Two methods for overcoming locking phenomena in isogeometric beams are presented. The first method blends the rotation of a Timoshenko beam with the rotation of a Bernoulli beam to produce realistic displacements in straight beams. The second method uses mixed variational principles, specifically the Hu-Washizu Principle, to produce realistic displacements as well as realistic strains without post-processing.

Teaching at an online school is so different from classroom teaching that traditional training includes few of the skills necessary to be a successful online teacher. New teachers to an online environment face a steep learning curve in how they'll use the instructional technology, prioritize their time, and establish relationships with their students. The literature has advice for these teachers about effective online practices, but there has been little research to establish which strategies are most effective in motivating students. This pre-experimental study, conducted at an online 6th-12th grade hybrid school, investigated the practices used more often by the most effective teachers. Teacher effectiveness was measured by the number of assignments their students had not completed on time. Recognizing that the effectiveness of different practices will vary from student to student, the research analysis included two covariates, measured by surveys: the academic identity and motivational resilience of the students, and the students' self-reported preferences for motivational strategies. More effective teachers were found to make videos more frequently, both of the teacher for motivational purposes and recorded by the teacher to help students move through the curriculum. Quick grading turnaround and updating a blog were also more common with all effective teachers. Distinct differences between middle and high school students came out during data analysis, which then became a major point of study: according to the data, more effective middle school teachers emphasized individual contact with students, but the less effective high school teachers spent more time on individualized contact. The surveys used in this study could be modified and implemented at any online school to help teachers discover and then prioritize the most effective strategies for keeping students engaged.

The purpose of implementing educational reform is to improve the academic achievement and social skills of graduating students, but evaluating the benefits of a particular instructional method or curriculum design can be complicated. In an online and problem-based learning environment that allows students to choose content and assessment projects and self-pace, the motivation of students to learn and their engagement in the learning process significantly influences the success of the program. This generic qualitative study focused on the experiences of middle school students participating in an online and problem-based educational setting. The study included interview data and self-evaluation questionnaires about students' levels of motivation and engagement. Vygotsky's zone of proximal development (ZPD), Bandura's theory of self-efficacy, Dewey's experiential learning theory and other motivational theories provided the conceptual framework for this qualitative study of personalizing learning in constructivist environments. The data were analyzed through inductive thematic analysis with constant comparison. The findings highlighted the student perspective and identified factors that influenced students' buy-in to this type of personalized education. The results from this study may be used to help teachers plan and design curriculum and instructional strategies that encourage student motivation to learn and engagement in the learning process. Students who are motivated to learn and engaged in the learning process are more likely to graduate from school with the knowledge and skills required to enter the workforce and become productive knowledge workers in a knowledge economy.

E-learning is a fast growing trend worldwide but it is still not universally accepted and practice does not always reach national government and tertiary institution expectations, especially in Taiwan. While issues around the effective implementation of e-learning to produce high quality education are being raised internationally, very little research has been undertaken in Taiwanese tertiary institutions, particularly for science education. No research was found that addressed the various perspectives of the stakeholders involved in blended courses which had both face-to-face and online learning components. The link between e-learning practice and views of learning had also received little attention. This study investigated how e-learning practice was perceived and experienced at a national research-based university in Taiwan. The main focus was to identify the challenges, benefits and related success factors of e-learning practice as part of blended learning courses from the perspectives of university administrators, support people, instructors and students. An interpretative methodology using questionnaires and interviews was employed to generate data from these participant groups. Both quantitative and qualitative data were collected. This study provides empirical evidence that e-learning practice is perceived and experienced as a technology-mediated and collaborative practice that is socially and culturally situated. The study supports the view that e-learning practice as a whole is a socio-cultural system, although when looking at instructor and student preferences for instructional design and learning processes there is a fit with both behaviorist and constructivist approaches to teaching and learning. However, instructors and students need to be active and self-managed to find e-learning efficient and effective. Students, instructors, support people and administrators held very similar perceptions of the benefits of and influences on lecturer and student use of e-learning as a component of blended learning. Based on the findings, an explanatory model for the influences on e-learning practice as part of blended learning in a Taiwan university context was developed. E-learning teaching and learning approaches are initiated by and created within a multi-layered context. At the first level, e-learning practice is accomplished via instructor and student engagement in day to day teaching and learning and as an educational reform it cannot separated from the ICT technologies which mediate their interaction. Put another way, because instructor and student participation in e-learning as part of blended learning is voluntary students are included with instructors and the technology in the core enactment zone for practice. At the next level this three-way instructor-student-technology interaction is affected by and nested within the university instructor professional community and student peer community, which in turn is shaped by and nested in university-wide policies and practices. These three levels are nested in and influenced by the national policy context, external professionals, private enterprise and the public at large. The model and associated suggestions presented in this study are expected to assist governments and universities to play a more constructive role in the development and implementation of e-learning education to improve the quality of courses for students and instructors. The hope is that the findings will contribute to enhanced teaching and learning supported by better administrator decision-making regarding institutional policies and practices including investment in learning technologies and support services for e-learning.

