Lee Yun-wing. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2001. / Includes bibliographical references (leaves 87-92). / Abstracts in English and Chinese. / Chapter 1 --- Introduction --- p.1 / Chapter 1.1 --- Background --- p.1 / Chapter 1.2 --- Motivation and Objectives --- p.3 / Chapter 1.3 --- Organization of Thesis --- p.4 / Chapter 2 --- Review of Related Work --- p.5 / Chapter 2.1 --- Traditional Education Theory --- p.6 / Chapter 2.1.1 --- Integrative Learning Model --- p.6 / Chapter 2.1.2 --- Problem-Based Learning --- p.7 / Chapter 2.1.3 --- Cognitive Apprenticeship --- p.8 / Chapter 2.1.4 --- Conversational Model --- p.9 / Chapter 2.1.5 --- Self-Regulated Learning --- p.10 / Chapter 2.1.6 --- Seven Principles for Good Practice for Education --- p.11 / Chapter 2.2 --- Online Learning Examples --- p.13 / Chapter 2.3 --- Web sites Comparison --- p.30 / Chapter 2.4 --- Chapter Summary --- p.38 / Chapter 3 --- An On-line learning model --- p.39 / Chapter 3.1 --- Conceptual Design --- p.39 / Chapter 3.2 --- Software architecture --- p.51 / Chapter 3.2.1 --- Authentication --- p.53 / Chapter 3.2.2 --- Courseware studying --- p.54 / Chapter 3.2.3 --- Quiz retrieval --- p.55 / Chapter 3.2.4 --- Performance Monitoring --- p.57 / Chapter 3.3 --- Chapter Summary --- p.58 / Chapter 4 --- Demonstration --- p.59 / Chapter 4.1 --- Account Management --- p.60 / Chapter 4.2 --- Courseware --- p.62 / Chapter 4.3 --- Quiz --- p.68 / Chapter 4.4 --- Email address list and newsgroup --- p.76 / Chapter 4.5 --- Instructor Area --- p.77 / Chapter 4.6 --- Chapter Summary --- p.80 / Chapter 5 --- Conclusion and Future Work --- p.82 / Chapter 5.1 --- Conclusion --- p.82 / Chapter 5.2 --- Future work --- p.85 / Bibliography --- p.87

Yeung Kin. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2001. / Includes bibliographical references (leaves 86-89). / Abstracts in English and Chinese. / Abstract --- p.i / Acknowledgement --- p.iii / Tables of Contents --- p.iv / List of Figures --- p.vi / List of Tables --- p.vii / Chapter Chapter 1 --- Introduction --- p.1 / Chapter 1.1 --- Distance Learning (DL) and Virtual Laboratory (VL) --- p.1 / Chapter 1.2 --- Overview of related research --- p.3 / Chapter 1.3 --- Web-based Control Laboratory --- p.5 / Chapter 1.4 --- Contributions of the Project --- p.8 / Chapter 1.5 --- Thesis Outline --- p.10 / Chapter Chapter 2 --- System Architectures --- p.11 / Chapter 2.1 --- Hardware Architecture --- p.11 / Chapter 2.1.1 --- Internal Distributed System --- p.12 / Chapter 2.1.2 --- Video Server System --- p.14 / Chapter 2.1.3 --- Application Systems --- p.15 / Chapter 2.2 --- Software Architecture --- p.17 / Chapter 2.2.1 --- Client Side Context --- p.17 / Chapter 2.2.2 --- Web Server Context --- p.19 / Chapter 2.2.3 --- Software Context in Controller PC --- p.24 / Chapter Chapter 3 --- System Attributes --- p.33 / Chapter 3.1 --- Protocol Attribute --- p.33 / Chapter 3.2 --- Client/Server Structure --- p.36 / Chapter 3.3 --- Multi-layer Structure --- p.39 / Chapter 3.4 --- Inter-process Flow Attribute --- p.41 / Chapter Chapter 4 --- Experiment Description --- p.43 / Chapter 4.1 --- Client Interface --- p.43 / Chapter 4.2 --- Experiments Implementation --- p.46 / Chapter 4.3 --- Controller Analysis --- p.47 / Chapter 4.3.1 --- System Theory --- p.47 / Chapter 4.3.2 --- PID Control --- p.49 / Chapter 4.3.3 --- Set Point Control by State Space Method --- p.51 / Chapter Chapter 5 --- System Characteristics --- p.54 / Chapter 5.1 --- Distance Learning --- p.54 / Chapter 5.2 --- Networking Issues --- p.55 / Chapter 5.3 --- Design Issues --- p.56 / Chapter 5.4 --- Security Issue --- p.56 / Chapter 5.5 --- Interface Issues --- p.57 / Chapter 5.6 --- Future Enhancement --- p.58 / Chapter Chapter 6 --- Impacts and Further Work --- p.59 / Chapter 6.1 --- Impacts on Web-based Laboratory --- p.59 / Chapter 6.2 --- Impacts on Society --- p.60 / Chapter 6.3 --- Future Work --- p.61 / Chapter Chapter 7 --- Conclusion --- p.63 / Appendices --- p.65 / Appendix I. Selected Source Code of Server Side Programs --- p.65 / Appendix II. Selected Client Experiment Interface --- p.81 / Appendix III. Laboratory Experiment Manual --- p.84 / Bibliography --- p.86

