Radical aircraft and propulsion system architecture changes may be required to continue historic performance improvement rates as current civil aircraft and engine technologies mature. Significant fuel-burn savings are predicted to be achieved through the Distributed Propulsion concept, where an array of propulsors is distributed along the span of an aircraft to ingest boundary layer air and increase propulsive efficiency. Studies such as those by NASA predict large performance benefits when integrating Distributed Propulsion with the Blended Wing Body aircraft configuration, as this planform geometry is particularly suited to the ingestion of boundary layer air and the fans can be redesigned to reduce the detrimental distortion effects on performance. Additionally, a conventional aircraft with Distributed Propulsion has not been assessed in public domain literature and may also provide substantial benefits. A conceptual aircraft design code has been developed to enable the modelling of conventional and novel aircraft. A distributed fan tool has been developed to model fan performance, and a mathematical derivation was created and integrated with the fan tool to enable the boundary layer ingestion modelling. A tube & wing Distributed Propulsion aircraft with boundary layer ingestion has been compared with a current technology reference aircraft and an advanced turbofan aircraft of 2035 technology. The advanced tube & wing aircraft achieved a 27.5% fuel-burn reduction relative to the baseline aircraft and the Distributed Propulsion variant showed fuel efficiency gains of 4.1% relative to the advanced turbofan variant due to a reduced specific fuel consumption, produced through a reduction in distributed fan power requirement. The Blended Wing Body with Distributed Propulsion was compared with a turbofan variant reference aircraft and a 5.3% fuel-burn reduction was shown to be achievable through reduced core engine size and weight. The Distributed Propulsion system was shown to be particularly sensitive to inlet duct losses. Further investigation into the parametric sensitivity of the system revealed that duct loss could be mitigated by altering the mass flow and the percentage thrust produced by the distributed fans. Fuel-burn could be further reduced bydecreasing component weight and drag, through decreasing the fan and electrical system size to below that necessary for optimum power or specific fuel consumption.

Taking an action research approach, this study explores the experiences of three intakes of undergraduate students who worked in a cohort-based learning environment where team work and classroom participation was expected. This educational setting required students from diverse backgrounds to work closely together on campus during the intense one-year program. To facilitate in the development of a face-to-face learning community, where individual differences could be celebrated and problems could be solved in an open, trusting environment, an online bridging course was developed. Aimed at decreasing the incidence of minority group marginalization and reduce feelings of isolation, the bridging course provided activities directed towards encouraging students to begin to develop an inclusive learning community prior to their arrival on campus. Exploring how online transitional activities had contributed to the development of a face-to-face learning community, as well as perceived disadvantages to that model, key stakeholders' perceptions were obtained through focus groups, interviews, and surveys. Findings include: (a) an enhanced understanding of the ways in which an online course can be used to aid in the development of a learning community for oncampus students; (b) a heightened awareness of challenges faced by those working in a learning community; (c) a systematic approach to the development of learning communities. This research suggests that an online bridging course can be an effective way for on-campus students to start developing a learning community.

Master of Science / Department of Food, Nutrition, Dietetics, and Health / Brian L. Lindshield / Fortified-blended foods (FBFs), grain-legume porridges (most commonly corn and soy), are frequently used for food aid purposes. Sorghum and cowpea have been suggested as alternative FBF commodities because they are drought-tolerant, grown locally in food aid receiving countries, and are not genetically modified. The objective of this thesis was to determine the protein quality and iron bioavailability of newly formulated, extruded FBFs in broiler chickens, which have been suggested as a good model for assessing iron bioavailability. Five FBFs were formulated to contain whey or soy protein to compare protein quality, sugar, oil, and an improved micronutrient premix. These included three white sorghum-cowpea FBFs; two were extruded with either whey protein concentrate (WSC) or soy protein isolate (WSC+SPI) added, one was non-extruded (N-WSC). Two others were white sorghum-soy (WSS) and corn-soy (CSB14) FBFs. Two additional white-sorghum cowpea FBFs were reformulated and “over-processed” to contain no sugar, less whey (O-WSC) or soy protein (O-WSC+SPI), and less oil, thus producing a less expensive FBF. Two studies were performed using prepared (Prep) or dry (Dry) FBFs, along with the United States Agency for International Development (USAID) corn and soy blend FBF, CSB+, fed to chickens for 3 and 2 weeks, respectively; food intake, body weights, hemoglobin, and hepatic iron were assessed. In the Prep study, new FBFs significantly increased caloric and protein efficiency compared to CSB+, despite similar food intake and body weight gain. In the Dry study, CSB+ significantly decreased food intake and caloric efficiency, with the exception of O-WSC+SPI, and nonsignificantly reduced body weight gain and protein efficiency compared to new FBFs. CSB+ significantly reduced hepatic iron content compared to all FBFs in the Dry study, and was nonsignificantly decreased compared to new FBFs in the Prep study. In conclusion, sorghum and cowpea FBFs performed similarly to corn and soy FBFs, suggesting these commodities are suitable replacements for corn and soy. Soy protein isolate (WSC+SPI) was an effective alternative to whey protein concentrate (WSC), suggesting SPI can be a less expensive protein supplement in FBFs. Surprisingly, non-extruded sorghum and cowpea (N-WSC) was equally efficacious to extruded WSC. However, N-WSC did not meet viscosity requirements and is not precooked, which limits its viability as an FBF. O-WSC+SPI resulted in poorer outcomes compared to other FBFs, which suggests the protein quality of cowpea may be inferior and the inclusion of whey protein is needed in this formulation, as O-WSC with whey performed similarly to other FBFs. Overall, new FBFs, with the exception of O-WSC+SPI, resulted in improved food efficiency and hepatic iron outcomes compared to CSB+, suggesting they are of higher nutritional quality. However, further research is needed to refine and identify the best FBF formulations.

