CoordenaÃÃo de AperfeiÃoamento de Pessoal de NÃvel Superior / Esse trabalho teve por objetivo, investigar se, e de que maneira, o conhecimento metalinguÃstico do sistema fonolÃgico da LI influi no nÃvel de acurÃcia da produÃÃo dos sons vocÃlicos de professores de inglÃs em formaÃÃo e como este conhecimento lhes possibilita a melhor monitorar sua pronÃncia. Mais especificamente, buscÃvamos: identificar os problemas de produÃÃo dos sons vocÃlicos do inglÃs apresentados por aprendizes dessa lÃngua; investigar o nÃvel de percepÃÃo dos professores de inglÃs em formaÃÃo acerca de seus problemas na produÃÃo dos sons vocÃlicos da LI; analisar se, à medida que os professores em formaÃÃo adquirem conhecimento metalinguÃstico sobre o sistema fonolÃgico da LI durante a disciplina Fonologia da LÃngua Inglesa, passaram a identificar com mais precisÃo seus problemas/dificuldades de pronÃncia dos fonemas vocÃlicos; e, finalmente, analisar se, e de que forma, a aprendizagem metalinguÃstica do sistema fonolÃgico da LI auxiliaria esses professores em formaÃÃo a monitorar sua pronÃncia, tanto em atividades controladas durante a disciplina de Fonologia Segmental da LÃngua Inglesa (foco na produÃÃo dos sons) como em atividades mais livres em disciplinas subsequentes (foco na produÃÃo de mensagem), principalmente apÃs decorrido um certo espaÃo de tempo entre a instruÃÃo explÃcita e a atividade de produÃÃo espontÃnea. Como base teÃrica para tais objetivos, usamos o modelo de processamento da informaÃÃo de Barry McLaughlin (1983), o modelo de aprendizagem da fala (FLEGE, 1995) e o modelo de assimilaÃÃo perceptual (BEST, 1995), a teoria do monitor de Krashen (1972), alÃm de tentarmos relacionar esses conceitos aplicados ao EAD. Para alcance dos objetivos mencionados, coletamos e analisamos atividades de portfÃlio gravadas por 29 (vinte e nove) professores em formaÃÃo do curso semipresencial de Letras/InglÃs da UFC/UAB, durante as disciplinas de Fonologia Segmental da LI, com foco na produÃÃo de sons, e LÃngua Inglesa V-A: CompreensÃo e ProduÃÃo Oral, com foco na produÃÃo de mensagem. Nossos resultados foram os seguintes: os problemas mais recorrentes em relaÃÃo à produÃÃo oral dos sons vocÃlicos pelos professores em formaÃÃo se referem à substituiÃÃo imprÃpria de sons, seja pela nÃo percepÃÃo de certos sons da LI que nÃo existem no PB, seja pela influÃncia grafo-fonÃmica das palavras na pronÃncia dos aprendizes; quanto ao nÃvel de percepÃÃo dos aprendizes em relaÃÃo aos seus problemas de pronÃncia, podemos dizer que muitos desvios de produÃÃo oral foram percebidos e corrigidos de maneira a sugerir que o automonitoramento foi ativado pela instruÃÃo explÃcita; à medida que adquiriram conhecimento explÃcito em Fonologia, os professores em formaÃÃo foram capazes de identificar e corrigir seus problemas de pronÃncia; e, apÃs decorrido certo tempo da instruÃÃo explÃcita, os participantes da pesquisa mantiveram um nÃvel de 70% (setenta por cento) em acurÃcia na produÃÃo dos sons vocÃlicos da LI, quando o foco da atividade era a produÃÃo de mensagem e nÃo somente de sons. Tais resultados nos levam a atestar a afirmaÃÃo de que a instruÃÃo explÃcita em Fonologia pode auxiliar no desenvolvimento do automonitoramento, e assim, na otimizaÃÃo da produÃÃo oral. AlÃm disso, tambÃm podemos sugerir que o efeito da instruÃÃo explÃcita na produÃÃo oral à durÃvel. / Esse trabalho teve por objetivo, investigar se, e de que maneira, o conhecimento metalinguÃstico do sistema fonolÃgico da LI influi no nÃvel de acurÃcia da produÃÃo dos sons vocÃlicos de professores de inglÃs em formaÃÃo e como este conhecimento lhes possibilita a melhor monitorar sua pronÃncia. Mais especificamente, buscÃvamos: identificar os problemas de produÃÃo dos sons vocÃlicos do inglÃs apresentados por aprendizes dessa lÃngua; investigar o nÃvel de percepÃÃo dos professores de inglÃs em formaÃÃo acerca de seus problemas na produÃÃo dos sons vocÃlicos da LI; analisar se, à medida que os professores em formaÃÃo adquirem conhecimento metalinguÃstico sobre o sistema fonolÃgico da LI durante a disciplina Fonologia da LÃngua Inglesa, passaram a identificar com mais precisÃo seus problemas/dificuldades de pronÃncia dos fonemas vocÃlicos; e, finalmente, analisar se, e de que forma, a aprendizagem metalinguÃstica do sistema fonolÃgico da LI auxiliaria esses professores em formaÃÃo a monitorar sua pronÃncia, tanto em atividades controladas durante a disciplina de Fonologia Segmental da LÃngua Inglesa (foco na produÃÃo