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Internet-delivered programs based on cognitive behavior therapy (CBT) have during the past decade shown to work in an effective way for the treatment of depression. Due to its accessibility and independence of time and location, smartphone-based CBT might represent the next generation of digital interventions. Depression is an affective disorder that affects as many as 350 million people worldwide. However, with CBT, depression can be treated, but access to this treatment is scarce due to limited health care resources and trained therapists. As a result of this, health care could highly benefit from the use of smartphones for delivering cost-effective treatment that can be made available to a large part of the population who suffer from depression. One treatment that should be especially suitable for the smartphone format is behavioral activation (BA), since it has strong empirical support as well as the benefits of being flexible and rather simple. The overall aim of the thesis was to test and further develop a BA smartphone application, as well as to build a method for how this smartphone application could be used in a comprehensive and effective way in depression treatment. To fulfill this aim, four studies were conducted. The results showed that smartphones have the ability to be used in an effective way in the treatment of depression, including as an add-on to traditional face-to-face sessions. The results also showed that the smartphone format was experienced as a portable and flexible way of accessing the treatment – and thus could be more present in everyday life. In conclusion, there is reason to believe that smartphones will be integrated even further in society and therefore may serve an important role in future mental health care. Since the first indications reveal that depression can be treated by means of a supported smartphone application, it is highly possible that applications for other mental health problems will follow. Furthermore, in this thesis, the same smartphone application has been tested in three different ways and there is potential to apply smartphones in a range of other formats, such as in relapse prevention and as a way to intensify treatment during periods when needed. From a psychiatric research point of view, as my research group has been doing trials on guided internet treatment for more than 15 years, it is now time to move to the next generation of information technology – smartphones. / Internetbaserad kognitiv beteendeterapi (KBT) har under det senaste decenniet visat sig fungera effektivt i behandling av depression. På grund av dess tillgänglighet och flexibilitet i tid och plats har smartphonebaserad KBT potential att bli nästa generation av digitala behandlingar. Depression är en affektiv sjukdom som drabbar så många som 350 miljoner människor världen över. Med hjälp av KBT kan depression behandlas. Dock är tillgången till denna behandling knapp på grund av begränsade resurser i form av utbildade terapeuter. Därmed skulle sjukvården kunna dra stor nytta av användningen av smartphones för att leverera kostnadseffektiv behandling, som kan göras tillgänglig för människor som lider av depression. En behandling som kan vara särskilt lämplig för smartphone-formatet är beteendeaktivering (BA), eftersom den har starkt empiriskt stöd samtidigt som den är flexibel och relativt enkel. Det övergripande syftet med avhandlingen var att testa och vidareutveckla en smartphone-applikation baserad på BA, samt att bygga en behandlingsmetod för denna smartphone-applikation som skulle kunna användas för att effektivt behandla depression. För att uppnå detta syfte genomfördes fyra studier. Resultaten visade att smartphones kan användas på ett effektivt sätt i behandling av depression, bland annat som komplement till traditionella live-sessioner. Resultaten visade också initiala indikationer på att smartphoneformatet upplevdes som ett portabelt och flexibelt sätt att komma åt behandlingen - och därmed blev mer närvarande i vardagen.