Blended learning is the term used for a course with online and on-campus components. Multiple different versions have proliferated across higher education during the past decade. As with any new learning modality there are many issues which need to be addressed when considering a move of an entire institution's curriculum in this direction. The problem identified for investigation was the phenomenon of transitional change of DeVry University's instructional modality from a traditional on-campus to a blended on-campus experience. The explanatory case study explored the phenomenon through two main factors including the impact of the change on the culture of the university and the change in time format for the courses. Eight themes were analyzed and addressed including course format changes, communicating the change, training faculty, common course shell, workload changes, cultural impacts, communication and evaluation of the transition. The university went from a traditional 15- to 8-week course format while making the transition to blended learning. Reasons given for this schedule change were investigated. When creating a large institutional change communication is a key factor and how the change was communicated to both faculty and students is explored. Training faculty for the new blended environment as well as the introduction to a common course shell for all courses is analyzed. The perceived workload of both faculty and students in the new blended learning environment in regard to faculty course load taught and student credit hours taken is considered. The impacts on culture were addressed during the transition including faculty, students and administration impacts. A comparison is given for communication between faculty and students in the new blended learning environment. The evaluation considered the hiatus of rolling out the common course shells to faculty and students is given as well as the planned assessment for the blended learning environment.

Blended learning has sometimes been calledthe best of both worlds, combining the advantages of face-to-face instruction with the advantages of online learning. It has been in existence for over a decade, and more research needed to be done to determine its efficacy and desirability for community colleges. The goal of this dissertation was to document the ways in which blended learning has changed the community college learning experience. The investigation took place at Ulster County Community College, a small rural college in upstate New York. A mixed method, triangulation design was used. Quantitative data were collected from the college's student database regarding final grades in each of the three delivery modes (face-to-face, blended, and fully online). An analysis of variance looked at difference in achievement among the three modalities. No statistically significant difference was found. Archival end-of-semester student questionnaires were analyzed and it was found that even in the early years of blended learning, students were generally satisfied and appreciated the convenience of the blended modality. Qualitative data were collected through a student focus group and faculty interviews. Student priorities were teacher presence, faculty skill at teaching blended classes, and the support that was available to them from the faculty and administration. Faculty voiced concerns with transitioning from teaching face-to-face or online to teaching blended. The results suggest that it is not the modality of the course that determines whether or not a student is successful; teacher presence, whether online or in person, is a strong indicator of student success and satisfaction. An instructor who is well-versed in the pedagogy of blended learning, a course with skillfully designed and integrated online components, and an administration that provides channels for technical support, combine to provide students with a successful blended learning experience.

This paper concerns with blended learning and with its usage in education and development of managers. The paper brings out survey of existing approaches to blended learning and list of forms and methods which are used in this educational concept. Part of this paper is proposal for blended learning utilization in process of inovation of teaching methods at FM VŠE Jindřichův Hradec.