dos sons) como em atividades mais livres em disciplinas subsequentes (foco na produÃÃo de mensagem), principalmente apÃs decorrido um certo espaÃo de tempo entre a instruÃÃo explÃcita e a atividade de produÃÃo espontÃnea. Como base teÃrica para tais objetivos, usamos o modelo de processamento da informaÃÃo de Barry McLaughlin (1983), o modelo de aprendizagem da fala (FLEGE, 1995) e o modelo de assimilaÃÃo perceptual (BEST, 1995), a teoria do monitor de Krashen (1972), alÃm de tentarmos relacionar esses conceitos aplicados ao EAD. Para alcance dos objetivos mencionados, coletamos e analisamos atividades de portfÃlio gravadas por 29 (vinte e nove) professores em formaÃÃo do curso semipresencial de Letras/InglÃs da UFC/UAB, durante as disciplinas de Fonologia Segmental da LI, com foco na produÃÃo de sons, e LÃngua Inglesa V-A: CompreensÃo e ProduÃÃo Oral, com foco na produÃÃo de mensagem. Nossos resultados foram os seguintes: os problemas mais recorrentes em relaÃÃo à produÃÃo oral dos sons vocÃlicos pelos professores em formaÃÃo se referem à substituiÃÃo imprÃpria de sons, seja pela nÃo percepÃÃo de certos sons da LI que nÃo existem no PB, seja pela influÃncia grafo-fonÃmica das palavras na pronÃncia dos aprendizes; quanto ao nÃvel de percepÃÃo dos aprendizes em relaÃÃo aos seus problemas de pronÃncia, podemos dizer que muitos desvios de produÃÃo oral foram percebidos e corrigidos de maneira a sugerir que o automonitoramento foi ativado pela instruÃÃo explÃcita; à medida que adquiriram conhecimento explÃcito em Fonologia, os professores em formaÃÃo foram capazes de identificar e corrigir seus problemas de pronÃncia; e, apÃs decorrido certo tempo da instruÃÃo explÃcita, os participantes da pesquisa mantiveram um nÃvel de 70% (setenta por cento) em acurÃcia na produÃÃo dos sons vocÃlicos da LI, quando o foco da atividade era a produÃÃo de mensagem e nÃo somente de sons. Tais resultados nos levam a atestar a afirmaÃÃo de que a instruÃÃo explÃcita em Fonologia pode auxiliar no desenvolvimento do automonitoramento, e assim, na otimizaÃÃo da produÃÃo oral. AlÃm disso, tambÃm podemos sugerir que o efeito da instruÃÃo explÃcita na produÃÃo oral à durÃvel. / The purpose of this study was to investigate if, and how, the metalinguistic knowledge of the phonological system of the English language affects the level of accuracy of the production of English vowel sounds by prospective teachers of English and how this knowledge enables them to monitor their own pronunciation. Specifically, the study attempted to: identify the problems English learners have when pronouncing vowel phonemes in English; investigate the level of perception the prospective teachers of English have concerning their own difficulties and problems in producing vowel sounds; analyze if the prospective teachers of English begin to more precisely identify their own problems/difficulties in the production of the vowel phonemes once they gain metalinguistic knowledge about the phonological system of English while taking the course English Language Phonology; and, finally, analyze if, and how, the metalinguistic learning of the phonological system of English helps learners to monitor their pronunciation in both controlled activities in the course English Segmental Phonology (focussing on the production of sounds) and less controlled activities in courses which focus on communicating messages, especially after a time gap between the instructed learning and spontaneous communicative production. This study is theoretically supported by McLaughlinâs Model of Information Processing (1983), Fledgeâs Model of Speech Acquisition (1995), Bestâs Perceptual Assimilation Model (1995), Krashenâs Monitor Hypothesis (1972), and other works which attempt to apply models of learning and of language acquisition to distance learning. In order to achieve the above mentioned objectives, portfolio activities recorded by 29 (twenty nine) prospective English teachers of the Distance English Teaching Certificate Program, at UFC-UAB, were collected while the learners were taking the following courses: English Segmental Phonology, which focuses on the production of sounds of the language, and English V: Oral Comprehension and Production, which focuses on communicating messages. An analysis of the recordings indicated: i) the most recurrent problems in the production of oral sounds result from the improper substitution of English sounds for Portuguese sounds, either because students donât perceive their