In this study, the participants&rsquo / perceptions about Information Technologies Certificate Program which was based on synchronous and asynchronous communication methods over the Internet offered by cooperation of Middle East Technical University, Computer Engineering Department and Continuing Education Center were examined. This online certificate program started in May 1998. The program includes eight fundamental courses of Computer Engineering Department and comprised of four semesters lasting nine months. The courses in the program are given by instructors of Computer Engineering Department. In the study, participants&rsquo / perceptions about Information Technologies Certificate Program in regard to four major items which were preferences, course effectiveness, learner support and computer mediated communication were examined and the study included the 3rd, 4th and 5th programs&rsquo / participants who attended the certificate programs. The data were collected by using online survey at the end of the each term of programs and analyzed by using descriptive statistical analyzing methods. The results showed that there was a parallelism between participants&rsquo / perceptions and aims of Information Technologies Certificate Program. It was revealed that the courses in the program were effective in general and majority of the participants found learner support satisfied. The results showed that the participants were satisfied with computer mediated communication provided in program, however, the chat sessions were not beneficial enough. In addition to these, participants made important suggestions to improve the program.

The aim of this qualitative case study is to gain greater insight into the impact of online synchronous (chat) interaction on the learning process from a sociocultural constructivist perspective in the context of an online undergraduate unit. Given the sparse research on the effectiveness of chat interaction in supporting knowledge construction processes, few appropriate analytical methods available for examining educational chat discourse, together with the pedagogical imperative to determine the extent to which the real-time computer-mediated communication (CMC) mode satisfies student learning needs, this study fills the gaps in current research by examining the impact of chat interaction in facilitating participation, knowledge construction, and quality of online learning experience of two different online tutorial groups. Although the literature largely regards chat interaction as fragmented and characterized by interactional incoherence that disrupts the dialogic knowledge construction process, findings from this single-embedded case study of tutorial groups 1 and 4 (G1 and G4), involved in weekly critical discussions on set-readings over 11 weeks (one semester), show that chat interaction is more structured and complex than the literature suggests. This study utilizes a new methodological design that integrates discourse and social network analytical methods which are triangulated with self-reports of learning experiences from an online survey instrument. The application of a refined Exchange Structure Analysis coding instrument (Kneser, Pilkington, & Treasure-Jones, 2001) with social network analysis (Wasserman & Faust, 1994; Scott, 2000) to transcripts of chat interaction shows educational chat discourse to be coherent; reflecting the typical structure of pedagogical classroom exchanges. Findings from this study further establish that chat interaction enables participation opportunities in tutorial discussions which are valued as important, with variations in levels of participation within and between groups suggesting a pattern of active and peripheral participation which is not necessarily detrimental to learning. Chat interaction is also found to facilitate collaborative sharing of individual understandings and critical negotiation of meaning which are characteristic of the knowledge construction process, in the form of information-sharing and topic development phases in the exchanges of both groups. Although it is beyond the scope of this study to determine the exact form of knowledge constructed, individual and mutual appropriations of shared knowledge through chat interaction are reported by both groups. A between group comparison of available tutor scaffolding reveals consistently weak G1 tutor presence compared to strong G4 tutor support at the initial learning stages with gradual withdrawal of scaffolding over time. These results suggest differences in quality of online educational experiences which are confirmed by findings that compared to G1, G4 reported greater satisfaction with more chat tutorial factors; indicating an overall more positive, higher quality of experience with collaborative learning and group work processes afforded by the chat interaction. With its methodological design, instruments, and findings, this study contributes to existing knowledge on online interaction, advances on previous studies regarding impact of chat interaction on learning, and offers directions for future work in the fields of educational technology, linguistics, and group dynamics in educational social networks. When extrapolated to comparable cases, findings from this study could guide the pedagogical design of collaborative-constructivist learning activities that takes into account the role of chat interaction in the construction of learning conversations.

No description available.

