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  • About
  • The Global ETD Search service is a free service for researchers to find electronic theses and dissertations. This service is provided by the Networked Digital Library of Theses and Dissertations.
    Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
121

What's in a name? students' use of anonymity within next-generation classroom networks /

Davis, Sarah Margaret, January 1900 (has links) (PDF)
Thesis (Ph. D.)--University of Texas at Austin, 2005. / Vita. Includes bibliographical references.
122

Identifying a leverage point to improve business performance through eLearning a case study in a financial institution /

Korpel, Isabeau Richard. January 2004 (has links)
Thesis (D.Phil.)-University of Pretoria, 2004. / Includes bibliographical references. Available on the Internet via the World Wide Web.
123

The nature of cognitive tool use in a hypermedia learning environment

Bera, Stephan John, Svinicki, Marilla D., Liu, Min, January 2004 (has links) (PDF)
Thesis (Ph. D.)--University of Texas at Austin, 2004. / Supervisors: Marilla Svinicki and Min Liu. Vita. Includes bibliographical references.
124

Effective strategies for instructing online courses

January 2006 (has links) (PDF)
Thesis (M.Ed.)--Regis University, Denver, Colo., 2006. / Title from PDF title page (viewed on Nov. 20, 2006). Includes bibliographical references.
125

Technology integration in smart classrooms at the university level a multiple-case study of lower division graduate student Spanish instructors /

Lazo-Wilson, Vanessa G., January 1900 (has links)
Thesis (Ph. D.)--University of Texas at Austin, 2007. / Vita. Includes bibliographical references.
126

A computer-based training course for assessing material safety data sheet comprehension /

Moore, Albert W. January 1994 (has links)
Thesis (M.S.)--Virginia Polytechnic Institute and State University, 1994. / Vita. Abstract. Includes bibliographical references (leaves 39-41). Also available via the Internet.
127

Online pedagogy : the pedagogical variation model for asynchronous online teaching

Rogers, Susy January 2013 (has links)
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.
128

An expert writing model for story composition

Gardner, Michael Robert January 1991 (has links)
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.
129

Study of program sequencing in computer- assisted instruction

Struthers, Telford January 1971 (has links)
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
130

A computerized system for instruction in food selection practice

Prince, Peter Robert January 1979 (has links)
This thesis has developed arprototypical system which provides information on dietary practices for those individuals interested in applying nutritional principles to their eating habits. The system has the potential to provide information which both accurately reflects nutritional guidelines and facilitates adoption of recommendations, by providing a self-explanatory statement of foods to consume and by limiting suggested changes in present food pattern. The prototypical computerized system developed has two major functions: (i), diet-assessment to appraise the acceptability of individual's dietary practices; and (ii), diet-planning to recommend modifications in the diets of those individuals not meeting specified limits. The focus of the system is a constrained-optimization algorithm that generates a revised food plan which both satisfies nutrient constraints, and minimizes the deviation of food items rand item groups from the original amount consumed by the client. Testing has been restricted to a descriptive evaluation of some of the algorithm's characteristics -- specifically, the design assumptions which define the acceptability of deviating from an original inventory, and the revised diets developed when these assumptions are modified. The results illustrate that altering these design assumptions produces marked variations in the revised diets with respect to observed parameters. Further modifications in the algorithm have been suggested. The explorative evaluation provides a foundation for more systematic evaluation of the validity of the algorithm. Recommendations for facilitating the further development and testing of the system are outlined. This thesis has shown that mathematical modeling provides an effective means of collating the vast amount of data required to develop cogent dietary recommendations which are nutritionally accurate, straightforward, and acceptable to the client. / Land and Food Systems, Faculty of / Graduate

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