distinction or because they are influenced by the graphonemic spelling of word; ii) the students were able to perceive and correct their own pronunciation problems, which suggests that instruction on the phonological system of English allowed the students to activate and use self-monitoring strategies; iii) as the students learned about the phonology of English, they began to identify and correct their own pronunciation problems; and iv) after some time of having taken the Phonology Course, students were able to identify and correct their pronunciation problems, maintaining a 70% level of accuracy in the production of the oral sounds, even in activities which focus was not on the production of the sounds but on message communication. These results suggest that metalinguistic instruction on the phonological system of English can be helpful in the development of self-monitoring strategies and, therefore, optimize the production of oral sounds in a foreign language. The long-lasting effect of metalinguistic knowledge of phonology in the pronunciation of English can also be implied. / The purpose of this study was to investigate if, and how, the metalinguistic knowledge of the phonological system of the English language affects the level of accuracy of the production of English vowel sounds by prospective teachers of English and how this knowledge enables them to monitor their own pronunciation. Specifically, the study attempted to: identify the problems English learners have when pronouncing vowel phonemes in English; investigate the level of perception the prospective teachers of English have concerning their own difficulties and problems in producing vowel sounds; analyze if the prospective teachers of English begin to more precisely identify their own problems/difficulties in the production of the vowel phonemes once they gain metalinguistic knowledge about the phonological system of English while taking the course English Language Phonology; and, finally, analyze if, and how, the metalinguistic learning of the phonological system of English helps learners to monitor their pronunciation in both controlled activities in the course English Segmental Phonology (focussing on the production of sounds) and less controlled activities in courses which focus on communicating messages, especially after a time gap between the instructed learning and spontaneous communicative production. This study is theoretically supported by McLaughlinâs Model of Information Processing (1983), Fledgeâs Model of Speech Acquisition (1995), Bestâs Perceptual Assimilation Model (1995), Krashenâs Monitor Hypothesis (1972), and other works which attempt to apply models of learning and of language acquisition to distance learning. In order to achieve the above mentioned objectives, portfolio activities recorded by 29 (twenty nine) prospective English teachers of the Distance English Teaching Certificate Program, at UFC-UAB, were collected while the learners were taking the following courses: English Segmental Phonology, which focuses on the production of sounds of the language, and English V: Oral Comprehension and Production, which focuses on communicating messages. An analysis of the recordings indicated: i) the most recurrent problems in the production of oral sounds result from the improper substitution of English sounds for Portuguese sounds, either because students donât perceive their distinction or because they are influenced by the graphonemic spelling of word; ii) the students were able to perceive and correct their own pronunciation problems, which suggests that instruction on the phonological system of English allowed the students to activate and use self-monitoring strategies; iii) as the students learned about the phonology of English, they began to identify and correct their own pronunciation problems; and iv) after some time of having taken the Phonology Course, students were able to identify and correct their pronunciation problems, maintaining a 70% level of accuracy in the production of the oral sounds, even in activities which focus was not on the production of the sounds but on message communication. These results suggest that metalinguistic instruction on the phonological system of English can be helpful in the development of self-monitoring strategies and, therefore, optimize the production of oral sounds in a foreign language. The long-lasting effect of metalinguistic knowledge of phonology in the pronunciation of English can also be implied.

