посебно&nbsp; може&nbsp; да&nbsp; искористи&nbsp; те&nbsp; потенцијале&nbsp; за унапређење&nbsp; и&nbsp; осавремењавање&nbsp; наставне&nbsp; праксе. Међутим,&nbsp; поставља&nbsp; се&nbsp; питање&nbsp; спремности наставника&nbsp; и&nbsp; студената&nbsp; географије&nbsp; (наставног усмерења)&nbsp; да&nbsp; организују&nbsp; наставу&nbsp; са&nbsp; мобилним&nbsp; и имерзивним&nbsp; технологијама.&nbsp; Притом,&nbsp; неопходно&nbsp; је свеобухватно&nbsp; сагледати&nbsp; позитивне&nbsp; и&nbsp; негативне факторе који утичу или могу утицати на интеграцију ових технологија у географско образовање. Сходно<br />наведеном,&nbsp; ова&nbsp; дисертација&nbsp; разматра&nbsp; како,&nbsp; када&nbsp; и зашто користити проширену и виртуелну реалност у настави и учењу географије.</p> / <p>Razvoj&nbsp; proširene&nbsp; i&nbsp; virtuelne&nbsp; realnosti&nbsp; u&nbsp; poslednjih nekoliko godina stvorio je mogućnosti za uključivanje i primenu ovih tehnologija na svim nivoima obrazovanja. Brojna istraživanja ističu da&nbsp; imerzivne&nbsp; tehnologije&nbsp; mogu&nbsp; pozitivno&nbsp; uticati&nbsp; na ishode&nbsp; učenja&nbsp; i&nbsp; motivisanost&nbsp; učenika.&nbsp; Takođe, geografija&nbsp; se&nbsp; često&nbsp; izdvaja&nbsp; kao&nbsp; predmet&nbsp; koji posebno&nbsp; može&nbsp; da&nbsp; iskoristi&nbsp; te&nbsp; potencijale&nbsp; za unapređenje&nbsp; i&nbsp; osavremenjavanje&nbsp; nastavne&nbsp; prakse. Međutim,&nbsp; postavlja&nbsp; se&nbsp; pitanje&nbsp; spremnosti nastavnika&nbsp; i&nbsp; studenata&nbsp; geografije&nbsp; (nastavnog usmerenja)&nbsp; da&nbsp; organizuju&nbsp; nastavu&nbsp; sa&nbsp; mobilnim&nbsp; i imerzivnim&nbsp; tehnologijama.&nbsp; Pritom,&nbsp; neophodno&nbsp; je sveobuhvatno&nbsp; sagledati&nbsp; pozitivne&nbsp; i&nbsp; negativne faktore koji utiču ili mogu uticati na integraciju ovih tehnologija u geografsko obrazovanje. Shodno<br />navedenom,&nbsp; ova&nbsp; disertacija&nbsp; razmatra&nbsp; kako,&nbsp; kada&nbsp; i zašto koristiti proširenu i virtuelnu realnost u nastavi i učenju geografije.</p> / <p>In&nbsp; recent&nbsp; years,&nbsp; the&nbsp; development&nbsp; of&nbsp; augmented&nbsp; and&nbsp; virtual&nbsp; reality&nbsp; has&nbsp; created&nbsp; opportunities&nbsp; for&nbsp; integration and use of these technologies at all levels of&nbsp; education.Numerous&nbsp; studies&nbsp; showed&nbsp; that&nbsp; immersive&nbsp; technologies have the potential to improve student learning outcomes and&nbsp; motivation.&nbsp; Geography&nbsp; is&nbsp; also&nbsp; often&nbsp; indicated&nbsp; as&nbsp; a subject&nbsp; that&nbsp; can&nbsp; utilize&nbsp; these&nbsp; potentials&nbsp; to&nbsp; improve&nbsp; and modernize&nbsp; teaching&nbsp; practice.&nbsp; However,&nbsp; the&nbsp; integration raises the question of the readiness of geography pre- and in-service&nbsp; teachers&nbsp; to&nbsp; organize&nbsp; classes&nbsp; with&nbsp; mobile&nbsp; and immersive technologies. Also, a comprehensive overlook regarding the positive and negative factors that influence or&nbsp; may influence the integration of these technologies in geographic&nbsp; education&nbsp; is&nbsp; necessary.&nbsp; Accordingly,&nbsp; this dissertation&nbsp; examines&nbsp; how,&nbsp; when,&nbsp; and&nbsp; why&nbsp; to&nbsp; use augmented and virtual reality in geography teaching and&nbsp; learning.</p>

With recent advances in technology, distance education has seen a move towards online and e-learning programmes and courses. However, many students in South Africa have limited access to computer technology and/or the Internet resources necessary for online learning. Worldwide trends have recently seen a growing emphasis on the use of mobile technology for learning purposes. High mobile penetration rates in South Africa means that mobile learning can potentially overcome many of the challenges associated with distanceand online learning. This research therefore aimed to explore adult distance education students’ mobile learning readiness in the South African context. Specifically, this study examined the influence of mobile learning self-efficacy, locus of control, subjective norm, perceived usefulness, perceived ease of use, perceived behavioural control and attitude towards mobile learning on students’ behavioural intention to adopt mobile learning. In order to test a model predicting students’ behavioural intention, the conceptual framework guiding the investigation combined the Technology Acceptance Model (TAM) and the Theory of the investigation combined the Technology Acceptance Model (TAM) and the Theory of Planned Behaviour (TPB) and extended the model to include locus of