1 Unterstützung der Lernhandlung zur Förderung der beruflichen Handlungskompetenz in der universitären Ausbildung Ein Großteil der Hochschulabsolventen ist nach Beendigung des Studiums in Unternehmen tätig. Diese fordern von den Absolventen neben fachlichen Kompetenzen vor allem Methoden- und Sozialkompetenz. Fachspezifische Kompetenzen bilden gemeinsam mit Methoden- und Sozialkompetenzen die Grundlage für die Berufsfähigkeit im Sinne beruflicher Handlungskompetenz der Absolventen. In einer Studie des Institutes der deutschen Wirtschaft Köln aus dem Jahre 2010 gaben rund zwei Drittel der befagten Unternehmen an, dass sie es im Bereich der Fach- und Methodenkompetenzen für sehr wichtig halten, dass die Absolventen in der Lage sind, sich in neue Fachgebiete selbstständig einzuarbeiten und vorhandenes Wissen auf neue Probleme anwenden zu können. Das Vorhandensein speziellen Fachwissens spielt hingegen für die Arbeitgeber eher eine untergeordnete Rolle (Konegen- Grenier, Placke & Stangl, 2011, S. 86 ff.). In einer repräsentativen Befragung unter Studierenden im Jahre 2010 gaben ca. 25 Prozent der Befragten an bisher nicht oder eher nicht gefördert worden zu sein (Heine, Woisch & Ortenburger, 2011, S. 31). Einen entscheidenden Einfluss auf die Kompetenzförderung hat die Lernhandlung. In Anlehnung an Richter (2001, S. 46) werden Lernhandlungen in diesem Aufsatz als zielgerichtete Handlungen angesehen, welche sich auf die bewusste und reflektierte Weiterentwicklung der eigenen Handlungskompetenz (Berufsbefähigung) beziehen. Die Lernhandlung zeichnet sich durch die Merkmale des handlungsorientierten Lernens aus. Handlungsorientiertes Lernen ist gekennzeichnet durch Selbststeuerung, Wahl von Handlungsalternativen und Vollständigkeit, im Sinne von Zielbildung, Planung, Durchführung und Kontrolle. Es ist auf Lernzuwachs und Wissenserwerb ausgerichtet und erfolgt bewusst und reflexiv (Richter, 2001, S. 47). [...]

New advances in computer programming and more powerful technology have opened up new opportunities for learning though immersive virtual reality simulations. This research highlighted the importance of the role of a lecturer in fostering learning in a technology rich learning environment. Undergraduate business studies students worked collectively to try resolve a problem depicted through an immersive simulation involving a burning factory. The simulation provided a rich personal experience that enabled students with lecturer support to generate effective strategies to address the problem.

In his keynote address to the National Council of Teachers of Mathematics research pre-session, Sloane (2006b) challenged mathematics education researchers to ‘quantify qualitative insights’. This quasi-experimental study used blended methods to investigate the development of two-digit addition and subtraction strategies. Concurrent classroom teaching experiments were conducted in two intact first grade classrooms (n = 41) in a mid-Atlantic American public school. From a pragmatic emergent perspective, design research (Gravemeijer & Cobb, 2006) was used to develop local instructional theory. An amplified theoretical framework for early base-ten strategies is explicated. Multilevel modelling for repeated measures was used to evaluate the differences in strategy usage between classes across occasions and the association of particular pedagogical practices with the emergence of incrementing and decrementing by ten (N10) or decomposition (1010) strategies (Beishuizen, Felix, & Beishuizen, 1990).The two matched classes were not different in terms of gender, poverty, race, pre-assessment performance, and special education services. After the first unit of instruction with differentiated pedagogical tools, the collection class was significantly (p = .001) more likely to use 1010 than the linear class. No difference was demonstrated during the post-assessment. Students in both classes were more likely to use N10 during the last structured interview than in the first (p < .0001). Furthermore, there was no difference between the two classes in using any advanced strategy; however, students in both classes were more likely to use an advanced strategy at the conclusion of the study than they were initially (p = .033). The order of emergence of 1010 and N10 was not associated with the ability to develop both strategies, but there was an association (p < .001) between use of an advanced strategy and success on a district-mandated written assessment of two-digit addition and subtraction.Two original instructional sequences of contextually-based investigations are presented. Protocols transcribed from videotaped lessons and dynamic assessment interviews are presented to illuminate specific constructs detected and to illustrate the pedagogical techniques. An amplified framework for early place value constructs is proposed. Recommendations for future studies, curricular changes, and the need of early intervention are discussed.