The purpose of this study was to investigate the effects of a metacognitive language learning strategy training program that was implemented into computer-assisted language learning (CALL) software on second language learners' independent use of metacognition and language learning strategies (LLS). Questions under investigation included what effect this metacognitive training had on learners' independent use of metacognition, the differences in use of metacognitive strategies between fast and slow language learners, and the effect of learners' perceptions of metacognition on their use of LLS and specific metacognitive strategies.The subjects included 239 missionaries learning Spanish as a second language at the Missionary Training Center (MTC) in Provo, Utah where the learners experienced a rigorous, two-month language training program in their second language. The missionaries were randomly assigned to either the experimental group, which consisted of 120 missionaries, or control group, composed of 119 missionaries.

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

Although the benefits of group and pair work in the second language (L2) classroom have been extensively studied, most documented research has focused on the use of oral tasks and spoken interaction between learners. Recently however, researchers have begun to investigate the advantages of collaboration on written work. More specifically, with the advancements in computer technology and web-based collaborative platforms like wikis, there has been a growing awareness of the educational possibilities of wikis to enhance L2 writing instruction. This study followed a pretest/posttest repeated measures design to investigate the impact and students' perceptions of wiki-based collaborative writing activities on individual writing performance. The study involved 12 university students in a TOEFL preparation course at a large university in Bogota, Colombia. Students were divided into two groups: the experimental group (n=8) engaged in a series of wiki-based collaborative writing activities and focused practice between pre and posttests, while the control (n=4) received no treatment. Two individual writing samples (pre and posttest) composed by each participant under timed conditions were quantitatively analyzed using the three linguistic developmental measures of complexity, accuracy, and fluency. While statistically significant differences were not evident for measures of fluency or accuracy, descriptive statistics showed an overall positive impact for collaborative writing on individual learners' written fluency. Analysis of complexity measures revealed mixed results with respect to learning gains. Further analysis of perception data reported by learners in an exit survey disclosed their positive attitude towards perceived linguistic benefits with regard to the wiki-based collaborative writing activities. Both theoretical and pedagogical implications of the study, limitations, and directions for future research are presented.

Abstract not available

Abstract not available

[Truncated abstract] Current literature about university teaching argues that online teaching requires online social learning based on social interaction to be effective. This implies a shift in pedagogy based on engagement and collaboration, instead of trying to reproduce face-to- face teaching, in online environments. However, when a university adopts an elearning platform (or Learning Management System, LMS), most teachers tend to reproduce their traditional teaching, delivering, through the LMS, educational material. This study explored factors which influence university teachers to adopt teaching models based on online social interaction (OSI) when an e-learning platform is used to complement undergraduate classroom teaching. Online teaching model adoption was considered in the framework of technology adoption and post-adoption behavior, i.e., adoption and use by individuals after an organization has adopted an ICT-based innovation (Jasperson, Carter, & Zmud, 2005). Behaviors were investigated using a model based on Ajzen's (1991) Theory of Planned Behavior (TPB). In total, 26 university teachers 15 from Australia and 11 from Italy holding undergraduate courses, were recruited. They responded to a semi-structured interview based on the TPB, built on purpose for this research. Teachers were divided into three different groups on the basis of their approach to online teaching, corresponding to three different levels of adoption of OSI. The three different online teaching models were:

Thesis (MTech. degree in Business Information Systems.)--Tshwane University of Technology, 2010. / The lack of ubiquitous social presence of instructors, tutors and knowledgeable experts was seen as a research problem, where the above are not always available for consultation should a learner face a learning challenge. With the existence of Web 2.0, there are opportunities to cushion those challenges faced by learners, by incorporating a personal learning environment. The activity and social presence theories were used as lenses, to understand learner interactions (whose outcome is personalized learning) provided by varied Web 2.0 tools. The research argument was, therefore, that Web 2.0 could help learners achieve personalized learning support, in varied learning contexts. The evidence shows that different applications available in a Web 2.0 environment creates a personalized learning environment for learners to interact, share knowledge and collaborate, with those who are not in the same location.

published_or_final_version / Education / Master / Master of Education