control and mobile learning self-efficacy. A sample of 1070 students from a private higher education institution in South Africa participated in this study. Data were collected using an online survey questionnaire. Multiple regression analysis indicated that perceived ease of use contributed most significantly to behavioural intention to adopt mobile learning, followed by attitude towards mobile learning, subjective norm, perceived usefulness, perceived behavioural control and locus of control. Mobile learning self-efficacy did not significantly influence behavioural intention to adopt mobile learning. Overall, the model accounted for 44.8% of the variance in behavioural intention to adopt mobile learning. Significant differences in age, gender, race and household income existed with regard to several of the psychological constructs hypothesised to influence behavioural intention to adopt mobile learning. 4 Structural equation modelling was used to examine the fit between the data and the proposed model. The chi square goodness for fit test and the RMSEA indicated poor fit between data and model. Considering the sensitivity of the chi square statistic for sample size and the negative influence of too many variables and relationships on the RMSEA, a variety of alternative fit indices that are less dependent on the sample size and distribution were used to examine model fit. The GFI, AGFI, NFI and CFI all exceeded their respective acceptable levels, indicating a good fit with the data. / Psychology / M.A. (Psychology)

Τα σύγχρονα πληροφοριακά συστήματα μάθησης τα οποία υποστηρίζουν εξ’ αποστάσεως εκπαίδευση, επιτρέπουν τη συστηματική διαχείριση του εκπαιδευτικού υλικού και υποστηρίζουν τις εκπαιδευτικές διαδικασίες των μαθημάτων. Τα συστήματα αυτά έχουν λειτουργικότητες όπως: η ανάρτηση ψηφιακού υλικού, η διεξαγωγή συζητήσεων, η ανάρτηση ασκήσεων-εργασιών, η πραγματοποίηση εξετάσεων και πολλές άλλες. Στόχος της συγκεκριμένης εργασίας είναι η διερεύνηση του χώρου των συστημάτων μάθησης τα οποία υποστηρίζουν εξ’ αποστάσεως εκπαίδευση καθώς επίσης και η παρουσίαση και η εφαρμογή μεθόδου αξιολόγησης τους, αξιολογώντας τα συστήματα σύμφωνα με μια λίστα λειτουργικών απαιτήσεων. Στο 1ο κεφάλαιο της διπλωματικής εργασίας γίνεται μια περιγραφή των βασικών εννοιών της εξ’αποστάσεως εκπαίδευσης καθώς επίσης και έννοιες που αφορούν τα συστήματα υποστήριξης μάθησης όπως:CBT, VLE, LMS, LCMS, CMS, Mobile Learning. Στο 2ο κεφάλαιο γίνεται μια επισκόπηση του χώρου των Συστημάτων Μάθησης Learning Course Management Systems (LCMS). Συγκεκριμένα γίνεται μία καταγραφή των χαρακτηριστικών των πιο δημοφιλών συστημάτων τόσο των εμπορικών όσο και των συστημάτων ανοικτού κώδικα με τη χρήση ενός κοινού template όπου καταγράφονται τα εξής στοιχεία: Κατασκευαστής, Σύντομη περιγραφή Λογισμικού, Πλεονεκτήματα (Δυνατά Σημεία ), Μειονεκτήματα (Αδυναμίες, Ελλείψεις), Πελατολόγιο, Τρέχουσα Έκδοση έτσι ώστε να μπορεί κάποιος εύκολα να τα συγκρίνει και να τα αξιολογήσει. Στο 3ο κεφάλαιο πραγματοποιείται ανάλυση απαιτήσεων ενός σύγχρονου συστήματος μάθησης έτσι ώστε να μπορεί να εφαρμοστεί η μεθοδολογία αξιολόγησης σε μια λίστα από χαρακτηριστικά-απαιτήσεις για τα συστήματα που παρουσιάζονται στο κεφάλαιο 2. Στο 4ο κεφάλαιο παρουσιάζεται η μεθοδολογία Αξιολόγησης των συστημάτων μάθησης η οποία στηρίζεται στη θεωρία της ασαφούς λογικής. Η συγκεκριμένη μεθοδολογία εφαρμόστηκε σαν μελέτη περίπτωσης για την αξιολόγηση συστημάτων εκπαιδευτικών δραστηριοτήτων προκειμένου να βρεθεί το πλέον κατάλληλο σύστημα για τις ανάγκες του Ελληνικού Ανοικτού Πανεπιστημίου. Τέλος στο κεφάλαιο 5 πραγματοποιείται η εφαρμογή της μεθοδολογίας αξιολόγησης μεταξύ των συστημάτων μάθησης και παρουσιάζονται τα αποτελέσματα- συμπεράσματα που εξάγονται από την εφαρμογή της μεθόδου ενώ στο τελευταίο κεφάλαιο (6ο ) παρουσιάζονται τα συμπεράσματα της εργασίας. / Modern learning information systems are designed to support distance education and have many features to support learning sequence such as: management of educational material, tools for uploading projects in several kinds (documents, multimedia files), many kinds of quizzes, grades management, forums, reports wiz and many others. The aim of this master thesis is the investigation of available learning course management systems(LCMS), requirements analysis for LCMS and presentation and implementation of an evaluation methodology for LCMS based on a requirements list. In the first chapter of this thesis, we describe the basic concepts and definitions of e-Learning, as well as concepts relating to learning support systems such as: CBT(Computer