Thesis (Ph.D.)--Bowling Green State University, 2008. / Document formatted into pages; contains ix, 168 p. Includes bibliographical references.

This thesis reports the outcomes of an investigation into students’ experience of Problem-based learning (PBL) in virtual space. PBL is increasingly being used in many fields including engineering education. At the same time many engineering education providers are turning to online distance education. Unfortunately there is a dearth of research into what constitutes an effective learning experience for adult learners who undertake PBL instruction through online distance education. Research was therefore focussed on discovering the qualitatively different ways that students experience PBL in virtual space. Data was collected in an electronic environment from a course, which adopted the PBL strategy and was delivered entirely in virtual space. Students in this course were asked to respond to open-ended questions designed to elicit their learning experience in the course. Data was analysed using the phenomenographical approach. This interpretative research method concentrated on mapping the qualitative differences in students’ interpretations of their experience in the course. Five qualitatively different ways of experiencing were discovered: Conception 1: ‘A necessary evil for program progression’; Conception 2: ‘Developing skills to understand, evaluate, and solve technical Engineering and Surveying problems’; Conception 3: ‘Developing skills to work effectively in teams in virtual space’; Conception 4: ‘A unique approach to learning how to learn’; Conception 5: ‘Enhancing personal growth’. Each conception reveals variation in how students attend to learning by PBL in virtual space. Results indicate that the design of students’ online learning experience was responsible for making students aware of deeper ways of experiencing PBL in virtual space. Results also suggest that the quality and quantity of interaction with the team facilitator may have a significant impact on the student experience in virtual PBL courses. The outcomes imply pedagogical strategies can be devised for shifting students’ focus as they engage in the virtual PBL experience to effectively manage the student learning experience and thereby ensure that they gain maximum benefit. The results from this research hold important ramifications for graduates with respect to their ease of transition into professional work as well as their later professional competence in terms of problem solving, ability to transfer basic knowledge to real-life engineering scenarios, ability to adapt to changes and apply knowledge in unusual situations, ability to think critically and creatively, and a commitment to continuous life-long learning and self-improvement.

Orientador: Maria Lucia Lorenzetti Wodewotzki / Banca: Ole Skovsmose / Banca: Denise Helena Lombardo Ferreira / Resumo: Este trabalho discorre sobre uma experiência com alunos de uma disciplina de Estatística para Administração. Com os quais realizamos, extraclasse, trabalhos via Modelagem Matemática a distância: um ambiente virtual de aprendizagem, onde os alunos foram convidados a investigar a realidade por meio da Estatística. Deste ambiente emergiu o termo ciberespaço de interação: todo encontro online com o objetivo de discutir e encaminhar atividades de Modelagem. Nesta pesquisa, o objetivo principal foi utilizar o ambiente de Modelagem Matemática a distância na tentativa de criar condições para estes alunos desenvolverem uma Educação Estatística Crítica (EEC). Nesta linha, a Modelagem além de envolver investigações da realidade, trata-se de um ambiente onde os alunos ganham um amplo espaço para discussões, o que nos proporcionou identificar uma forma de desencadear reflexões: a partir das discussões que surgiram nos ciberespaços de interação. Sendo assim, estudamos a natureza das discussões e as categorizamos da seguinte maneira: Discussões Matemáticas, Discussões Reflexivas, Discussões Técnicas; Discussões Paralelas; e as novas ramificações identificadas nesta pesquisa: Discussões Paralelas Matemáticas, Discussões Paralelas Reflexivas, Discussões Paralelas Técnicas e Outras Discussões Paralelas. Diante disto, observamos que as Discussões Reflexivas e as Discussões Paralelas Reflexivas, são as que mais colaboram para o desenvolvimento de uma EEC / Abstract: This paper discusses an experience with students of the discipline of Statistics Administration. With which we performed, extracurricular, work via Mathematical Modeling in the distance: a virtual learning environment where students were invited to explore reality through the Mathematics and / or Statistics. From this environment emerged the term cyberspace interaction: every encounter online in order to discuss and forward modeling activities. In this research, the main objective was to use the environment for Mathematical Modeling at a distance in an attempt to create conditions for these students develop a Critical Education Statistics (CES). In this line, besides involving modeling investigations of reality, this is an environment where students gain a wide space for discussion, which provided us identify ways to stimulate reflections: from the discussions that have emerged in cyberspace interaction. Therefore, we studied the nature of the discussions and categorized as follows: Mathematical Discussion, Reflective Discussion, Technical Discussion, Discussion Parallels, and new branches identified in this research: Discussion Parallel Mathematics, Parallel Reflective Discussion, Discussion Technical Parallel and Other Discussion Parallel . It gave this classification and analysis on them, we see the Discussion Reflective and Reflective Discussion Parallels, are the most contribute to the development of a CES / Mestre