Cette thèse présente un nouveau modèle temporisé appelé timed-pNets pour la modélisation et la vérification des comportements des systèmes distribués hétérogènes. Un défi essentiel de ces systèmes est de spécifier correctement les contraintes de temps du système, dans la mesure où les nœuds dans les systèmes distribués n'ont pas l'horloge physique commune. Timed-pNets utilise un modèle de temps basé sur des horloges logiques, de manière à ce que les mesures de temps dans ce modèle ne reposent pas sur une horloge physique commune. Les timed-pNets ont une structure hiérarchique en arbre: les feuilles de cet arbre sont des Systèmes de Transition Étiquetés paramétrés temporisés (timed-LTSs), et les autres nœuds sont des dispositifs de synchronisation qui permettent de composer les comportements de leurs sous-réseaux. A chaque nœud d'un timed-pNet peut être associée une spécification temporisée, qui consiste en un ensemble d’horloges logiques et de relations sur ces horloges. Les spécifications temporisées sont utilisées pour spécifier les comportements du système, y compris les communications synchrones et asynchrones. Grâce à la spécification temporisée, les timed-pNets peuvent modéliser des systèmes de manière flexible. Les analyses des limites de temps, de la sûreté et de la latence sont discutées par l'étude des conflits de relations entre les horloges logiques du système. Nous utilisons un scénario d'insertion de voitures dans les systèmes de transport intelligents (ITS) comme un exemple pour illustrer l'utilisation de notre modèle timed-pNets. Finalement, l'outil TimeSquare est utilisé pour effectuer une simulation logique et vérifier la validité de notre modèle. / This thesis presents a novel timed model called timed-pNets for modeling and verifying the communication behaviours of heterogeneous distributed systems. Since the nodes in distributed systems have no common physical clock, it brings the challenges of correctly specifying the system time constraints. Timed-pNets build the time model on top of logical clocks such that the time of this model does not rely on a common physical clock. Timed-pNets are tree style hierarchical structures. Each node is associated with a timed specification which consists of a set of logical clocks and some relations on these clocks. The leaves are represented by timed Parametrized Label Transition Systems (timed-pLTSs). Non-leaf nodes (called timed-pNets nodes) are synchronisation devices that synchronize the behaviours of subnets (these subnets can be leaves or non-leaf nodes). Both timed-pLTSs and timed-pNets nodes can be translated to timed specifications. Timed specifications are designed to specify the system behaviours including synchronous and asynchronous communications. Thanks to the timed specification, timed-pNets are able to model systems in a flexible way. Time bound analysis, safety and latency properties are discussed by investigating the relations conflicts between system logical clocks. We take a simple case of car insertion from the area of Intelligent Transportation Systems (ITS) as an example to demonstrate the use of the timed-pNets model. In the end, the TimeSquare tool is used to perform a logical simulation and check the validity of our model.

This study aims to investigate the preservice teachers&rsquo / perceptions about online communication in blended learning. The study tries to understand strengths and weaknesses of online communication from the learners&rsquo / point of view. To reach this aim, four research questions are asked: (1) What are the learners&rsquo / perceptions about the online synchronous communication tool? (2) What are the learners&rsquo / perceptions about web-based support? (3) What are the learners&rsquo / perceptions about collaboration with online communication? (4) What are the learners&rsquo / perceptions about the roles of the instructor at blended learning as (a) administrator, (b) facilitator, (c) technician, and (d) evaluator? To answer the research questions, a case study in line with action research design was conducted. An undergraduate course in blended learning form was selected as a case and both synchronous and asynchronous communication tools were utilized throughout the semester. At the end of the semester, data about perceptions was collected via four questionnaires and interviews with the students. Both qualitative and quantitative results showed that the online communication facilities in the case were perceived to be adequate by the students. Yet, the students reflected diverse thoughts about preference of communication modalities in synchronous communication. Moreover, the value of asynchronous communication was pointed out. It is concluded that communication needs, communication partner and other contextual factor have impact on selection of communication modalities.

