Includes vita. / Title from PDF of title page. / Document formatted into pages; contains 236 pages. / Thesis (Ph.D.)--University of South Florida, 2003. / Includes bibliographical references. / Text (Electronic thesis) in PDF format. / ABSTRACT: Using advanced technologies can help increase the availability of educational offerings; however, the steps taken in this direction must be appropriate for the target population and the specific content taught. As such, understanding factors that lead to health educators' intentions and behavior related to computer-mediated instruction for continuing education is an important step in developing and marketing appropriate computer-mediated instruction programs (Hoffman & Novak, 1994). Using the theory of planned behavior (Ajzen, 1988) this study explored the relationships between health educators' perceived behavioral control, attitudes, and subjective norms related to computer-mediated continuing education programs and their intentions to use, and previous experience with, computer-mediated education. / ABSTRACT: Employing a cross sectional survey design, data were collected from 504 members of the Society for Public Health Education (SOPHE) (40% response rate) using an online survey instrument. Logistic regression was used to investigate the associations between attitudes, subjective norm, perceived behavioral control, and intention related to using computer-mediated continuing education programs and a proxy measure representing their computer-mediated continuing education behavior. Perceived behavioral control and attitudes were found to have significant associations with computer-mediated continuing education behavior, with intention partially mediating the association with perceived behavioral control and fully mediating the association with attitudes. / ABSTRACT: When studying a subset of the group composed of respondents with a positive intention toward computer-mediated continuing education programs, respondent characteristics and barriers identified as distinguishing between individuals with positive and negative behaviors included perceived behavioral control, presence of a license or certification, a lack of programs, a lack of relevant topics for programs, and a lack of technical support for programs. These results suggest that for health education and health promotion professionals to engage in computer-mediated continuing education programs, more programs, especially ones that address topics relevant to their current functioning, need to be created and made readily available. / ABSTRACT: Also, ensuring that appropriate technical support is available to assist participants, and informing potential participants of the availability of this technical assistance, may encourage more health educators and health promotion professionals to follow through on their intentions to participate in computer-mediated programs. / System requirements: World Wide Web browser and PDF reader. / Mode of access: World Wide Web.

Gemeinsamer Workshop von Universitaetsrechenzentrum und Professur Rechnernetze und verteilte Systeme (Fakultaet fuer Informatik) der TU Chemnitz. Workshop-Thema: Infrastruktur der ¨Digitalen Universitaet¨ Der Vortrag führt in den in Entwicklung befindlichen Standard IEEE1484 ein. Die Standardisierung im Bereich computer- und netzgestützter Kurse ist Voraussetzung für Datenaustausch und Verbreitung.

The European Board in March of the year 2000 in Lisbon was a determinant moment in the politics and actions of the European Union. Its conclusions confirm that Europe entered the century of knowledge. Information and communication technologies’ integration into school is the keystone of part of the education reform of the country on which success depends on the education of a new society citizen of knowledge, as well as, the success of the whole educational reform, the social and economic progress. By educating the member of the society of knowledge, a school pays special attention to the personal characteristics which are very important in modern life- initiative, responsibility, independency, ability to communicate, work with others and solve problems. Students have to be able to use information and communication technology in collaboration, spreading information, in communication with students of the same age, with teachers and other individuals, with social and state organizations. By spreading new technologies into education, an exceptional attention should be paid to the pedagogues’ professional development and their social universality. It is important for teachers to gain some elementary knowledge and skills about the technology of information and to constantly improve their qualification and to renew their knowledge. However the teacher training system still is not in line with the changes made at schools in the latter decade. This system is not ready to... [to full text]

In Lithuania, the Life Long Learning process is realized through universities, colleges, vocational schools, adult education centers and other relevant institutions. Thus a Life Long Learning system should be established at all education levels - vocational, tertiary, etc. There is a widespread consensus in the Government and non-governmental educational sector institutions that Distance Education and training has enormous potential to tackle the new challenges. Significant policy groundwork has been laid for the development of an advanced and comprehensive distance education system. The major initiatives fostering Distance Education development are: The Government investment project „LieDM (Development of Distance Education in Lithuania 1998-2005)“, the „ITMiS -Information Technologies for Science and Studies“ program initiated by the Ministry of Education and Science, and Phare2000 projects for the development of Regional Distance Professional Training Infrastructures in Klaipeda, Taurage, Marijampole and Utena regions. The goal of this Master thesis is according the analysis of the experience of European countries in development distance education and investigation of main tools of distance courses design, to promote the development of distance education in Panevezys region.