In his keynote address to the National Council of Teachers of Mathematics research pre-session, Sloane (2006b) challenged mathematics education researchers to ‘quantify qualitative insights’. This quasi-experimental study used blended methods to investigate the development of two-digit addition and subtraction strategies. Concurrent classroom teaching experiments were conducted in two intact first grade classrooms (n = 41) in a mid-Atlantic American public school. From a pragmatic emergent perspective, design research (Gravemeijer & Cobb, 2006) was used to develop local instructional theory. An amplified theoretical framework for early base-ten strategies is explicated. Multilevel modelling for repeated measures was used to evaluate the differences in strategy usage between classes across occasions and the association of particular pedagogical practices with the emergence of incrementing and decrementing by ten (N10) or decomposition (1010) strategies (Beishuizen, Felix, & Beishuizen, 1990).The two matched classes were not different in terms of gender, poverty, race, pre-assessment performance, and special education services. After the first unit of instruction with differentiated pedagogical tools, the collection class was significantly (p = .001) more likely to use 1010 than the linear class. No difference was demonstrated during the post-assessment. Students in both classes were more likely to use N10 during the last structured interview than in the first (p < .0001). Furthermore, there was no difference between the two classes in using any advanced strategy; however, students in both classes were more likely to use an advanced strategy at the conclusion of the study than they were initially (p = .033). The order of emergence of 1010 and N10 was not associated with the ability to develop both strategies, but there was an association (p < .001) between use of an advanced strategy and success on a district-mandated written assessment of two-digit addition and subtraction.Two original instructional sequences of contextually-based investigations are presented. Protocols transcribed from videotaped lessons and dynamic assessment interviews are presented to illuminate specific constructs detected and to illustrate the pedagogical techniques. An amplified framework for early place value constructs is proposed. Recommendations for future studies, curricular changes, and the need of early intervention are discussed.

The primary research objective was to develop a methodology to support conceptual design of the Hybrid Wing Body (HWB) configuration. The absence of a horizontal tail imposes new stability and control requirements on the planform, and therefore requiring greater emphasis on control authority assessment than is typical for conceptual design. This required investigations into three primary areas of research. The first was to develop a method for designing an appropriate amount of redundancy. This was motivated widely varying numbers of trailing edge elevons in the HWB literature, and inadequate explanations for these early design decisions. The method identifies stakeholders, metrics of interest, and synthesizes these metrics using the Breguet range equation for system level comparison of control surface layouts. The second area of research was the development trim analysis methods that could accommodate redundant control surfaces, for which conventional methods performed poorly. A new measure of control authority was developed for vehicles with redundant controls. This is accomplished using concepts from the control allocation literature such as the attainable moment subset and the direct allocation method. The result is a continuous measure of remaining control authority suitable for use during HWB sizing and optimization. The final research area integrated performance and control authority to create a HWB sizing environment, and investigations into how to use it for design space exploration and vehicle optimization complete the methodology. The Monte Carlo Simulation method is used to map the design space, identify good designs for optimization, and to develop design heuristics. Finally, HWB optimization experiments were performed to discover best practices for conceptual design.

