Thesis (M.F.A.) -- Ohio State University, 2005. / Includes bibliographical references (leaves 89-90). Available online via OhioLINK's ETD Center

Thesis (M.S.C.I.T.)--Regis University, Denver, Colo., 2006. / Title from PDF title page (viewed on May 25, 2007). Includes bibliographical references.

Thesis (Ph. D.)--University of Hawaii at Manoa, 1994. / Includes bibliographical references (leaves 211-220). / Microfiche. / xvi, 220 leaves, bound ill. 29 cm

by Ng Wai-fan. / Thesis (M.Sc.)--Chinese University of Hong Kong, 1994. / Includes bibliographical references (leaves 54-56). / Table of content / Abstract --- p.A.1 / Acknowledgment --- p.A.2 / Chapter Chapter 1 --- Introduction / Chapter 1.1 --- Initiatives and Methodology --- p.1 / Chapter 1.3 --- Overview of the thesis --- p.1 / Chapter Chapter 2 --- Study on Electronic Mail Systems / Chapter 2.1 --- Overview --- p.3 / Chapter 2.2 --- Message structure --- p.6 / Chapter 2.3 --- Communication interface --- p.6 / Chapter 2.4 --- User interfaces --- p.10 / Chapter 2.5 --- Mail applications --- p.10 / Chapter 2.6 --- System security --- p.11 / Chapter 2.7 --- Facilities provided in the systems --- p.12 / Chapter 2.8 --- Enhancement in electronic mail system --- p.14 / Chapter 2.9 --- Electronic mail and groupware system --- p.16 / Chapter Chapter 3 --- Discussions on electronic meetings / Chapter 3.1 --- Meetings --- p.21 / Chapter 3.2 --- Meeting systems --- p.24 / Chapter 3.3 --- Theoretical analysis of group meeting systems --- p.27 / Chapter 3.4 --- Asynchronous meetings --- p.28 / Chapter 3.5 --- Who are the users? --- p.29 / Chapter 3.6 --- Asynchronous meeting system --- p.29 / Chapter Chapter 4 --- Asynchronous Meeting System Prototype Design / Chapter 4.1 --- Objectives --- p.31 / Chapter 4.2 --- Meeting system design --- p.31 / Chapter 4.3 --- System flow --- p.34 / Chapter 4.4 --- System implementation issues --- p.45 / Chapter 4.5 --- Implementation Results --- p.47 / Chapter Chapter 5 --- Conclusion / Chapter 5.1 --- Contribution of our work --- p.49 / Chapter 5.2 --- Merits of the Asynchronous Meeting System --- p.50 / Chapter 5.3 --- User Acceptance --- p.51 / Chapter 5.4 --- Suggested future implementation --- p.51 / References --- p.54

No description available.

Thesis (M.A.)--University of Toronto, 2005.

Asynchronous online discussions have the potential to improve learning in universities. This thesis reports an investigation into the ways in which undergraduates learned in online discussions when they were included within their face-to-face courses. Taking a student perspective, four case studies describe and explain the approaches to learning that were used by business undergraduates in online discussions, and examine the influence of the computer-mediated conferencing (CMC) medium and curriculum design on student learning. The investigation took a qualitative approach where case studies were developed from multiple data sources. In each of the cases, a description of the setting of the online discussions introduced the learning environment. Further details of student learning behaviours in the online discussions were provided by an analysis of the systems data and a content analysis of the online discussion transcripts. In depth interpretation of interview data added student perspectives on the impact of CMC characteristics, the curriculum or learning design and the relationship between the online discussions and face-to-face classes. A comparative cross case analysis of the findings of the four cases identified and discussed general themes and broad principles arising from the cases. The campus-based students acknowledged that online discussions helped them to learn and their message postings evidenced deep approaches to learning. The students recognised the value for learning of the text based nature of the CMC environment but peer interaction was more difficult to achieve. Asynchronicity created time flexibility and time for reflection but it also presented time management problems for many undergraduates. Assessment was the most influential aspect of the curriculum design. The cases also identified the importance of a dialogical activity and the absence of the teacher from the online discussions was not problematic. The research identified new perspectives on the relationship between online discussions and face-to-face classes. Students regarded these two media as complementary rather than oppositional and affirmed the importance of pedagogic connections between them. A teaching and learning framework for online discussions was developed from these perspectives. The significance of this study lies in improved knowledge of student learning processes in online discussions in blended learning environments. The cases indicated the potential value of the CMC environment for constructivist philosophies and affirm the significant role of curriculum design with new technologies. Findings relating to the complementary nature of online and face to face discussions provided a platform for building a teaching and learning framework for blended environments which can be used to inform and improve pedagogical design, teacher expertise and student learning outcomes in asynchronous online discussions.

Thesis (M.Ed.)--Memorial University of Newfoundland, 2000. / Restricted until November 2001. Bibliography: leaves 101-110.

Thesis (M.S.)--University of Florida, 2002. / Title from title page of source document. Includes vita. Includes bibliographical references.

Thesis (Ed. D.)--University of Toronto, 2004. / Adviser: Ruth Childs.