Worldwide, people who are unable to study full-time at residential higher education institutions choose distance education as their mode of study. Such students who are mostly employed adults with multiple responsibilities face many challenges in the process. Students majoring in Mathematics often struggle to master the mathematics content of the major modules and therefore have to attempt the examination several times. The UODL at the Potchefstroom campus of the NWU incorporated IWBs as learning technology in order to improve the communication and support to their students. This study aims to determine how scaffolding of mathematics concepts can be facilitated via IWBs in order to enhance the learning experience of teacher-students towards their understanding of the fundamental principles of mathematics. The study is based on the Stoner model for implementing ICT learning technologies and the focus of the study relates specifically to the design integration phase of the Stoner cycle. The population for the study consisted of all OLG teacher-students who were registered for NWPK 512—a mathematics major module within the ACE programme. A group of ten participants attending at the White River centre and a control group of ten participants from another centre were used during the study. The study followed a mixed-method research design and was performed according to a Kirkpatrick evaluation for training programmes which involves evaluation on five different levels, namely reaction, perception whether learning occurred, change in behaviour, results and return on investment. The qualitative data were analysed through ATLAS.ti ™ augmented with descriptive statistical techniques. Descriptive statistical techniques and effect sizes were calculated to analyse the quantitative data. Reliability and validity of the instrument were calculated. Findings of the study indicated that scaffolding of mathematical concepts via IWBs enhanced students’ understanding of the fundamental concepts of mathematics. The group of participants performed significantly better after they have attended the scaffolding IWB sessions. The introduction to and incorporation of scaffolds for learning mathematics over distance can create an environment of effective mathematics education for all teacher-students as well as for the students in their respective classrooms. / MEd (Curriculum Development), North-West University, Potchefstroom Campus, 2015

Worldwide, people who are unable to study full-time at residential higher education institutions choose distance education as their mode of study. Such students who are mostly employed adults with multiple responsibilities face many challenges in the process. Students majoring in Mathematics often struggle to master the mathematics content of the major modules and therefore have to attempt the examination several times. The UODL at the Potchefstroom campus of the NWU incorporated IWBs as learning technology in order to improve the communication and support to their students. This study aims to determine how scaffolding of mathematics concepts can be facilitated via IWBs in order to enhance the learning experience of teacher-students towards their understanding of the fundamental principles of mathematics. The study is based on the Stoner model for implementing ICT learning technologies and the focus of the study relates specifically to the design integration phase of the Stoner cycle. The population for the study consisted of all OLG teacher-students who were registered for NWPK 512—a mathematics major module within the ACE programme. A group of ten participants attending at the White River centre and a control group of ten participants from another centre were used during the study. The study followed a mixed-method research design and was performed according to a Kirkpatrick evaluation for training programmes which involves evaluation on five different levels, namely reaction, perception whether learning occurred, change in behaviour, results and return on investment. The qualitative data were analysed through ATLAS.ti ™ augmented with descriptive statistical techniques. Descriptive statistical techniques and effect sizes were calculated to analyse the quantitative data. Reliability and validity of the instrument were calculated. Findings of the study indicated that scaffolding of mathematical concepts via IWBs enhanced students’ understanding of the fundamental concepts of mathematics. The group of participants performed significantly better after they have attended the scaffolding IWB sessions. The introduction to and incorporation of scaffolds for learning mathematics over distance can create an environment of effective mathematics education for all teacher-students as well as for the students in their respective classrooms. / MEd (Curriculum Development), North-West University, Potchefstroom Campus, 2015

