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  • About
  • The Global ETD Search service is a free service for researchers to find electronic theses and dissertations. This service is provided by the Networked Digital Library of Theses and Dissertations.
    Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.

AMPA-receptor mediated plasticity within the rat spinal cord

Hoy, Kevin Corcoran 15 May 2009 (has links)
Previous research from our laboratory has demonstrated that the spinal cord is capable of a simple form of instrumental learning. In this instrumental learning paradigm, rats typically receive a complete spinal transection at the second thoracic vertebra, and are tested 24 hours after surgery. Subjects that receive shock to a hind leg quickly learn to maintain the leg in a flexed position, reducing net shock exposure whenever that leg is extended (controllable shock). Subjects that receive shock that is independent of leg position do not exhibit an increase in flexion duration (uncontrollable shock). This behavioral deficit can be induced with shock to the leg or tail and as little as 6 minutes of uncontrollable shock impairs learning for up to 48 hours. The present thesis explores how the related α-amino-3-hydroxy-5-methyl-4- isoxazole propionic acid-receptor (AMPAR) ionotropic glutamate receptor affects spinal instrumental learning. Experiment 1 showed that inactivation of the AMPAR by administration of an antagonist blocks the acquisition of instrumental learning in a dose dependant fashion. Experiment 2 demonstrated that blocking the AMPAR after the acquisition of the instrumental response subsequently blocked the maintenance of that response. Experiment 3 revealed that antagonizing the AMPAR during uncontrollable shock blocked the acquisition of the learning deficit. Experiments 4-6 demonstrated that the activation of the AMPAR at high levels could acutely block the acquisition spinal instrumental learning. Understanding how the AMPAR influences learning in the spinal cord will lead us to develop therapeutic strategies for recovery of function after spinal cord injury.

The Study On Critical Success Factors For Self-Developing E-learning Courseware Content In Major Industry-With China Steel Corp As The Example

Lin, Chun-Yu 01 July 2008 (has links)

The Ever-changing Map: A Narrative Research of my e-Learning Entrepreneurial Journey

Su, Wen-hwa 08 September 2008 (has links)

Kommunikation och samarbete inom e-learning : En studie av lärares användning av lärplattformen Blackboard

Andersson, Simon, Berggren, Karl January 2013 (has links)
E-­‐learning har de senaste åren blivit ett populärt sätt att bedriva utbildning.Geno me-­‐learning ges möjlighet till flexibelt lärande vilket innebär att studenter kan studera oberoende av geografiska och tidsmässiga aspekter, genom så kallade lärplattformar. Dock har vissa problem med formen på utbildningen upptäcks där brist på kommunikation och samarbete lyfts fram som viktiga faktorer. Studiens syfte var att undersöka hur lärplattformar används av lärare för att stödja kommunikation och samarbete inom e-­‐learningkurser. Genom en empirisk studie bestående av intervjuer med lärare kunde de främsta problemen angående kommunikation identifieras och lösningar på dessa erbjudas. Dessa visar på att möjligheten till direkt kommunikation mellan studenter och gentemot lärare är den främst bidragande faktorn till problemen. Studiens resultat visar på att lärplattformar och lärare borde möjliggöra och främja direkt kommunikation mellan studenter genom såväl design som kursupplägg.

Empirical study of Critical barriers of E-learning

Tatiyakitti, Watinee, Soponthammakhun, Sirinan January 2010 (has links)
No description available.

The Research of the Organization Builds up an e-Learning System Process and Training Performance Indicator

Chiu, Wen-Cheng 06 September 2005 (has links)
The information technology progressing recently causes the growing of e-learning development and researches. When organizations continuously seek profits to sustain, the benefit of using e-learning is a question mark. Today, the businesses having e-learning and related studies are getting more and more. The idea of making this study of was start from the advantages that a company really can get. Hopefully it is able to give a full picture of the whole process and discuss the training performance indicators to the companies which will structure e-learning in the future and for research reference as well. Therefore, I chose an optoelectronic firm using e-learning as my subject to start with my research through the way of case study and the following objectives. 1. To understand the procedure of organization to introduce e-learning system. 2. To evaluate the results of e-learning through performance indicators. In this report, I¡¦ll describe the steps of launching e-learning including to analyze, develop strategy, select alternatives, execute, sell the programs, evaluate and improve in the chosen organization. And I¡¦ll discuss the effectiveness of brining in e-learning through performance indicators as well. It is found that Level 1 and 2, training feedback and learning level, are acceptable. However, Level 3, training behavior, is unrelated, and Level 4, training achievement, presents a negative-correlation. From the outcomes, the training benefit does not cover the behavior change and training achievement, although the build-up procedure is completed. Consequently, I recommend enterprises that are interested in building e-learning structure not only refer to the method of subject company, but also concern the affection of e-learning in the field of behavior and achievement. Keywords¡Ge-Learning

