Thesis--PlanB (M.S.)--University of Wisconsin--Stout, 2003. / Field problem. Includes bibliographical references.

Thesis (Ed. D.)--Marshall University, 2003. / Title from document title page. Document formatted into pages; contains p. vii, 120 p. Includes abstract. Includes bibliographical references (p. 98-108).

The goal of this study is to present the empirical results of a design experiment that validates the Integrated Learning Model (ILM). The study also explores the contribution of multiple Web-tools that facilitate specific learning outcomes. / Using a multiple paradigmatic approach that blends the best of both cognitive and situative perspectives in an open-learning constructivist environment, three broad constructs were used to identify variables that influence learning. These constructs include (1) knowledge acquisition strategies ; (2) cognitive tools that support practice and (3) assessment components that capture artifacts of learning. / In addition, the ILM uses expertise, pedagogical content knowledge and self-regulation as principles that anchor instructional designs. While these principles have traditionally been operationalized separately in classroom settings, they have not been implemented simultaneously to constitute the core elements of an open-learning model. The ILM represents such a synthesis. / Data were collected from 338 students using various tools online, as well as from four surveys administered throughout the semester. Sixty percent of the participants were male with an average age of 21 years. They spent approximately six hours per week on the course. Print material, interactive practice tests and online information were the most frequently used tools. Other tools such as videos and communication software were also positively rated. The majority preferred a mixture of discovery learning and guided instruction. From the fifteen online items, three extracted factors explained 69% of the total variance and loadings were above the 0.7 threshold. These factors correspond to the three broad constructs identified above. Given these dimensions and the latent construct (learning), Structural Equation Modeling techniques were applied to confirm the ILM. / The ELM is introduced to encourage designers of Web-based instruction to engineer appropriate knowledge acquisition strategies and to practice opportunities and appropriate assessment methods that are theoretically driven and constructively aligned in an open learning environment. Such Web-designs open new doors to faculty, administrators, employers, and learners. They help to explain why participants learn meaningfully and what might enable them to create knowledge.

Distance education in South Africa is rapidly becoming a highly favoured mode of teaching and learning with its potential to reach great numbers of previously disadvantaged learners. The enthusiasm with which it is embraced is underscored by the proliferation of organizations offering distance education courses, particularly within the field of teacher education. The 1995 South African Institute of Distance Education (SAIDE) audit of teacher education has revealed serious shortcomings of the distance education sector, particularly with regard to the poor provision of learner support. Even in Colleges of Education which received relatively favourable evaluations, the provision of student support is not strongly grounded in theory, nor are there clear models of effective contact. The literature on distance education reflects divided opinions on student support, particularly where face-to-face contact is concerned. The literature also focuses largely on perspectives of teaching and learning that reflect the views of teachers and course designers. There appears to be very little emphasis on finding out what students' perceptions are or what they might mean for the development of effective student support systems. What students believe to be the reality of their learning experience is most certainly influenced by the perceptions they hold. This study attempts to analyze and interpret student perceptions about the contact component of a newly developed further diploma in educational administration and management at the Natal College of Education, Pietermaritzburg. Data from focus group discussions and a follow-up questionnaire showed that students' perceptions about the value they attach to contact time, and the functions they believe it should serve, differ from the original intentions of the course designers. Students show relatively weak independent learning skills and strong dependence on group activities, both of which have negative implications for the effective use of distance learning materials such as interactive study guides. There are indications that a superficial evaluation of contact time might suggest that students and lecturers have similar perceptions about the value and functions associated with it, however, the interpretation of data reveals more differences than are first apparent. This points to the danger of course designers making assumptions about student perceptions which have not been tested. / Thesis (M.Ed.) - University of Natal, Pietermaritzburg, 1997.