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This research study focused on middle school teacher perceptions and experiences regarding how education leaders supported them in the transition to online teaching during a global pandemic. The research question was how did education leaders support middle school teachers to effectively teach English, mathematics, science, and social students online during the pandemic. A survey was sent to 90 middle school teachers who taught English, mathematics, science, or social studies in an online learning modality during the Covid-19 pandemic. Fourteen teachers completed the survey and from the survey respondents 6 teachers participated in a 1:1 virtual interview. A data analysis was process was used to analyze the teacher participants' survey and interview responses regarding how education leaders supported them in the transition to online teaching during the pandemic. The survey results showed 73% of the teachers perceived the principal was supportive in the transition while 80% of teachers perceived the grade-level administrators were supportive. In the interview analysis 100% of the teachers believed leaders were supportive. For professional development received, 60% of teachers surveyed and 83% of the interviewees felt they received enough professional development. Teachers expressed the need for additional professional development in the interviews which was 83% while only 60% of teachers surveyed wanted the additional training. Teachers were asked if leadership effectively supported them in teaching online. Eighty percent of teachers surveyed perceived the support provided by leaders was effective for teaching online. Of the interviewees, 100% felt the principal support was effective and 83% felt the grade-level administrator support was effective. Findings suggest that listening to teachers' issues, concerns, and suggestions, being positive, supportive, assisting in parent communication, monitoring poor student attendance, and providing professional development for online teaching were critical for teachers' effectiveness in the transition to online teaching. The findings of this study provided for a better understanding of how education leaders supported teachers during a global crisis. The information obtained can provide a significant contribution for education leaders and teachers in the development of virtual course curriculum and instructional strategies in the K-12 online learning modality. / Doctor of Education / This study investigated the middle school teachers' perceptions and experiences regarding how education leaders provided support to them in the transition to online teaching during a global pandemic Supporting research on education leadership support, teacher perceptions, online teaching, and Covid-19 is included. The researcher conducted this study to determine how the education leaders supported teachers during the transition to effectively teach online. The research question was how did education leaders support middle school teachers to effectively teach English, mathematics, science, and social students online during the pandemic? A survey was sent to 90 middle school teachers who taught English, mathematics, science, or social studies in an online learning modality during the pandemic. Fourteen teachers completed the survey and from the survey respondents 6 teachers participated in a 1:1 virtual interview. A data analysis was process was used to analyze the teacher participants' survey and interview responses regarding how education leaders supported them in the transition to online teaching during the pandemic. Findings suggest that listening to teachers' issues, concerns and suggestions, being positive and supportive, assisting in parent communication, monitoring poor student attendance, and providing teacher professional development for online teaching were critical for teachers to be effective in the transition to online teaching.

The main aim of this study is to examine participants&rsquo / satisfaction with online Information Technologies Certificate Program (ITCP) which is based on synchronous and asynchronous communication methods over Internet offered by cooperation of Computer Engineering Department and Continuing Education Center at Middle East Technical University. There are three main purposes under the main aim. These purposes are to describe the strength and direction of relationship between participants&rsquo / perceptions of online technologies self-efficacy, online learning readiness, locus of control, prior knowledge, and participants&rsquo / satisfaction / to analyze contributing factors of participants&rsquo / satisfaction based on semester 1, 2, 3 and 4 in the online ITCP / and to investigate instructors&rsquo / and participants&rsquo / views about satisfaction in online ITCP. The sample includes 62 participants who enrolled and 8 instructors who offered courses in this online program in 2004-2005. A combination of quantitative and qualitative data collection methods are used in this study. The results of the study demonstrate that participants&rsquo / initial perception of online learning readiness is only a variable that correlate statistically significant with participants&rsquo / satisfaction. Although participants&rsquo / overall satisfaction is generally positive, it decreases over the semesters of the program. Participants are satisfied with learner-instructor interaction and institutional support in the program. However, participants&rsquo / satisfaction level is low for interaction among participants. Also, participants&rsquo / satisfaction about course structure and flexibility decrease over the semesters in the program. Moreover, the findings of semi-structured interviews with participants and instructors and chat session and discussion list transcripts reveal complementary results to the statistical analyses.