Adaptyviose sistemose prisitaikymas prie besimokančiojo yra paremtas duomenų apie besimokantįjį rinkimu, analizavimu ir mokymosi aplinkos pritaikymu besimokančiojo poreikiams. Tam būtina parinkti tokius „sekimo“ duomenis, pagal kuriuos būtų galima daryti išvadas sistemos lygmenyje. Šie duomenys turi būti suprantami sistemai, nuolat atnaujinami, lengvai surenkami. Jie gali būti įvairūs, pradedant nuorodų paspaudimo laiku, baigiant akies žvilgsnio nukreipimo vieta. Pagal tai sistema gali transformuoti duomenis ir – priklausomai nuo savo paskirties – duoti patarimus ar tam tikromis priemonėmis pavaizduoti naudingą informaciją, tuo pačiu atsižvelgdama į rezultatus. Tačiau daugelis šių sistemų yra tik prototipo stadijoje arba naudojamos nesudėtingiems procesams vykdyti. Mums žinomos adaptyvios sistemos yra skirtos vieno dalyko probleminei sričiai. Šiame darbe tirsime besimokančiojo modelio perteikimo galimybę virtualioje mokymo(si) aplinkoje (VMA), kai besimokantysis dalyvauja viename arba keliuose nuotoliniuose kursuose. / In adaptive systems adaptation to learner is defined by collection of data about learner, collected data analysis and learning environment adaptation to learners needs. Looking forward to this goal it is necessary to select such logging data, which can be used to make conclusions in a system level. Such data should be acceptable to system, interactive and easy to collect. Data used can be various, starting from click time of the link ending with eye look direction angle. Such system can provide data transformations and depending on purpose, give suggestions. Using necessary tools depict useful information, reacting to results. Most of currently build systems are only in prototype stage or are used for unsophisticated process. Most of them are one subject systems. In this work we address a possibility of student model’s depiction in a VLE, when student participate in one or more than one distance course.

Magistro darbo tikslas atlikti mobilaus ryšio sprendimų galimybių analizę atviro kodo nuotolinio mokymo sistemoje ir pasiūlyti realizavimo sprendimus. Darbe nagrinėjamos virtualios mokymo sistemos ir jų funkcijos. Moodle virtuali mokymosi aplinka pripažinta lanksčiausia ir tinkamiausia naujų modulių integravimui. Moodle virtualiai mokymosi aplinkai sukurti mobilių sprendimų realizavimo projektai. Siekiant skatinti studentų tarpusavio bendravimą ir praplėsti žinių pasitikrinimo galimybes virtualioje mokymosi aplinkoje eksperimentiniam tyrimui pasirinkti savikontrolės testai ir tinklaraščiai (blogs). Eksperimentas vykdomas lyginant standartinius Moodle virtualios aplinkos sprendimus ir eksperimentinius sprendimus šiais aspektais: realizavimo, kūrimo sudėtingumo, reikalavimų mobiliems įrenginiams, atsisiuntimo į mobilų įrenginį, ekonomiškumo, veikimo greičio ir priklausomybės nuo sistemos. / The goal of Master Thesis is to analyse the mobile decisions in open source virtual learning systems and to offer the decisions of realization. Master Thesis researches virtual learning environments and their functions. Moodle virtual learning environment accepted as the most flexible and suitable for integrating new modules. The projects of mobile decisions realizations are designed for Moodle virtual learning environment. Self tests and blogs were chosen for experimental research trying to encourage communication between students and to extend the possibilities of knowledge testing in virtual learning environment. Realization, complication of creating, requirements for mobiles, downloading to mobile, economy, action speed and dependence on the system are the aspects for experimental research comparing experimental and standard Moodle virtual learning environment decisions.