The purpose of this study is to understand clients’ experience of the e-counselling service provided by the Directorate: Counselling and Career Development (DCCD) at the University of South Africa. The research questions focused on clients’ expectations and experience of the e-counselling service. A sequential mixed methods design was employed to collect and analyse quantitative and qualitative data in two phases. Data for phase 1 of this study were collected with an online survey (n = 669) and data for phase 2 were collected with interview questions completed by e-mail (n=10). Quantitative data analysis employed frequency counts and qualitative data analysis was based on procedures outlined by Auerbach and Silberstein (2003). The study shows clients’ preference for text-based electronic services and regard the e-counselling service as a valuable addition to services. Factors that contribute to clients’ positive and negative experiences of e-counselling were identified. Findings and recommendations of this study may be implemented by the DCCD to enhance the e-counselling service. / Psychology / M.Sc. (Psychology)

<p>Kroz istraživanja je postavljen i razvijen kompleksan model sistema<br />identifikacije procesnih parametara štampe na osnovama<br />savremenih programskih sistema i alata koji omogućuju značajno<br />ubrzanje procesa dolaska do rešenja čime su se unapredili grafički<br />proizvodni procesi i procesi sticanja i proširivanja znanja. Model<br />je baziran na integrativnim modulima koga čine, sistem<br />identifikacije procesnih parametara štampe na osnovi sistema<br />zasnovanih na algoritamskoj programskoj strukturi, sistem<br />identifikacije procesnih parametara štampe na osnovi sistema<br />zasnovanih na principima gradnje ekspernih sistema i sistem<br />identifikacije procesnih parametara štampe na osnovi sistema<br />zasnovanih na učenju na daljinu.</p> / <p>The complex model of the printing processing parameter identification<br />system is set and developed through research on the basis of modern<br />software systems and tools that enable you to significantly speed up the<br />process reaching solutions which have improved graphics production<br />processes and the processes of acquiring and expanding knowledge. The<br />model is based on the integration modules, which consist the printing<br />processing parameter identification system based on algorithmic structure,<br />the printing processing parameter identification system based on the<br />construction principles of expert systems and the printing processing<br />parameter identification system based on distance learning principles.</p>

An international survey was conducted to assess theological higher education via distance learning as perceived by graduates of Trinity College and Theological Seminary's (Trinity) doctoral programs. The purpose of the study was to determine student-perceived strengths and weaknesses of Trinity's doctoral-level distance education theology programs. Also, the future of distance-learning mediated programs of theological higher education was speculated. A random sample of 400 doctoral recipients was selected from the population of 802 doctoral recipients who graduated from Trinity between the years of 1969 and March 1998. A mailed questionnaire was used to collect data. A total of 203 (50.0%) were returned. Frequency counts, percentage distributions, and chi-square tests of goodness-of-fit were employed to analyze the data. A profile of the modal type of student who would participate in theological distance education at the doctoral level was developed from the demographic variables queried. Responses to questions regarding respondents' educational experiences and coursework were solicited as well. Respondents identified five primary strengths of Trinity's distance education doctoral programs as: the convenience of the program; the immediate application of course content to personal and professional endeavors; the quality of education provided; the Biblical groundedness of the curricula, the materials, and the faculty; and the required reading and research. The three predominant weaknesses of Trinity's distance education doctoral programs as identified by program graduates include: the lack of interaction between students and faculty; the lack of regional accreditation; and course repetitiveness meaning that some courses offered repeated content from prior studies at a lower educational level. It was concluded that the future of theological higher education via distance learning is promising. Trinity has emerged as a dominant distance learning institution as a result of its continued exploration and advancements. However, Trinity and other similar distance education institutions must continually and consistently evaluate their programs and their students' expectations in an effort to transition theological distance education into the 21 st century.