The main aim of this study is to examine participants&rsquo / satisfaction with online Information Technologies Certificate Program (ITCP) which is based on synchronous and asynchronous communication methods over Internet offered by cooperation of Computer Engineering Department and Continuing Education Center at Middle East Technical University. There are three main purposes under the main aim. These purposes are to describe the strength and direction of relationship between participants&rsquo / perceptions of online technologies self-efficacy, online learning readiness, locus of control, prior knowledge, and participants&rsquo / satisfaction / to analyze contributing factors of participants&rsquo / satisfaction based on semester 1, 2, 3 and 4 in the online ITCP / and to investigate instructors&rsquo / and participants&rsquo / views about satisfaction in online ITCP. The sample includes 62 participants who enrolled and 8 instructors who offered courses in this online program in 2004-2005. A combination of quantitative and qualitative data collection methods are used in this study. The results of the study demonstrate that participants&rsquo / initial perception of online learning readiness is only a variable that correlate statistically significant with participants&rsquo / satisfaction. Although participants&rsquo / overall satisfaction is generally positive, it decreases over the semesters of the program. Participants are satisfied with learner-instructor interaction and institutional support in the program. However, participants&rsquo / satisfaction level is low for interaction among participants. Also, participants&rsquo / satisfaction about course structure and flexibility decrease over the semesters in the program. Moreover, the findings of semi-structured interviews with participants and instructors and chat session and discussion list transcripts reveal complementary results to the statistical analyses.

Made available in DSpace on 2014-06-11T19:24:54Z (GMT). No. of bitstreams: 0 Previous issue date: 2010-12-21Bitstream added on 2014-06-13T19:52:45Z : No. of bitstreams: 1 sampaio_lo_me_rcla.pdf: 533743 bytes, checksum: 1f78f7619ff737c7a562c7e85ab08f79 (MD5) / Este trabalho discorre sobre uma experiência com alunos de uma disciplina de Estatística para Administração. Com os quais realizamos, extraclasse, trabalhos via Modelagem Matemática a distância: um ambiente virtual de aprendizagem, onde os alunos foram convidados a investigar a realidade por meio da Estatística. Deste ambiente emergiu o termo ciberespaço de interação: todo encontro online com o objetivo de discutir e encaminhar atividades de Modelagem. Nesta pesquisa, o objetivo principal foi utilizar o ambiente de Modelagem Matemática a distância na tentativa de criar condições para estes alunos desenvolverem uma Educação Estatística Crítica (EEC). Nesta linha, a Modelagem além de envolver investigações da realidade, trata-se de um ambiente onde os alunos ganham um amplo espaço para discussões, o que nos proporcionou identificar uma forma de desencadear reflexões: a partir das discussões que surgiram nos ciberespaços de interação. Sendo assim, estudamos a natureza das discussões e as categorizamos da seguinte maneira: Discussões Matemáticas, Discussões Reflexivas, Discussões Técnicas; Discussões Paralelas; e as novas ramificações identificadas nesta pesquisa: Discussões Paralelas Matemáticas, Discussões Paralelas Reflexivas, Discussões Paralelas Técnicas e Outras Discussões Paralelas. Diante disto, observamos que as Discussões Reflexivas e as Discussões Paralelas Reflexivas, são as que mais colaboram para o desenvolvimento de uma EEC / This paper discusses an experience with students of the discipline of Statistics Administration. With which we performed, extracurricular, work via Mathematical Modeling in the distance: a virtual learning environment where students were invited to explore reality through the Mathematics and / or Statistics. From this environment emerged the term cyberspace interaction: every encounter online in order to discuss and forward modeling activities. In this research, the main objective was to use the environment for Mathematical Modeling at a distance in an attempt to create conditions for these students develop a Critical Education Statistics (CES). In this line, besides involving modeling investigations of reality, this is an environment where students gain a wide space for discussion, which provided us identify ways to stimulate reflections: from the discussions that have emerged in cyberspace interaction. Therefore, we studied the nature of the discussions and categorized as follows: Mathematical Discussion, Reflective Discussion, Technical Discussion, Discussion Parallels, and new branches identified in this research: Discussion Parallel Mathematics, Parallel Reflective Discussion, Discussion Technical Parallel and Other Discussion Parallel . It gave this classification and analysis on them, we see the Discussion Reflective and Reflective Discussion Parallels, are the most contribute to the development of a CES