Nacionalinės ir pasaulinės mokymo(si) sistemos išgyvena krizę: didėja atotrūkis tarp piliečių, turinčių galimybes įgyti kokybišką išsilavinimą ir jų neturinčių. Šiai problemai spręsti aktuali mokymo(si) visą gyvenimą sistemos plėtra. Lietuvoje sukurta valstybės švietimo strategija 2003–2012 metams, jos esmė – išplėtoti socialiai teisingą, visiems prieinamą švietimo sistemą, sudarančią sąlygas visuomenei mokytis visą gyvenimą. Viena tokio mokymo(si) formų – nuotolinis mokymas(is), grindžiamas moderniųjų IKT panaudojimu. Lietuvos nuotolinio švietimo esmė – plėtoti nuotolinio mokymo(si) tinklą, užtikrinantį kiekvienam prieinamą, visą gyvenimą trunkantį mokymą(si). Mokinių mobilumas, tėvų migracija ir kt. byloja, kad nuotolinio mokymo(si) poreikis gali būti jaučiamas ir bendrojo lavinimo mokykloje, todėl analizei pasirinkta tema ,,Nuotolinis mokymas(is) bendrojo lavinimo mokykloje: situacijos ir poreikio analizė“. Tyrimo objektas – nuotolinis mokymas(is) Lietuvos bendrojo lavinimo mokykloje. Tyrimo tikslas – išanalizuoti nuotolinio mokymo(si) situaciją ir poreikį Lietuvos bendrojo lavinimo mokykloje. Tyrimo uždaviniai: išanalizuoti šiuolaikinę nuotolinio mokymo(si) sampratą, jo teorinius pagrindus; išanalizuoti nuotolinio mokymo(si) situaciją Lietuvos švietimo sistemoje; atskleisti nuotolinio mokymo(si) poreikį Lietuvos bendrojo lavinimo mokykloje, tokį poreikį lemiančius veiksnius ir tikslines grupes. Tyrimui atlikti pasitelkta mokslinės informacijos, dokumentų šaltinių... [toliau žr. visą tekstą] / National and global education (learning) systems are in a crisis: the gap between citizens who have access to quality education and who don’t have is growing. To tackle this problem life long training (learning) system development is urgent. Lithuania has created a public education strategy for 2003–2012, its essence is the development of socially just, accessible education system, enabling the public to learn throughout their lives. One form of such training (learning) is distance learning based on the use of modern ICT. Essence of Lithuanian distance education is the development of distance education (learning) network that provides everyone with accessible lifelong learning (teaching). Student mobility, migration of parents etc. suggests that distance education (learning) needs may be felt in mainstream schools, so for analysis the following topic was chosen: “Distance education (learning) in general education schools: situation and needs analysis”. Research object is distance learning (teaching) in Lithuanian general education schools. Purpose of the survey is to analyse the need in the distance education (learning) in the Lithuanian general education schools. The objectives are: to analyze modern distance education (learning) concept, its theoretical framework, to analyze distance education (learning) situation and need in Lithuanian education system, to reveal distance education (learning) situation and its need in the Lithuanian general education schools, its demand... [to full text]