eLearning a jeho implementace v univerzitním prostředí

Malo, Roman January 2005 (has links)
No description available.


Choudhary, Michael 09 July 2018 (has links)
The traditional education consists of teacher and the student and a “space” where the teacher can give lessons. These spaces might have started as under the tree moving into outdoors classroom with furniture and then into the enclosed classrooms (four-walled space with rows of furniture). How can new spaces unfold the layers of playfulness and haptic experience and utilize them to enrich early childhood education? This thesis is based on envisioning new spaces through storytelling. Presented in a series of children books that set-up a mind frame, which helps to better understand the children needs and behaviors. The design strategy is to create poetic and haptic spaces through storytelling and sculpting in imaginative narratives to help children learn and play in more attuned environments.

Predicting user acceptance of electronic learning at the University of Zululand

Evans, Neil Davies January 2013 (has links)
Thesis submitted in fulfillment of the requirements for the award of the Degree of Doctor of Philosophy (Library and Information Science) in the Department of Information Studies at the University of Zululand, South Africa, 2013. / Since the beginning of the 21st century, the ubiquitous use of e-learning resources has changed the way information, especially multimedia information is being stored, accessed and disseminated in institutions of higher learning. These institutions constantly have to review instructional policies and technical frameworks to accommodate new pedagogies and educational technologies that are required to educate a generation of students with different learning styles and needs. This research followed a positivist epistemological belief and deductive reasoning by adopting the known and validated Unified Theory of Acceptance and Use of Technology (UTAUT) and validated its application within the contextual setting of the University of Zululand where it was used to predict the acceptance, behavioural intentions and usage behaviour of the primary users of e-learning resources. The study adopted a survey research design and a non-experimental statistical method was used to analyse the quantitative data. Partial Least Squares Structural Equation Modeling (PLS-SEM) and inferential statistics were used to predict the level of acceptance of e-learning by academic staff and students and show the strengths and significances of the postulated UTAUT relationships. From the results, the study anticipates the acceptance of e-learning resources by the majority of students and academic staff at the University of Zululand. Further UTAUT demonstrated moderate predictive accuracy and relevance in explaining behavioural intentions of students (Adjusted R2 = 0.39) and academic staff (Adjusted R2 = 0.41) to use e-learning resources, which was below the high accuracies found in Venkatesh et al. (2003) study, but comparable to the predictive strengths of the eight models used to make up the UTAUT model. The expected academic performance gains in primary users proved to be significant and the strongest direct effect on the primary users’ behavioural intentions to use e-learning resources at the University of Zululand. The students’ use behaviour of e-learning resources is most influenced by the direct effect of the facilitating conditions, then by their behavioural intentions, while the most influential indirect effects were performance and effort expectancies and lastly social influences. For academic staff, the direct effect of their behavioural intentions to use e-learning resources is the most influential on their use behaviour, followed by the indirect and direct effects of performance expectancy and facilitating conditions respectively, and then lastly the indirect effects of effort expectancy and social influences. The study concludes that these results indicate the importance of creating conducive facilitating conditions for students and positive behavioural intentions in academic staff to expedite the use of e-learning resources at the University of Zululand. / University of Zululand

Vision einer Lernplattform Analyse und Optimierung von WebCT

Mikuszeit, Stefanie Menz, Sandra January 2006 (has links)
Zugl.: Frankfurt (Main), Univ., Diplomarbeit S. Mikuszeit, S. Menz, 2006 u.d.T.: Mikuszeit, Stefanie: Webunterstütztes Lernen

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