Submitted by Noeme Timbo (noeme.timbo@metodista.br) on 2018-02-16T16:14:35Z No. of bitstreams: 1 VeronicaMartins.pdf: 2071452 bytes, checksum: a9626c88fffd626b51350ed65e24f8b7 (MD5) / Made available in DSpace on 2018-02-16T16:14:35Z (GMT). No. of bitstreams: 1 VeronicaMartins.pdf: 2071452 bytes, checksum: a9626c88fffd626b51350ed65e24f8b7 (MD5) Previous issue date: 2017-11-24 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / The central theme of this research is the pedagogical practice as reference of a formal education program. The research has as general objective to reflect on the insertion of blended learning from the angle of the teacher that acts as mediator and focuses on personalization and on technology integration to the curriculum. In relation to specific objectives, and regarding both experiences here narrated and the interlacing of the stories (participants and researcher), we analyze the points of interconnection with the challenges, the afflictions and the discoveries of a teacher in view of the use of DICT (Digital Information and Communication Technologies) in the promotion of knowledge construction. This is a qualitative investigative research elaborated in the autobiographical narrative modality and supported by hermeneutic-phenomenological approach for interpretation of learning narratives, considering that the description of phenomena leads to the essence of lived experience. With inspiration in the narrative research of Clandinin and Connelly (2011), this study is based on the theoretical principles of the biographical approach of Delory-Momberger (2012), Passeggi (2011) and Larrosa (1999), as well as on the hermeneutic-phenomenological formulation of M. Freire (2012). The theoretical contributions are based on the following authors: Horn and Staker (2015); Zabala (1998); Mizukami (1986); Moran (2015); Costa (1989); Almeida and Valente (2011); Perrenoud (2013); Santos (1994); Vieira Pinto (2005) and Vygotsky (1997). The research also presents a brief historical review of traditional school and active learning, besides covering didactic strategies of learning spaces reconfiguration and teaching challenges in the contemporary world. Technology, knowledge and personalization are contextually addressed as concept, instrument and support for the efficient use of data in blended learning, without losing sight of the application of intelligence technologies. Finally, we seek to identify the perceptions of teachers of basic education __ for example, in relation to teaching practice and technology __ from public and private networks, regarding the use of digital media in pedagogical practices and the promotion of learning using blended learning. / O tema central deste estudo é a prática pedagógica como referência de um programa de educação formal que traz como problema de pesquisa “Quais percepções emergem quando os professores da educação básica, redes privada e pública, promovem a aprendizagem com foco na personalização utilizando o ensino do ensino híbrido?” A pesquisa aqui conduzida tem como objetivo geral refletir sobre a experiência dos docentes a partir da mediação que integra, com o uso da metodologia, a tecnologia ao currículo. Em relação aos objetivos específicos, e tendo por base as experiências narradas e o entrelaçar das histórias (participantes e pesquisadora), analisam-se quais são os pontos de interconexão com os desafios, as aflições e as descobertas da docência em vista do uso da TDIC (Tecnologias Digitais de Informação e Comunicação) na promoção da construção do conhecimento. Trata-se de uma pesquisa qualitativa de cunho investigativo elaborada na modalidade narrativa autobiográfica e amparada na abordagem hermenêutico-fenomenológica para a interpretação das narrativas, considerando que a descrição dos fenômenos conduz à essência da experiência vivida. Com inspiração na pesquisa narrativa de Clandinin e Connelly (2011), este estudo apoia-se tanto nos princípios teóricos da abordagem biográfica de Delory-Momberger (2012), Passeggi (2011) e Larrosa (1999), quanto na formulação hermenêutico-fenomenológica de M. Freire (2012). Os aportes teóricos se fundamentam nos seguintes autores: Horn e Staker (2015); Zabala (1998); Mizukami (1986); Moran (2015); Costa (1989); Almeida e Valente (2011); Perrenoud (2013); Santos (1994); Vieira Pinto (2005) e Vygotsky (1997). A investigação ainda apresenta um breve recorte histórico da escola tradicional e das aprendizagens ativas, além de citar estratégias didáticas de reconfigurações dos espaços de aprendizagem e desafios da docência na contemporaneidade. A tecnologia, o conhecimento e a personalização são aqui contextualmente abordados nas qualidades de conceito, de instrumento, de linguagem e de apoio, sem perder de vista as narrativas das experiências dos participantes. Ao fim, identificaram-se as percepções – por exemplo, em relação à prática docente e à tecnologia – de professores da educação básica, das redes pública e privada, com relação ao uso dos meios digitais em práticas pedagógicas e à promoção da aprendizagem personalizada com a utilização da metodologia do ensino híbrido.