Siekiant išspręsti didelio studijuojančiųjų bei norinčių studijuoti geografinio išsibarstymo bei laiko, galimo skirti studijoms, stokos problemas Kauno medicinos universitete įsteigtas nuotolinių studijų centras. Tačiau, pradėjus rengti nuotolines studijas, susidurta su Studentų bei dėstytojų kompiuterinio raštingumo stokos, mažo studentų aktyvumo paskaitose bei atliekant užduotis, nuolatinio vėlavimo atsiskaityti bei nepakankamo studijų dalyvių tarpusavio bendravimo problemomis. Atlikus sinchroninių ir asinchroninių informacinių komunikacinių technologijų lyginamąją analizę medicinos specialistų tęstinio mokymo nuotoliniu būdu aspektu įvertinta, jog asinchroninės komunikacinės priemonės studentams yra daug priimtinesnės ir tinkamesnės mokymosi procesui. Dažniausiai ir efektyviausiai naudojama priemonė yra elektroninis paštas. Siekiant bent dalinai išspręsti kursų organizaciniame etape kylančias problemas bei tokiu būdu užtikrinti teikiamų kursų kokybę, sukurta studentų savalaikio informavimo sistema, kurios pagrindinė funkcija yra laiku informuoti studentus apie artėjančius atsiskaitymus, paskaitas ar kitus įvykius elektroninio pašto žinute. Tyrimas rodo, kad studentų savalaikio informavimo sistemos veiksmingumas pasiteisino, todėl tikėtina, kad ši sistema bus plačiai naudojama ateityje rengiant medicinos specialistų nuotolinio mokymo programas. / Distance learning center was established in Kaunas medical university trying to solve the problems of large distribution of students and lack of time, that could be spent on learning,. When distance education was started, new problems were encountered: weak computer knowledge of students and teachers; low activity in video lectures and performance of tasks; permanent lateness with performing task or taking tests; not enough of communication between participants of studies. Synchronous and Asynchronous information communication technologies comparative analyses in aspect of continuous medical distance education showed, that asynchronous communication technologies are more suitable and preferable for the process of studying. Most frequently and most effectively used asynchronous communication technology is e-mail. Trying to solve problems occurring in the stage of presenting distance courses and thereby to ensure the quality of courses, well-timed information system for students was constructed. Main function of the system is to inform students about the forthcoming events – tests, videoconferences, group discussions and etc., by sending e-mail messages. The investigation shows that well-timed information system for students is effective, so, most probably, it will be used in future distance courses in Kaunas medical university.

E.mokymasis yra būdas paremti mokymosi procesą, nuotolinis mokymasis padeda išspręsti problemas, kurios atsiranda, individualizuojant mokymosi procesą. Šios tezės taip pat prisideda prie problemų, kurios iškyla, taikant e.mokymąsi, sprendimo- parenkant e.mokymosi sistemą ir terpę bei įdiegiant ją į mokymosi procesą. Kiekvienas mokinys turi skirtingą požiūrį į mokymąsi ir skirtingas žinias, tad sudaryti jam individualų mokymosi planą padeda sukurta duomenų bazė, kuri yra priemonė sukomponuoti mokinio mokymosi planą iš mažų sudedamųjų dalių. Pagal šį mokymosi planą mokiniai renkasi mokymosi medžiagą, pateiktą e.mokymosi terpėje. Šis eksperimentas- e.mokymosi įdiegimas ekonomikos pamokose- gali būti taškas, nuo kurio gali prasidėti e.mokymosi įdiegimas vidurinėje mokykloje. Tezėse palyginamos e.mokymosi sistemos ir terpės, parenkama e.mokymosi terpė, tinkama vidurinei mokyklai. / E.learning is the way to support learning process, distance learning- to solve some problems that emerge when we start to individualise learning process. The reason to respond to students needs, this thesis’s trying to solve the problem- to choose learning environment and apply it in learning process. Due to the fact, that every student has different learning approach and knowledge, to arrange his curriculum helps created Data Bases, what is the implement to assemble student’s curriculum from small pieces. According to this curriculum students choose they learning material from e.learning environment. The experiment – to apply e.learning in one learning subject- economy- could be the starting point for all learning process improvement in secondary school. In this thesis e.learning management systems and environments are compared and there is made selection of environment for secondary school.

The creation of a hybrid/blended basic course aligns with university goals and may increase viable curricular options for student success. If universities offer hybrid courses, they ought to do so based on data-driven evidence confirming that face-to-face (F2F) and hybrid courses are comparable. Thus, the purpose of this study was to assess the learning outcome achievement of students enrolled in a blended (hybrid) version of the basic course. More specifically, a comparative analysis of student affective, cognitive, and behavioral learning outcome achievement in face-to-face sections and hybrid sections was conducted. This study also examined affect for course delivery format for students enrolled in traditional F2F compared to hybrid sections. Ultimately, two important conclusions were drawn from this analysis. First, hybrid courses are a viable instructional modality for delivering the basic communication course. Second, students are satisfied with aspects of both F2F and blended course modalities. More specifically, each course delivery format has strengths and weaknesses and instructors, students, and university administrators share responsibility for course and student success.