Les Technologies de l’Information et de la Communication (TIC) font désormais partie du paysage de nombreux établissements d’enseignement supérieur, secondaire et même primaire en Afrique. Les avantages pour l’Institution, l’enseignant et l’apprenant sont avérés (Mvoto Meyong, 2010). Cependant les expériences, à l’échelle des établissements de formation, sont encore peu nombreuses et peu concluantes. Cette thèse porte sur l’intégration des TIC dans un cours de français pour anglophones à l’université de Buéa au Cameroun. Le cours traditionnel, dans sa version uniquement présentiel en classe, se déroule dans un contexte limitant fortement la satisfaction d’objectifs pédagogiques essentiels. En effet, les effectifs pléthoriques, le peu de temps alloué à la formation, l’hétérogénéité des groupes d’apprenants font que les compétences de production ainsi que les compétences en interaction des intéressés ne peuvent être développées. En réponse à cet existant, cette thèse, de type recherche-action, présente un dispositif hybride articulant travail en classe et dans le centre technologique de l’université. Là sont offertes des activités de communication en petits groupes dans une modalité quasi-synchrone. Cette modalité, peu souvent étudiée dans la littérature de recherche, offre une alternative réaliste aux environnements synchrones peu fiables, compte tenu de l’état des réseaux et de l’Internet dans cette partie du monde. Afin d’étudier si ce nouveau dispositif de formation permet de dépasser les difficultés évoquées et de faciliter l’apprentissage, je l’ai déployé deux années successives, en l’entourant d’un protocole de recherche. Les données recueillies m’ont permis d’analyser les interactions, de mettre en évidence les traces d’apprentissage. Mais cette double expérimentation apporte aussi un nouvel éclairage au travers de l’analyse des obstacles qui ont handicapé la mise en œuvre du dispositif technopédagogique. Je questionne le modèle d’intégration des TIC qui traditionnellement concentre toutes les ressources en un seul endroit, sans tenir compte des contextes technologiquement limités. J’esquisse une voie alternative destinée, grâce à l’apprentissage mobile, à intégrer les TIC dans des dispositifs de formation de langues et un contexte technologique proches de notre situation prototypique. / Information and Communication Technologies are now part of the life of many institutions of higher education, secondary education and even primary education. The benefits for these institutions, as well as for teachers and learners are established. However, there are very few cases of experiments carried out in learning Institutions with positive results. This thesis is about integrating ICTs into a French course in the Anglo-Saxon university of Buea in Cameroon. The context in which the course is taught in classrooms makes it difficult for the objectives to be met. Because of the large class size, the little time allocated to the course and the heterogeneous nature of students’ language levels, speaking, writing and interactional skills are not worked out in class. This action research thesis sets out to propose a blended learning set-up that hinges around the university IT Centre. Online classes are articulated with classroom sessions. Thus, students have the opportunity to involve in small groups, in communicative activities and in quasi synchronous mode. These communication modality, very often less studied by CMC researchers, is an efficient alternative to synchronous communication and environments that are very much reliable as far as internet quality is concerned in that part of the world. The general question that has driven the research is: How can a technology instrumented approach help in overcoming difficulties and ease learning? To answer that question, two technology based experiences were carried out. They were guided by a research protocol. Data collected enable me to analyse interactions and determine traces of language acquisition. From the circumstances surrounding the experiments, it is discovered that there are a number of obstacles to the integration of ICT in “low tech context” like that which is studied. The technology-based stet-up pattern is then questioned. This research work goes further to propose mobile learning as an alternative to the ICT integration model that concentrates all the resources in a single location.

