Thesis, PlanB (M.S.)--University of Wisconsin--Stout, 2006. / Includes bibliographical references.

Thesis (Ph. D.)--University of Texas at Austin, 2005. / Vita. Includes bibliographical references.

Thesis (D.Phil.)-University of Pretoria, 2004. / Includes bibliographical references. Available on the Internet via the World Wide Web.

Thesis (Ph. D.)--University of Texas at Austin, 2004. / Supervisors: Marilla Svinicki and Min Liu. Vita. Includes bibliographical references.

Thesis (M.Ed.)--Regis University, Denver, Colo., 2006. / Title from PDF title page (viewed on Nov. 20, 2006). Includes bibliographical references.

Thesis (Ph. D.)--University of Texas at Austin, 2007. / Vita. Includes bibliographical references.

Thesis (M.S.)--Virginia Polytechnic Institute and State University, 1994. / Vita. Abstract. Includes bibliographical references (leaves 39-41). Also available via the Internet.

The thesis investigates online teaching and learning and in particular, the role of the 'e-moderator' as pedagogical leader in relation to e-learner capabilities. The research builds upon a number of existing models including that of Bass and Alvolio (1996), their 'transactional/task-giving' and 'transformational/motivational' behaviours, and applies these to e-moderator work. Secondly, a review of the research literature provides further concepts applicable to e-learner online behaviour - collaborative capability and knowledge construction ability. These are utilised to create a new model, the 'model of Pedagogical Variation', where online teaching is viewed as situational, and e-learners of varying degrees of capability can be given opportunities to maximise their online learning. A hypothetico-deductive methodology, following the work of Karl Popper (2002), is adopted as the theoretical framework. The research sought to corroborate the proposed pedagogical model, which was successfully achieved with experienced e-moderator practitioners adapting Kelly's (1955) personal construct psychology using the six elements: socialising, scaffolding, knowledge construction, weaving, summarising and archiving. In accordance with the hypothetico-deductive approach, an evaluation was then conducted with the objective of refuting the basic underlying assumptions of the Pedagogical Variation model. The model did withstand attempts at falsification, but is presented here as provisional, open to further scrutiny, testing and comparison. Future research could be in the development of diagnostic tools for e-moderator evaluation of e-learner capabilities and on e-learner preferences regarding the selection of a particular online learning environment. It is suggested that effective online teaching is dependent not only on e-learner context but also on e-moderators' pedagogical leadership. The model for Pedagogical Variation is an attempt to show how adaptations in design and delivery can be made in asynchronous learning networks in order to motivate and facilitate successful outcomes for e-learners, whether they are digital natives or digital immigrants (Prensky,2001 ). Online course providers and developers may also use the Pedagogical Variation model as a blueprint for exploring creative ways of implementing new emerging learning technologies fit for the 21st Century.

First the thesis reviews the development of Intelligent Computer Assisted Instruction (ICAI) systems by outlining the different ways that computers have been used in education followed by a description of the functionality of ICAI systems in terms of the Hartley-Sleeman model of classification. This is followed by a discussion of the skills required within writing and their pedagogical context. The different strategies that have been applied to computer supported composition are then discussed with examples of systems where appropriate.

This study was undertaken to investigate how program sequencing would effect a sixth-grade group of Ss. A linear program of 111 frames that taught base five arithmetic was chosen for the study. The program presented in its original order was called the logically sequenced program. The program whose frame sequence was determined by a table of random numbers was called the scrambled sequenced program. On the basis of IQ scores, two groups of students were formed. Equal numbers from each of these two groups were then assigned at random to one of the two programs of instruction. The two programs of instruction were presented to the Ss by means of computer terminals. A posttest was then administered to test the effect of program sequencing on learning facts and skills that were taken directly from the program. Also tested was the effect of program sequencing on the student's ability to use the principles developed in the program to solve problems that are an extension of these principles. There was found to be a significant increase in the program error rate and program completion time for the scrambled sequenced program when compared to the logically sequenced program, implying that the program chosen for the study contained dependency among the frames. The results of the posttest indicated that there was no significant difference between the mean scores of the two groups although in each case the logically sequenced group did achieve a higher mean score. It was also found that there was no significant interaction between sequence of instruction and ability level. Many previous studies in program sequencing have dealt with an older population in comparison to the population chosen for this study. The conclusions from these studies have generally been that sequence of instruction has been overemphasized as a variable for consideration in program construction. While the results of this study indicate that sequence of instruction may be more important for a younger population, some doubt is raised as to the importance of attempting to obtain a carefully sequenced, small error rate program. / Education, Faculty of / Curriculum and Pedagogy (EDCP), Department of / Graduate