e-Government systems are considered by both governments and international organisations to improve administration and management. In Tanzania, an e-government system for education administration, EMIS, is partly implemented but shows several limitations. Statistical data is collected but the process is resource demanding and much of the collected data are never put into the system, and therefore remain inaccessible from this electronic system. The overall aim of this study is to propose an approach to designing more efficient e-government systems within the education sector. The focus is on public schools. The more specific aim of the present study is to: explore more efficient data transfer (faster, more reliable, and potentially less resource demanding) by using mobile telephone technology, especially SMS, as a means for statistical data collection for Tanzanian education management. The study is guided by an overall research approach that comprises systems theory and a socio-technical view. This research is performed as a case study, inspired by the ethnographic method and comprises field studies in East Africa. A multi-technique approach is used for empirical data gathering, including literature study, interviews, and direct observations. The analytical process is performed by developing and applying three analytical models: XIF - the eXtended Sustainable ICT Framework   Triple A - Access, Attitude, Awareness Seven Aspects – an Approach Towards Success The contributions of this thesis are as follows. A mobile supported SMS-based statistical data collection process employing a blended digital solution is proposed. Likely effects of such a system would be ‘better’ data e.g. less transmission errors, which provides for ‘better’ administration, ‘better’ decision-making, and also provides for transparency. Moreover, it is very likely that the proposed system is significantly less resource demanding than the present system. The three analytical models that are developed specifically for this study have generic characters and can be used during the implementation process of other e-government solutions.  The most important part of the contribution is not the technological solution per se; it is the process that foregoes the actual implementation. The proposal departs specifically from the Tanzanian educational context but has implications for e-government systems solutions and information systems implementation in developing countries in general. Finally, three overall reflections are made based on the major observations of the research findings: the Double ‘e’ Dilemma, on the problem of prioritising electronics before electricity, the Mobiles to Avoid Mobility paradox, highlighting connectivity before mobility, and the opportunity to use the SMS to Combat Corruption weapon.

The thesis claims that an experiential approach to design really does promise the possibility of scientific design of everyday life. The purpose of this thesis is to show the promise. René Descartes conceptualized the classical formulation of a mind-body dichotomy. Various resulting and unbalanced dichotomies, such as subjective-objective, internal-external, experiential-practical and so on, raise serious concerns surrounding the concept of design. The thesis raises a crucial issue about the imbalance between technological and human concerns in the context of human-computer interaction, an imbalance that has been caused partly by the mechanistic aspect of informatics and its impact on designing human computer interaction. The thesis first explores the origin of design as a distinct activity during the industrial revolution, and reviews the tide of design history from then until today. The brief review of design history indicates that design is not merely the skill of making things or presentations. This gives direction to how design can be positioned in our modern information society. Second, the author starts a critical discussion about ordinary design approaches that, it is suggested, may have hindered true human-centred design, and then introduces an alternative approach to design and research, which the author calls Human-Experiential Design. Third, the notion of Tangible Presence in Blended Reality Space is introduced. The conceptual grounding that illustrates the experiential approach to interaction design is discussed. Fourth, the thesis presents use cases and provides examples of Human-Experiential Design in specific practical contexts. The concrete examples suggest that the emphasis on ‘balance’ or appropriate blending is very important in the development of better interactive systems for health, capitalizing on seamless combinations of the virtual and the physical in Blended Reality Space. As exemplified in the thesis, the human-experiential approach, striving for optimal combinations of tangibility and evoked presence, offers a promising tool in designing for special needs groups such as elderly people with some cognitive weaknesses, and children undertaking physical rehabilitation programmes. It is suggested that such virtual-physical blends will release human beings from the strain that existing perceived dichotomies bring. Finally, the author concludes by offering a way forward, a way that is neither subjective nor objective but rather a meaningfully integrated blend of the dichotomies, which responds to the question of what it means to be human.