Este estudo tem por objetivo analisar as relações de construção e contribuição entre a Metodologia da Autoavaliação Institucional -- MAAI e a Gestão Pedagógica de Projetos em Educação a Distância -- EAD. A MAAI pode ser definida como um conjunto de procedimentos sistematizados, voltados à análise e desenvolvimento dos componentes, agentes e processos que constituem a gestão pedagógica de projetos na EAD. Para entendimento teórico, a presente pesquisa investiga conceitos, origem e história da Avaliação Institucional, com foco nas IES brasileiras e na regulação da modalidade EAD. Também revisa fundamentos que identifiquem a complexidade da gestão pedagógica da educação on-line e a importância de concebermos um instrumento com foco no aperfeiçoamento contínuo de elementos da didática da aprendizagem. A sequência da pesquisa descreve a MAAI como é proposta, relata sua origem e evolução, apresenta as suas etapas, os processos e enumera os resultados obtidos com o uso sistemático da MAAI nos cursos de graduação na UnisulVirtual, campus virtual da Universidade do Sul de Santa Catarina. A análise toma como objeto de estudo, mais especificamente, a aplicação da MAAI no Curso de Graduação a Distância em Administração. A finalidade é criar oportunidade para observar o uso da MAAI, avaliar o seu potencial como instrumento de aperfeiçoamento contínuo e inovação da gestão pedagógica de projetos em EAD, reconhecer dificuldades e sucessos. A análise tem como proposta ampliar a compreensão sobre o uso dessa metodologia na gestão pedagógica de projetos em EAD e indicar caminhos para a evolução de instrumentos de avaliação e de gestão de cursos on-line. O referencial teórico-metodológico adotado é o da pesquisa qualitativa baseada nos pressupostos da análise de conteúdos e do método crítico-dialético. / This study aims to analyze the building and contribution relationships between the Institutional Self Evaluation Methodology (MAAI) and the Educational Management of Projects in Distance Education (DE). MAAI can be defined as a set of systematic procedures used to analyze and develop components, agents and processes that constitute the education management of projects in DE. The theoretical background comprises concepts, the origin and the history of Institutional Evaluation with an emphasis on Brazilian Higher Education Institutions (IES) and on the regulation of the DE modality. It also reviews fundaments, which identify the complexity of educational management of online education, as well as the importance in conceiving an instrument focused on the continuous enhancement of elements of didactics and learning. The sequence used in this research describes the MAAI as it has been proposed, reports its origin and evolution, presents its stages and processes and lists the results obtained through its systematic use in undergraduate courses of UnisulVirtual, virtual campus of the University of the South of Santa Catarina (UNISUL). The analysis takes into consideration, as its object of study, more specifically, the application of MAAI in the Distance Learning Undergraduate Management Course. The purpose of this research is the creation of an opportunity to observe the use of MAAI, as well as to evaluate its potential as a tool for continuous improvement and innovation in the education management of projects in DE, recognizing the difficulties and successes that can be found with the use of this methodology. The purpose of the analysis is to increase the comprehension related to the use of this methodology in education management in DE and indicate paths for the development of evaluation tools and management of online courses. The theoretical and methodological framework adopted in the study is the qualitative research based upon assumptions of content analysis and the criticaldialectic method.

The purpose of this study was to explore the factors that contribute to online collaboration in a web-based course by investigating the impact and the potential of an online learning environment in terms of both the students&#039 / and instructor&rsquo / s perceptions about learner benefits, learner support, motivation, computer mediated communication, and group work. A mixed methods case study design was thought to be appropriate to match the purpose of the study, thus a combination of components normally found in descriptive, case study and qualitative research was used to analyze the data. The study was conducted in the context of &ldquo / CSIT444-Online Web Design&rdquo / , an online course offered by the Institute of Distance Education of East Mediterranean University (EMU) in Turkish Republic of Northern Cyprus. This course was designed and developed by the instructor working at the Department of Computer Education and Instructional Technology of the Middle East Technical University located in Ankara and carrying out the classes for this course as online for the students at EMU. The participants were the instructor and 209 vocational education last year students, who participated in the course for three successive semesters, at the School of Computing &amp / Technology. In order to explore the perceptions of the students, they were asked to complete a questionnaire at the end of the each semester. Of the 209 participants 175 students ranked their agreement on each twenty eight five-point Likert-type item and 129 of them wrote also their comments about their online learning experience by answering the open-ended item in the questionnaire. Several interviews were conducted with the instructor using the informal conversational interview approach to explore his perceptions through his reflections on his online teaching experience in the web-based course. The perceptual student responses from the questionnaire were analyzed quantitatively. The responses to the open-ended item in the questionnaire and informal interviews were evaluated qualitatively to find out the emerging themes. In addition, the online learning environment offered in the web-based course was examined by using the instructional design framework. This study concluded that both the students and the instructor perceived the online collaborative learning/ experience positively by reporting that it was a beneficial and motivating experience with the availability of group work, CMC, and adequate support structure. Several specific factors that contributed to collaboration via CMC in the web-based course were identified under seven major topics. By considering these factors, it is hoped that the results will yield better solutions in terms of providing meaningful online learning experiences.