Master of Education (MEd) Research Report University of the Witwatersrand Johannesburg, 2016 / This study investigates the impact of the Flipped Learning Model (FLM) on the teaching practices of four educators in a private school in Johannesburg. It investigates the pedagogic processes and experiences of these educators’ respective attempts to shift from their standard educator-centered methodologies to the FLM’s highly collaborative and blended methodology. In so doing, the study exposes the educators’ resistance to the primary assumptions of constructivist epistemologically informed pedagogies. It also demonstrates the extent to which epistemological assumptions underpinning the ‘official curriculum’ are imbued within the dominant pedagogic discourse and aligned with educators’ beliefs and professional identities. The study exposes the necessity for transformations in educators’ traditional thinking, epistemological assumptions, perceptions, attitudes and roles to occur before any substantial attempts to introduce the FLM in ‘classrooms’ are made. Furthermore, the FLM takes for granted the ease of embedding technology in the teaching/learning process. This study exposes the relationship between a lack of technological familiarity/ know-how and the strength of resistance to ‘flipping the classroom’. South African educators work in an environment that promotes very strong boundaries between: classroom/home; educator/learner; and schoolwork/homework. Flipping, weakening or altering these, challenges educators’ strongly held notions of what it means to be a professional educator. It is within this context that Bernstein’s work with respect to the development of such seminal concepts as ‘pedagogic device’, ‘classification’ and ‘framing’ provided the language of description and analytical basis for this research study. / MT2017

Thesis advisor: Alec Peck / Time management in faculty online and blended/hybrid higher education is becoming a major concern -- one that is likely complicated by recent growth in demand for these learning opportunities, rapid changes in necessary technologies, and the need for faculty training and development with respect to technology use. Using interview, survey and participant validation activities for gathering data, this qualitative study explored the association between: (1) the use of some specific time management practices (goal- setting; prioritization; delegation; use of supporting technology - including learning the technology; and work-life balance planning) and (2) instructor feelings of success and satisfaction when offering online and blended/hybrid courses. While this study identified valuable insights from current practitioners concerning time management of online and blended/hybrid teaching endeavors, findings were inconclusive with regard to identifying the association of any specific time management practice with success and satisfaction. Specifically, over one-third of participants did not believe their ratings of success and satisfaction related to their experiences managing their time when offering online and/or blended/hybrid course(s). Participant comments did indicate that learning the technology and goal-setting for professional development (two time management activities) were possibly associated with perception of success and satisfaction, but the nature of the association was unclear. Findings suggest the need for sharing practitioner insights on time management detailed herein, as well as pursuing additional research on the effectiveness of faculty implementation of time management practices on improvement of time management in online and blended/hybrid teaching environments. / Thesis (PhD) — Boston College, 2009. / Submitted to: Boston College. Lynch School of Education. / Discipline: Teacher Education, Special Education, Curriculum and Instruction.