Cette thèse se propose de montrer comment les interactions vont influer sur le système complexe de communication d'une formation à distance, et en dévoiler les limites. L'objectif général est de montrer que, dans ce système, il est possible d'expliquer l'abandon par les pertes de prises qui se dessinent dans la dynamique entre les représentations et les communications des acteurs, et que certaines limites du système favorisent ces pertes de prise. La finalité de cette thèse est de cerner ces limites pour définir une catégorie d'abandon communicationnel. Cette recherche qualitative s'appuie sur la théorie de la communication pragmatique de Palo Alto, pour analyser les interactions entre les acteurs, et sur la théorie des représentations sociales, pour traduire en images l'évolution des représentations sur une année. Le concept de « prise » relie la situation communicationnelle à l'abandon. Il permet de confronter les repères communs aux acteurs et leurs perceptions personnelles des situations vécues, pour rendre compte de leur moyen d'agir et de s'engager. / The purpose of this thesis is to show how interactions can influence a complex system of distance training communication, and reveal its limits. The main aim is to show that dropping out can be explained by loss of grips from the representations and communication dynamics of involved actors, and how some limits of the system favor this loss of grips. The end purpose of this thesis is to number these limits by defining a category of communicational drop out. This qualitative research is based on the Palo Alto theory of pragmatic communication, to analyze interactions between actors, as well as the theory of social representations by translating the evolution of representations into images, over one year. The concept of “grip” creates a link between communicational events and dropping out. It confronts actors' shared landmarks with their personal perception of lived events, which in turn, accounts for their level of commitment and action.

Approved for public release; distribution in unlimited. / The thesis research examines the emergence of Sharable Content Object Reference Model (SCORM) architecture currently under development by the Advanced Distributed Learning (ADL) initiative established by the Department of Defense (DoD). SCORM is a collection of specifications adapted from multiple sources to provide a comprehensive suite of E-Learning capabilities that enable interoperability, accessibility, and reusability of Web-based learning content. To understand better the implementation issues of SCORM architecture, the authors analyze all versions of SCORM to understand the evolution of this emerging architecture. It contrasts the evolving requirements for shareable content objects with concerns of copyright issues. The authors address development and implementation issues surrounding the maturation of SCORM architecture and the ADL initiative. The authors recommend that DoD, international, and civilian business partners join in improving E-Learning by embracing technology, such as SCORM, that allows for shareable content objects to be used and reused within civilian and military education and training Learning Management Systems (LMS) across the World Wide Web. / Lieutenant Commander, United States Navy / Lieutenant, United States Naval Reserve

The purpose of this study is to understand clients’ experience of the e-counselling service provided by the Directorate: Counselling and Career Development (DCCD) at the University of South Africa. The research questions focused on clients’ expectations and experience of the e-counselling service. A sequential mixed methods design was employed to collect and analyse quantitative and qualitative data in two phases. Data for phase 1 of this study were collected with an online survey (n = 669) and data for phase 2 were collected with interview questions completed by e-mail (n=10). Quantitative data analysis employed frequency counts and qualitative data analysis was based on procedures outlined by Auerbach and Silberstein (2003). The study shows clients’ preference for text-based electronic services and regard the e-counselling service as a valuable addition to services. Factors that contribute to clients’ positive and negative experiences of e-counselling were identified. Findings and recommendations of this study may be implemented by the DCCD to enhance the e-counselling service. / Psychology / M.Sc. (Psychology)

Com a popularização dos Sistemas de Gerenciamento de Cursos (CMS do inglês Course Management System) torna-se necessária a criação de critérios técnicos que permitam avaliá-los e compará-los. Neste trabalho é feita uma análise da interface com o aluno de um sistema de gerenciamento de cursos de software livre, gratuito e bastante popular, denominado Moodle. A análise é feita, estabelecendo-se critérios e diretrizes desenvolvidos a partir de uma ampla revisão dos princípios da psicologia cognitiva que são aplicados à essa interface. Os resultados são apresentados de forma qualitativa, discutindo-se os aspectos positivos e negativos da interface. Procura-se com isso apresentar um modelo de uso da psicologia cognitiva na análise de interfaces com o usuário em sistemas de e-Laerning, a partir do exemplo prático que poderá ser aproveitado para analisar outros sistemas para uma posterior comparação. / Given the growing popularity of CMS, Course Management Systems, it becomes necessary to develop some criteria to assess them so that they can be compared. The present paper presents an analysis of the student interface of a popular, free open source course management system, the Moodle. This analysis is done establishing a few rules, obtained from a comprehensive revision of cognition psychology, and which are than applied to this interface. It is an attempt to create a model, from a practical example, that can in turn be applied to other systems, followed by a comparison among them.