This thesis describes a well-defined sequential program of education projects in the area of online nurse and health sciences education culminating in a model for online nurse education based on the concept of a shared database. The combination of published papers, theoretical chapters and a web-site are used to address fundamental issues relating to nurse education, research and practice in the context of current and future technological environments. In this way the thesis moves the discussion of online nurse education beyond the constraints of conventional institutional boundaries by exploring the application of evidence based practice to the development of nursing knowledge and education in a global context. / Nurse educators are facing a range of difficult challenges in the 21st century in an environment of rapid change in society, information technology and nursing practice. Nurse educators are confronted with the need to develop the clinical competence of graduates within the constraints of limited clinical and financial resources. In addition, educators need to adapt their teaching to deal with increasingly specialised content for a wide range of diverse professional occupations all broadly categorised as nursing. Furthermore, educators need to adapt to a rapidly changing practice environment where the practice may be outdated within five years. The thesis addresses this dilemma by carefully examining pathways of information supply via the Internet and proposing processes for the organisation and review of information using an evidence based practice framework. The thesis specifically addresses the limitations of the Internet, such as the varied quality and organisation of content, by proposing strategies for online content development. Such developments are framed in an international context addressing issues such as cross national and cross cultural information exchange. By using Internet communication to link research, education and practice, this thesis proposes that online nurse education be developed in a manner able to capture able to capture the benefits of future technological environments. / This thesis describes a model for online nurse education which is not prescriptive, but rather provides a range of strategies and initiatives able to be adapted to suit varied educational contexts, student learning requirements and future change. In this way, the author acknowledges the varied, fluid and evolving nature of online nurse education. Furthermore, this thesis examines the research, education and practice interface, proposing the use of Internet communication to fundamentally change the development, documentation and exchange of nursing knowledge. / The model described in this thesis addresses online nurse education form a global and national, rather than local perspective providing contrast to current online nurse education developments. While this thesis provides valuable direction for the future development of online nurse education, there are also major implications for other health professions, nursing practice and nursing research. / Thesis (PhDNursing)--University of South Australia, 2002.

Thesis (MEd (Distance Education)) -- University of South Australia, 1994

Thesis (MDistance Ed) -- University of South Australia, 1992

Thesis (MEd (Distance Education)) -- University of South Australia, 1994

This thesis describes a well-defined sequential program of education projects in the area of online nurse and health sciences education culminating in a model for online nurse education based on the concept of a shared database. The combination of published papers, theoretical chapters and a web-site are used to address fundamental issues relating to nurse education, research and practice in the context of current and future technological environments. In this way the thesis moves the discussion of online nurse education beyond the constraints of conventional institutional boundaries by exploring the application of evidence based practice to the development of nursing knowledge and education in a global context. / Nurse educators are facing a range of difficult challenges in the 21st century in an environment of rapid change in society, information technology and nursing practice. Nurse educators are confronted with the need to develop the clinical competence of graduates within the constraints of limited clinical and financial resources. In addition, educators need to adapt their teaching to deal with increasingly specialised content for a wide range of diverse professional occupations all broadly categorised as nursing. Furthermore, educators need to adapt to a rapidly changing practice environment where the practice may be outdated within five years. The thesis addresses this dilemma by carefully examining pathways of information supply via the Internet and proposing processes for the organisation and review of information using an evidence based practice framework. The thesis specifically addresses the limitations of the Internet, such as the varied quality and organisation of content, by proposing strategies for online content development. Such developments are framed in an international context addressing issues such as cross national and cross cultural information exchange. By using Internet communication to link research, education and practice, this thesis proposes that online nurse education be developed in a manner able to capture able to capture the benefits of future technological environments. / This thesis describes a model for online nurse education which is not prescriptive, but rather provides a range of strategies and initiatives able to be adapted to suit varied educational contexts, student learning requirements and future change. In this way, the author acknowledges the varied, fluid and evolving nature of online nurse education. Furthermore, this thesis examines the research, education and practice interface, proposing the use of Internet communication to fundamentally change the development, documentation and exchange of nursing knowledge. / The model described in this thesis addresses online nurse education form a global and national, rather than local perspective providing contrast to current online nurse education developments. While this thesis provides valuable direction for the future development of online nurse education, there are also major implications for other health professions, nursing practice and nursing research. / Thesis (PhDNursing)--University of South Australia, 2002.

Specialist degree in education, Eastern Illinois University, 1988. / Includes bibliographical references (leaves 68-73).