Very few studies focus on how English as a second language (ESL) students' agency and their unique histories as an integral part of the social cultural environment influence his or her participation in computer-mediated peer response tasks, particularly in a multimedia-based synchronous communication environment. Considering each ESL student as an active agency with unique historical bearings, the dissertation investigated ESL students' participation in computer-mediated peer response (CMPR) tasks that used instant messenger (IM) as the communication technology between students from the cultural historical activity theoretical (CHAT) perspective, which views all human interaction as a dynamic developmental process. A case study approach was adopted to collect qualitative data from five ESL students enrolled in a level-4 academic writing class in summer, 2006. The entire study spanned from May to August. Each of the five participants participated in three CMPR tasks throughout the semester. Data were collected from multiple sources including a demographic survey, IM chat transcripts, the researcher's participative observations, participants' on-screen and off-screen behaviors, their first and second writing drafts, interviews, the researcher's reflective journals as well as documents collected in each instructional modules. Both within-case and cross-case analysis were used to identify emergent themes. Specific methods included constant comparison method, content analysis, revision analysis, and CHAT analysis. The findings showed that ESL students had multiple and heterogeneous motives and goals within and across CMPR tasks. Some motives were learning-oriented while others were non-learning-oriented or even entertainment-oriented. The use of IM not only triggered each student's motive and goal formation and shift, but also transformed his or her particular behaviors and the relationship established during each CMPR session. ESL students' online contributions were strongly influenced by the pair's IM communication styles and competences rather than the task types or their motives. Students also developed new perceptions about CMPR tasks, which shaped and were dialectically shaped by their participatory behaviors in each task. Conflicts and tensions existed within and between both contemporary and historical activity systems in which each student was involved. Those who actively sought solutions to the conflicts developed new knowledge and skills such as writing an exploratory essay and competences of conducting CMPR tasks. Those who ignored the conflicts experienced scarce expected development.

La conception de produits industriels complexes exige la collaboration de plusieurs acteurs de différents domaines et est distribuée géographiquement tout au long du processus de conception. Afin d'améliorer les résultats au regard du triptyque qualité, coût, délais et de la mondialisation des marchés, des concepteurs, distribués dans l'espace et dans le temps ont besoin d'un environnement de travail pour collaborer, afin de : créer une compréhension partagée entre les différents acteurs d'une équipe, les concepteurs doivent négocier et argumenter les solutions. partager des informations sur le produit entre différents métiers dans les étapes du processus de conception. synchroniser les différentes versions de modèles du produit entre les concepteurs. Le travail collaboratif s'organisant comme une alternance de travaux synchrones et asynchrones, nous souhaitons améliorer la continuité des flux d'informations entre ces différents modes de collaboration. Ceci passe par une amélioration des outils de communication technique en mode synchrone, et par la possibilité pour les concepteurs de synchroniser les versions de modèles modifiées en mode asynchrone. Ce deuxième point est obtenu par une identification de conflits entre version, et une facilitation du dialogue argumentatif synchrone afin de converger dans la négociation des choix de résolution de ces conflits. La démarche générale de la thèse se base sur la Design Research Methodology, basée sur une observation de situation industrielle et une analyse de scénarios d'usage, la proposition et le développement de nouveaux outils, et finalement une évaluation de l'utilisabilité / The design of complex industrial products requires the collaboration of several actors of various domains and is geographically distributed throughout the process of design. To improve the results with regard to the triptych quality, cost, time and of the globalization of markets, designers, distributed in the space and in the time need a working environment to collaborate, to: To create an understanding shared between the various actors of a team, the designers have to negotiate and argue the solutions. Share information on the product between various trades in the stages of the process of design. Synchronize the various versions of models of the product between the designers. Collaborative design is organized as alternating synchronous and asynchronous work, we wish to improve continuity of information flow between these different modes of collaboration. This requires improved communication technology tools in synchronous mode, and the possibility for developers to synchronize models modified versions asynchronously. This second point is obtained by identifying conflicts between version, and facilitation of synchronous argumentative dialogue to converge in the negotiation of choice for resolving these conflicts.

