published_or_final_version / Education / Master / Master of Philosophy

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A computer program based upon SPS models developed by D'Zurilla and his colleagues was used (D'Zurilla & Goldfried, 1971; D'Zurilla & Nezu, 1982; D'Zurilla, 1986; D'Zurilla & Nezu, 1990). Comparisons of computerized training, computerized control, workbook training and assessment control groups were conducted on four post-intervention dependent measures: a revised version of the Social Problem-Solving Inventory (D'Zurilla & Nezu, 1990), MeansEnds Problem-Solving Procedure (Platt & Spivack, 1975), SPS SelfEfficacy rating and a Computer/Workbook evaluation. The computerized SPS training group rated their training procedure as significantly more acceptable than those in the workbook training group. Analyses of problem-solving ability and knowledge yielded no significant interactions between problem-solving content and computer contact. No main effects were found for computer contact. A main effect for problem-solving content approached significance. Subjects receiving interventions that contained problem-solving content scored higher on SPS knowledge and ability measures than those who did not.Discussion focuses on reasons for and implications of differences between computerized and non-computerized SPS training groups' performance and preferences. / Department of Psychological Science

This thesis describes an automated data acquisition system based on a personal computer that has been modified for use as a scientific instrument in an undergraduate physics laboratory. Two demonstration experiment have been designed to explain how the system functions and how it may be utilized in a laboratory setting.An experiment in optical spectroscopy will allow students to automatically scan the spectra of a light source and collect data concerning wavelength and line intensity. The computer system displays the information in graphical format and saves the data on floppy disks for further analysis.The second experiment studies the heat flow along a cylindrical copper rod. Eight thermocouples, located along the length of the rod, monitor temperature as a function of time. A known heat source is attached to one end of the rod and the other end is maintained at room temperature. Both the transient and stead-state behavior of the temperature distribution is studied. The acquired data is presented graphically and saved on floppy disk for further analysis. These two experiments will be used in the Modern Physics Laboratory course, PHYCS 262. / Department of Physics and Astronomy

Thesis (M.S.)--University of Michigan, 1992.

Thesis (M. Ed.)--University of Hong Kong, 1998. / Includes bibliographical references (leaves 86-96).

Thesis (M.Ed.)--University of Hong Kong, 1998. / Includes bibliographical references (leaves 86-96). Also available in print.

M.Tech. / E-learning is the industry-accepted term for electronic learning. It is the blending of learning and computer technology with facilitator support, to provide education over the Internet. It is fast becoming an accepted means for the acquisition of knowledge in industry and at institutions of higher learning The research undertaken here elaborates, elucidates, and provides a framework for the implementation of e-learning for teaching computer programming. An experimental elearning course was designed, created and then implemented. Forty-eight learners doing the National Diploma Information technology participated in the e-learning exercise. Questionnaires and the analysis of the participant's assessments formed the empirical base of this work. The opinions expressed by the participants in this study testify to a positive experience and a desire to receive more learning in this manner. It emerged from data analysis in the study that less competent learners still prefer classroom led classes where they have direct interaction with the facilitator. The more independent and competent learner enjoyed this type of learning as it gave them more freedom to work independently and to self-pace their studies. This study reveals the complexity of the concept of teaching programming in an elearning environment and certain guidelines need to be followed to ensure the suitability and effectiveness of the implementation of an e-learning course in programming. Learners need to possess certain competencies in computer usage and should demonstrate their ability to .learn independently.

This study analyzes what happened when an innovation that assumed some form of teacher collaboration around computer use with English as a Second Language (ESL) students was implemented. It describes the nature and extent of teacher collaboration found to occur and seeks to account for the patterns that emerged by examining some prevalent structural and cultural features of school life. The particular notion of collaboration considered involves explicit, ongoing discussion and mutual planning. Conditions established for the innovation's implementation revealed the expectation that teachers would coordinate their work around computer use to integrate the language and content learning of ESL students. Observation and teacher interviews indicated that resource and ESL classroom teachers tended to engage in "expert-novice" or "peer" relationships, depending on the extent of their computer knowledge. Generally common to both forms of collaboration around computer use were the following patterns: one-on-one encounters; brief, informal exchanges; short-term planning; implicit roles and expectations; and a focus on computer-related concerns. An analysis of these patterns suggests that the school's organization of physical space, time, and authority, as well as teacher norms of individualism and noninteraction, their classroom-centered focus and adherence to a practicality ethic, may have served to shape the emergent forms of teacher collaboration. / Education, Faculty of / Curriculum and Pedagogy (EDCP), Department of / Graduate

Task-based Language Teaching is the process of experiential learning. Learners’ active involvement is central to this approach, i.e. Learning by Doing (Nunan, 2004). Technology is able to provide individual remedial/tutorial assistance, allow differentiation, offer enriched content, enhance motivation and encourage involvement (Branden, 2006). With technology, students can enjoy more self-learning chances for improving language skills. The implementation of Task-based Language Teaching and Technology Infusion approaches will more effectively deliver second/foreign language lessons. Technology brings affordances to TBLT, but also brings over challenges as well. Research studies on wiki-based collaborative writings have reported problems like students lacking relevant skills and failing to focus on form, which suggests the importance of adding scaffolding strategies. This dissertation will examine and compare the effect of scaffolding approaches for Taskbased Language Teaching procedures in Wikispaces Collaborative Writing. Both treatment and control group students are given pre-task, three wiki-collaborative writing tasks and post task. The researcher will concentrate on the study of how does Technology enhance the Taskbased Language Teaching (TBLT)? How to best implement both Task-based Language Teaching (TBLT) and Technology Integration/Infusion with different scaffolding approach, in order to motivate students’ learning interest, enhance “Second Language Acquisition” (SLA), and improve collaborative writing strategies/ skills. Furthermore, whether the scaffolding approaches will contribute to positive difference on learners’ fluency, accuracy and complexity by means of these collaborative writing tasks will be also examined. / published_or_final_version / Education / Master / Master of Education