There is a lack of empirical research on the motivational regulation and reactions of higher education students enrolled in blended courses. Studies that target this focus with nontraditional adult learners enrolled in the community college are even more difficult to locate. In this mixed-methods exploratory case study, I explored in what ways nontraditional adult learners' motivational regulation and their motivational reactions to course design relate to their perceived learning experience in a blended technology course with a flipped design. Specifically, I investigated how nontraditional community college students described their goals for participating in a blended course prior to the start of the class, in what ways they utilized motivational regulation strategies within the course, how they described their motivational reactions to a blended course developed with a flipped design, and how they perceived their goal accomplishments at the end of the course. The following A Priori questions guided my research: 1. In what ways do five nontraditional community college students describe their goals for participating in a blended technology course with a flipped design prior to the start of the class? 2. How do these students describe their motivational regulation experiences in the blended technology course on their responses to the Motivational Regulation Strategies Questionnaire? 3. How do these students perceive the motivational aspects of the course design as measured by the Course Interest Survey? 4. In what ways do these students perceive they achieved their described goals at the end of the course? I collected quantitative and qualitative data in the Fall semester of 2017 from five purposefully selected nontraditional adult community college learners who voluntarily engaged in the inquiry. I used several data collection instruments throughout the study. I collected quantitative data via three questionnaires: (1) a Demographics, Goals, and Interest Survey (2) the Motivational Regulation Strategies questionnaire, and (3) the Course Interest Survey. I gathered qualitative data through (1) participant electronic journals, (2) semi-structured interviews and (3) a researcher's reflective journal. There are both practical and theoretical implications to this study. The results of this research suggest guidelines on how to design an effective blended course for nontraditional students enrolled in the community college arena. The information gleaned might be used to further develop and redesign future blended courses for nontraditional community college students who seek alternative modes of content delivery for the purposes of continued learning and convenience of integration into their busy lifestyles. The findings from this study contribute to at least two bodies of empirical research literature: (1) motivational regulation strategies employed by nontraditional community college students and the (2) development of blended courses with motivational design to help nontraditional community college adult learners obtain their learning goals.

Submitted by Ana Cristina Mendonça Santos (cris_mendonca@hotmail.com) on 2018-03-27T11:10:28Z No. of bitstreams: 1 2-TESE-ANA CRISTINA DE MENDONÇA SANTOS.pdf: 3794858 bytes, checksum: 501f739ef730a5dcdd2c31b5421ca10d (MD5) / Approved for entry into archive by Maria Auxiliadora da Silva Lopes (silopes@ufba.br) on 2018-03-28T15:40:01Z (GMT) No. of bitstreams: 1 2-TESE-ANA CRISTINA DE MENDONÇA SANTOS.pdf: 3794858 bytes, checksum: 501f739ef730a5dcdd2c31b5421ca10d (MD5) / Made available in DSpace on 2018-03-28T15:40:01Z (GMT). No. of bitstreams: 1 2-TESE-ANA CRISTINA DE MENDONÇA SANTOS.pdf: 3794858 bytes, checksum: 501f739ef730a5dcdd2c31b5421ca10d (MD5) / FAPESB / Esta pesquisa tem como tema o processo de difusão do conhecimento em Ambiente Virtual de Aprendizagem - AVA, e se justifica pela importância do conhecimento para a inserção social de todo indivíduo, e o papel de mediação das tecnologias da comunicação e da informação para este processo. O AVA se constitui na atualidade como um espaço concreto de construção e difusão do conhecimento no ensino superior de várias universidades e, neste estudo, pensar em difusão do conhecimento em ambientes virtuais de aprendizagens, implica na projeção de modelos de AVA acessíveis, dinâmicos e interativos, que permitam o acesso, a produção e a socialização dos conhecimentos e da cultura por todos. Assim, considerando este potencial colaborativo e reflexivo das práticas mediadas pelas ferramentas de difusão de conhecimento projetadas nos diversos ambientes virtuais de aprendizagens, e a necessidade atual de pensar o conhecimento considerando seu caráter complexo e multirreferencial que definimos como problema de pesquisa: Os ambientes virtuais de aprendizagens da oferta