[pt] A combinação de computação móvel sem fio e tecnologias para a localização de dispositivos possibilitou o surgimento de um novo paradigma de computação conhecido como Serviços Baseados em Localização, cujo objetivo é estudar como prover ao usuário serviços personalizados que dependem da localidade onde este se encontra. Dentre esses serviços, destacam-se aqueles cuja principal função é dar apoio a diferentes formas de comunicação entre usuários de dispositivos móveis. Apesar de vários serviços terem sido desenvolvidos com esse intuito, são poucos os trabalhos que fizeram um levantamento de suas características comuns com o objetivo de projetar uma infra- estrutura genérica que sirva de base para o desenvolvimento de novos serviços. Isso serviu de motivação para esta dissertação, que trata do desenvolvimento de um framework que facilite a construção de serviços para comunicação baseada na localização de usuários móveis. Como estudos de caso, foram instanciados um aplicativo chamado Nita (Notes In The Air), que provê comunicação síncrona e assíncrona entre usuários presentes numa mesma localidade, e um aplicativo para comunicação instantânea similar ao BuddySpace. / [en] The combination of mobile wireless computing and location technology enabled the emergence of a new computing paradigm known as Location-Based Services, whose goal is to study how to provide personalized services to users depending on the their location. Among these services, very useful are the ones which support different kinds of communication between mobile users. Although several services have been developed with this goal, only few work aimed at identifying the common characteristics of these systems, with the goal of designing a generic infrastructure that serves as the basis for the development of new services. This was the main motivation for this thesis work, in which we designed an object framework facilitating the construction of applications for location-based communication among mobile users. As main case studies, we instantiated an application called Nita (Notes In The Air), which provides both synchronous and asynchronous communication between co- located users, and a location-enhanced instant messaging application similar to BuddySpace.

Online conversations via video have nowadays partially replaced face to face contact, and there are some challenges that occur in video conversations, e.g., time delay and the placement of the camera which leads to eliminating the possibility for direct eye contact, and time delay. There are experiences that these conditions disturb the social connection with the other, which does not mainly affect problem solving effectiveness, but something relational seems to alter. This study investigated if eye-movement can used to measure social connectedness during video conversation. In order to study this, two custom made units (“NUNAs”) with robotized cameras were built, which e.g. allow for unprocessed eye contact. A feasibility pilot was conducted, which data this report is based on. The experimental conditions were 1, available eye contact, 2, skewed visuality and 3, time delayed signal. The participants (n = 12) took part pairwise, they were familiar with online conversation and did not self report autism spectrum disorder. They were instructed to talk naturally and unprobed through video using the NUNA’s for 30-50 minutes, and the three conditions were changing every 4 minutes. Eye movement behavior within the three conditions was compared, such as the duration of the visit in the eyes area. None of the results showed a significant difference. Factors that might lead to these results, such as limited sample size, are discussed. Eye movement in relational processes may be needed to be studied on a dyadic level, and not on individual. / Onlinekonversationer via video har numera delvis ersatt kommunikation ansikte mot ansikte. Det finns dock vissa utmaningar som uppstår vid videosamtal, exempelvis placeringen av kameran som leder till ett omöjliggörande av ögonkontakt, och tidsfördröjning. Det finns erfarenheter av att dessa förhållanden stör känslan av samhörighet till den andre, vilket inte påverkar problemlösningens effektivitet nämnvärt, istället är det de relationella aspekterna som förändras. Denna studie undersökte om ögonrörelser kan användas för att mäta social anknytning under videokonversation. För att studera detta byggdes två specialtillverkade enheter (”NUNA”) med robotiserade kameror, som t.ex. tillåter obearbetad ögonkontakt. En pilotstudie genomfördes och data ifrån studien har legat till grund för denna rapport. Experimentförhållandena var 1, tillgänglig ögonkontakt, 2, skev visualitet och 3, fördröjd signal. Deltagarna (n = 12) deltog parvis, de var bekanta med onlinekonversationer och rapporterade själva att de inte var inom autism spekrat. De instruerades att prata naturligt genom video med hjälp av NUNA i 30-50 minuter, och de tre förhållandena ändrades var 4:e minut. Ögonrörelsebeteenden inom de tre tillstånden jämfördes, såsom längden på besöket i ögonområdet. Inget av resultaten visade någon signifikant skillnad. Faktorer som kan leda till dessa resultat, såsom begränsad urvalsstorlek samt att ögonrörelser i relationella processer kan behöva studeras på dyadisk nivå, och inte på individnivå, diskuteras.