A presença das tecnologias digitais e da Internet vem se intensificando em diferentes contextos de nossas vidas: pessoal, profissional e acadêmico. Isso vem trazendo mudanças nas práticas sociais, e nos traz questionamentos, particularmente, sobre as influências das Tecnologias Digitais da Informação e da Comunicação (TDIC) e da Internet no processo de ensino-aprendizagem e nas práticas profissionais do professor. No contexto educacional, observamos a adoção de modalidades híbridas no ensino-aprendizagem, pela associação de aulas presenciais a Ambientes Virtuais de Aprendizagem (AVA), o que traz para o professor o desafio de configurar sua sala virtual, de definir as atividades a serem realizadas com o uso de ferramentas e recursos do ambiente assim como a inclusão de tecnologias. Considerando todos esses aspectos, o objetivo desta pesquisa foi o de investigar como se deu a articulação das duas modalidades de ensino, presencial e virtual através das atividades propostas; a relação entre as atividades e o uso de ferramentas e participação dos alunos em relação ao uso do ambiente associado às aulas presenciais. Nossas reflexões se basearam no referencial teórico que discute a evolução das (Tecnologias da Informação e da Comunicação (TIC) (MONEREO; COLL, 2010); as características das TDIC (LÉVY, 1999; GABRIEL, 2013) e da Internet (CASTELLS, 2003); as orientações teórico-metodológicas que norteiam os cursos on-line (KENSKI; SCHULTZ, 2015); as características das ferramentas digitais e dos AVA (MONEREO; COLL, 2010; TORI 2010; FILATRO, 2008); as características do ensino híbrido (MORAN, 2015; VALENTE, 2014; NISSEN, 2007; STAKER; HORN, 2012; BACICH; TANZI NETO; TREVISAN, 2015) e a formação do professor para atuar nesses contextos (PERRENOUD, 2002, 2010; MAYRINK; ALBUQUERQUE-COSTA, 2013, 2017; MORAN, 2015). Para o desenvolvimento da pesquisa, realizamos um estudo do caso, de natureza qualitativa-interpretativista, que considera as especificidades do contexto, ou seja, a observação da sala virtual na Plataforma Moodle de uma disciplina de formação inicial de professores, de um curso de Graduação em Letras Francês/Português de uma universidade pública do estado de São Paulo. Os dados que constituem o corpus de análise desta pesquisa foram coletados por meio de anotações de observações das aulas presenciais; registros das telas do curso no Moodle; entrevista com a professora responsável pela disciplina; dois questionários com os alunos, o primeiro para constituição do perfil do grupo, e segundo para conhecer seu ponto de vista sobre a disciplina desenvolvida na modalidade híbrida. Os resultados de nossas análises mostraram que a modalidade híbrida pode ser concebida sob diferentes aspectos segundo o contexto no qual ele é proposto. No caso desta pesquisa, as particularidades da disciplina e da sala virtual conferiram ao trabalho realizado características voltadas à organização e funcionalidade dos dois espaços presencial e virtual assim como a valorização dos aspectos interativos e de autonomia dos alunos quando utilizaram as ferramentas do Moodle. A noção de híbrido permaneceu geral, de acordo com a definição de Tori (2015). A contribuição da pesquisa se dá no âmbito da formação de professores para atuar em contextos híbridos, na medida em que, é necessário reconhecer que cada vez mais as TDIC, estão integradas ao cotidiano do ensino-aprendizagem tornando possível o desenvolvimento de novas maneiras de ensinar e aprender próprias ao século XXI. / The presence of digital technologies and Internet has been intensifying in diferente contexts of our lives: personal, professional and academic. This has brought changes in social practices, and brings us questions, particularly, about the influences of Digital Technologies of Information and Communication (DTIC) and about the Internet in the teaching-learning process and in the professional practices of a teacher. In the educational context, we observe the adoption of blended-learning programs, by the association of in-person classes to Virtual Learning Environments (VLE), which brings to the teacher the challenge of configuring his virtual room, of defining the activities to be performed with the use of environmental tools and resources, as well as the inclusion of technologies. Considering all these aspects, the objective of this research was to investigate the articulation of two blended-learning programs, in-person and virtual, through the proposed activities; the relationship between the activities and use of tools and the participation of students in relation to the use of this kind of environment associated to in-person lessons. Our reflections were based on the theoretical framework that discusses the evolution of Information and Communication Technology (ICT) (MONEREO; COLL, 2010); the characteristics of DTIC (LÉVY, 1999; GABRIEL, 2013) and Internet (CASTELLS, 2003); the theoretical-methodological guidelines that guide the online courses (KENSKI; SCHULTZ, 2015); the characteristics of the digital tools and LVE (MONEREO; COLL, 2010; TORI, 2010; FILATRO, 2008); the characteristics of blended learning (MORAN, 2015; VALENTE, 2014; NISSEN, 2007; STAKER; HORN, 2012; BACICH; TANZI NETO; TREVISAN, 2015) and teacher training to work in these contexts (PERRENOUD, 2002, 2010; MAYRINK; ALBUQUERQUE-COSTA, 2013, 2015, 2017; MORAN, 2015). For the development of the research, we carried out a qualitative-interpretive nature case study that considers the particularities of the context, that is, the observation of the virtual room in the Moodle Platform of an initial teacher training course, from a Bachelor\'s degree in Language and Literature qualification in French and Portuguese at a public university in the state of São Paulo. The data that constitute the corpus of analysis of this research were collected through annotations and observations of in-person classes; prints of course screens in Moodle; interview with the responsible teacher for the discipline; two questionnaires with the students, the first one to form the profile of the group, and the second one to know their point of view about the discipline developed in the blendedlearning programs. The results of our analyzes point out that the blended-learning.

The purpose of this research study was to determine K-12 school leaders' concepts of ability and technology readiness. The Theories of Intelligence Scale (TIS) was used to analyze concepts of ability and the Technology Readiness Index (TRI) 2.0 was used to analyze the technology readiness of K-12 school leaders. Data from the two instruments were used to determine if there was any relationship between K-12 school leaders' concept of ability and technology readiness. This analysis filled a blank spot in the research contributing to the literature on leadership, Mindset Theory (Dweck, 2006; Dweck, Chiu, & Hong, 1995), and Technology Readiness (Lin & Hsieh, 2012; Parasuraman, 2000). Furthermore it helped to determine the state of K-12 school leaders' status as 21st century leaders. The sample consisted of the school leaders of School District of Palm Beach County (SDPBC). This included 158 principals from 104 elementary, 31 middle, and 23 high schools. The researcher was a school district employee and therefore had access to the participants. Each of the four null hypotheses were rejected as SDPBC school leaders scored significantly higher on the TIS (p < .05) and TRI 2.0 (p < .01), there was a significant (p < .0125) positive relationship between TIS and the TRI 2.0, and that relationship was affected (p < .05) by gender, race, and experience. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2015. / FAU Electronic Theses and Dissertations Collection