This study analysed the students&rsquo / perceptions about the web based instruction in a blended learning environment. Students&rsquo / perceptions, expectations and comments about their blended learning experiences, course web site and their communication experiences with the instructor were investigated. This case study was conducted within the Information Technology in Education II Course (CEIT 112). This course was delivered for the undergraduate course at the Computer Education and Instructional Technology Department (CEIT), Middle East Technical University, during the 2004-2005 Spring semester. Number of the participants was 25 and all of them were first year CEIT students. This course was delivered as a blended learning which combined face-to-face instruction with the web based instruction. The questionnaire was used to identify the students&rsquo / perceptions about the web based course at the end of the semester. Interviews were conducted at the end of the semester in order to take students&rsquo / comments, expectations and recommendations with respect to the course. Also, an interview was conducted with the instructor to identify his perceptions about the blended instruction experiences at the end of the semester. Both quantitative and qualitative data were gathered at the end of the semester. Data results showed that students had positive perceptions about the blended learning environment and to some extent neutral about the effectiveness of the course website. According to the instructor&rsquo / s point of view, the blended learning was beneficial for the students, but the efficient utilization of computer mediated communication would be better supported. This study can contribute the following research studies related with the blended learning. Also, the instructor of the course can benefit from this research result in order to improve the productivity of the course for the next terms.

The purpose of this study was to investigate the perceptions of learners in the blended course relative to the use of Seven Principles for Good Practice in Undergraduate Education. Additionally through the motivational requirements specified by Keller&rsquo / s ARCS motivational design model, students&rsquo / motivations were analyzed. Thus the study was designed to determine student motivation in a blended environment in relation to Keller&rsquo / s ARCS motivational design model. For these research aims, a traditional course was redesigned with the support of online applications by taking Good Practice Principles as the framework. A triangulation mixed method approach was utilized as the primary design of the study by employing both qualitative and quantitative methods in a single study. The study participants included 47 preservice teachers in an undergraduate teacher education program of Computer Education and Instructional Technology Department in the Middle East Technical University who took the course (School Experience I) in blended design mode in 2005-2006 spring semester. Qualitative and quantitative data were collected through three different surveys, student interviews, and forum transcripts. The data were analyzed concurrently according to both qualitative and quantitative data analysis techniques. The analyses of qualitative and quantitative data showed that students&rsquo / perceptions in the blended course and perceptions in relation to each good teaching principles were mostly positive. Results reveal that students perceive six of the principles including student faculty contact, cooperation, time on task, diversity and ways of learning, feedback, and active learning helpful to their learning. Additionally, the students think that the other one principle which is expectations needs to be improved. In addition, high motivation scores were gathered in the blended course. Results show that attention, relevance, confidence, and satisfaction subscores revealed significantly higher levels of motivation among students.

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.

The e-learning system is one of many educational methods that allow flexible learner-centered education. It is also an information system based on the Internet. Hence, the increasing use of the e-learning has provided an inter-disciplinary research opportunity to information systems and educational engineering fields. But the benefits of an e-learning are subjected to the organization¡¦s learning environments, readiness and the acceptance of self-directed users. In other words, self-directed learning (SDL) is a prerequisite to e-learning success. It is important to evaluate the readiness of self-directed users and their acceptance of e-learning system. This paper focuses on examining the applicability of both the technology acceptance model (TAM) and the Unified Theory of Acceptance and Use of Technology (UTAUT) in explaining adult self-directed users¡¦ acceptance of e-learning system in a blended learning context. The combination of user groups (adult learners), the technology (e-learning system), and the context (blended learning in a higher education institution) is new to IT acceptance researches. The purpose of this research is to shed light on more effective ways to motivate part-time adult learners to use e-learning system in a higher education institution. This study extends both the TAM and UTAUT models with self-directed learning (SDL) concepts. A questionnaire was developed based on previous works in the areas of technology acceptance and SDL. Based on responses from 433 adult blended learners, both SDL-based TAM and UTAUT models were evaluated in terms of overall fit, explanatory power, and their causal links. Overall, findings suggest that TAM may be more appropriate than UTAUT for examining high SDLRS score user group¡¦s e-learning acceptance behaviour; UTAUT may provide e-learning designers and management teams some crucial suggestions to enhance low SDLRS score users¡¦ system utilization. This study also asserts that the successful transition to an e-learning environment requires that the self-directed learners be actively encouraged and supported by their organizations. Results of this study provide reliable and valid SDL-based TAM and UTAUT instruments for organizations to determine whether their learners had the necessary skills for SDL-based blended learning before investing huge budget and time in a large-scale e-learning project. As more organizations experiment with e-learning systems, the SDL-based TAM and UTAUT models could be used to (a) assess the degree of users¡¦ self-directed readiness before e-learning implementation; and (b) evaluate the factors affecting users¡¦ acceptance of new e-learning system and provide useful remedies for improving system utilization rate after e-learning implementation.