semipresencial da UNEB e dos MOOCs de três Universidades Portuguesas apresentam metodologias favoráveis à difusão de conhecimentos dentro de uma perspectiva multirreferencial? E apresenta como objetivo geral: Construir uma proposta metodológica de difusão de conhecimentos para ambientes virtuais de aprendizagem dentro da abordagem multirreferencial. Optamos por abordagem metodológica de base qualitativa, de natureza descritiva e explicativa, através de uma análise comparativa entre duas experiências de difusão em AVA, e, como técnicas de coletas de dados: observações, entrevistas e análise documental dos registros e postagens nas interfaces do AVA, e por fim, para analisar os dados coletados, optamos pelos estudos de Bardin sobre análise de conteúdo. Como resultados identificamos, que os AVAs investigados apresentam metodologias que contemplam ferramentas e práticas coerentes com a metodologia multirreferencial proposta neste estudo, entretanto, encontramos algumas lacunas de difusão no AVA da oferta semipresencial que aponta para a necessidade de formação continuada dos docentes para o fortalecimento de suas práticas, além de investimentos na própria estrutura do AVA com ferramentas mais interativas e conectadas com sites de pesquisas, Blogs e Comunidades de aprendizagens. A metodologia proposta por nós apresenta as seguintes características: design do ambiente do curso de fácil acessibilidade; planejamento e cronogramas pré-definidos em diálogo com os estudantes; atividades diversificadas e sequenciadas organizadas em tópicos quinzenais; materiais de estudo adequados ao ensino online; atenção aos enunciados das atividades com propostas desafiadoras; foco na participação e colaboração entre os estudantes; organização que mobilize auto-regulação; criação de comunidades de aprendizagem a partir de situações problemas; diversidade de tecnologias para atender o perfil dos usuários; avaliação com a participação dos estudantes. / ABSTRACT This research has as central theme the process of diffusion of knowledge in Virtual Learning Environment - AVA, and is justified by the importance of knowledge for the social insertion of every individual, and the mediation role of communication and information technologies for this process. The AVA is nowadays a concrete space for the construction and diffusion of knowledge in higher education of several universities and, in this study, thinking about the diffusion of knowledge in virtual learning environments, implies the projection of accessible, dynamic and interactive AVA models, which allow access, production and the socialization of knowledge and culture by all. Thus, considering this collaborative and reflective potential of the practices mediated by the tools of diffusion of knowledge projected in the various virtual learning environments, and the current need to think about the knowledge considering its complex and multireferential character that we defined as a research problem: do they present methodologies favorable to the diffusion of knowledge from a multiferential perspective? And it presents as general objective: To investigate the methodological structures of knowledge diffusion operationalized in the virtual learning environments of the blended offer and the MOOC, in order to construct a multireferential methodological proposal. We chose a methodological approach with a descriptive and explanatory qualitative basis, through a comparative analysis between two AVA diffusion experiments, and as techniques of data collection: observations, interviews and documentary analysis of the records and posts at the AVA interfaces, and finally, to analyze the data collected, we chose Bardin's studies on content analysis. As a result, we identified that the AVA investigated present methodologies that contemplate tools and practices consistent with the multireferential methodology proposed in this study, however, we find some diffusion gaps in the AVA of the blended offer, which points to the need for continuous teacher training for strengthening of their practices, as well as investments in the AVA own structure with more interactive tools and connected with research sites, Blogs and Learning Communities. The methodology proposed by us presents the following characteristics: design of the environment of the course of easy accessibility; pre-defined scheduling and schedules in dialogue with students; diversified and sequenced activities organized on bi-weekly topics; study materials suitable for online teaching; attention to the statements of activities with challenging proposals; focus on participation and collaboration among students; organization that mobilizes self-regulation; creation of learning communities; diversity of technologies to meet the profile of users; evaluation with student participation.