Based Training), VLE(Virtual Learning Environment), LMS(Learning Management Systems), LCMS(Learning Course Management Systems), CMS (Course Management Systems), Mobile Learning etc. The second chapter contains an investigation in the area of Learning Course Management Systems (LCMS). We used a common template in order to describe the features of the most popular LCMS (either Open Source or Commercial). The template contains features like: Small Description of any LCMS (Software Manufacturer and History, Active Users and Installations, Database Requirements, Web Server, Manufacturer Clients, Current Stable Version), Strengths of the Software, Weaknesses of the Software, Available Mobile Version. This features have been chosen in order to become easy the comparison and after that the evaluation of the systems. The third chapter contains requirements analysis of a modern learning course management system so that the evaluation methodology can be applied to a specified list of features-requirements for the systems presented in chapter 2. In the fourth chapter there is the presentation of the evaluation methodology which uses a multicriteria technical analysis which belongs to the field of methods of Multi-Criteria Group-based Decision Making Techniques, while uses methods of (intuitionistic) fuzzy logic. This method exports the results using a technique TOPSIS(Technique for Order Preference by Similarity to Ideal Solution). In this chapter there is the theoretical description of the methodology which has been implemented as a case study for evaluating learning management systems in order to find the most suitable system for the needs of the Hellenic Open University(HOU). In Chapter 5 we will find the implementation steps of the methodology in order to exclude the most suitable LCMS for HOU and the final results(list of Systems). We will also find the conclusions of the implementation of this method. Finally the last chapter (6th) presents the final conclusions of the whole thesis and the added value this thesis offers in this field of research .

Students in Open Distance Learning (ODL) face a myriad of challenges including a low proficiency in English. While research has identified vocabulary as important in improving language proficiency and the pertinent role of interaction in vocabulary development, there remains a dearth of research on how to enhance vocabulary in ODL, a context which is characterised by the distance between students and the institution. In searching for an intervention that would support vocabulary development, including interaction, while taking cognisance of the distance between students and lecturers, this study explored the use of mobile learning (mlearning). Because mlearning technologies offer ubiquitous flexibility and accessibility, they were deemed fit for purpose for ODL which is established on the principles of openness, flexibility and student‐centredness. Using the design‐based research (DBR) method within a pragmatic paradigm, this study designed, implemented and evaluated mobile‐based interventions for vocabulary development. The first phase of the study involved the analysis of the problem through a literature review. The literature and theoretical framework were used to ground the second phase of DBR, which included the development of the intervention prototype in the form of a mobile‐based vocabulary development app called VocUp. The intervention was implemented, tested and refined in three iteration stages, which formed the third phase of DBR. The iterations included a VocUp only stage, followed by a WhatsApp only stage, and ended with a VocUp plus WhatsApp stage. The last phase of DBR involved a reflection and a production of artefacts and guidelines for practice in ODL. Data were collected through interviews and WhatsApp chats from students registered for a first‐year English module. The results were 1) that vocabulary should be explicitly taught, allow for rehearsal opportunities and contain assessment while acknowledging the instrumental role of interaction; 2) mobile interventions should balance the pedagogic benefits with the technological qualities; and 3) the advantages and challenges of using WhatsApp and VocUp can be successfully combined into a hybrid model of both platforms. This study’s contribution to the body to knowledge includes the newly‐designed VocUp as an artefact; a revised model of the CoI theoretical framework called MODeL as well as principles guiding the application of the MODeL in authentic ODL contexts. / English Studies / D. Litt. et Phil. (English)