Changes in the field of education require teachers’ acquisition of specific knowledge of technology and the skills of its effective use in the classroom. With the expansion of the traditional classroom to include virtual learning environments, concern still exists regarding characteristics necessary for quality teaching and learning.<br> This research is an examination of pre-service teachers’ needs relevant to integrating technology in an online learning environment. It is a first step toward acknowledging the responsibility teacher preparation programs have in the formation of educators equipped to instruct in dual learning environments, thus providing pre-service teachers with opportunities and experiences to become fluent in the technological pedagogical content knowledge (TPACK) required for online learning environments as well as the traditional face-to-face instruction. <br> The purpose of this study was to determine if active engagement with content of an online instruction module would affect the attitudes, knowledge and skills, and instructional centeredness of pre-service teachers’ towards technology integration in an online learning environment. A mixed-methods concurrent triangulation design procedure was utilized to measure characteristics of pre-service teachers in a teacher preparation program. A two-way within-subjects analysis of variance was conducted to evaluate the effect of engagement with the content of the online instruction module for all three domains. Participants began the intervention with limited knowledge and skills of technology integration and online learning environments; however, they made statistically significant gains upon completion of the intervention. The implementation of an intervention such as this online instruction module may support other teacher preparation programs in identifying strengths and weaknesses of their pre-service teachers and provide valuable information necessary to guide program goals. / School of Education; / Instructional Technology (EdDIT) / EdD; / Dissertation;

The thesis investigated the use of combination of sections using learning steps in the development of courseware presentation in the 3D Virtual Worlds platform. The technical objective of the study is to present the design of multisection strategy in developing healthcare course in 3D Virtual World online environment. The main aim of this study is to know the effects of multisection [objective, tutorial (with or without video), quiz and test] sections incorporation in an online 3D Virtual World towards the usability. The empirical research described in this thesis comprised three experimental phases. In the first phase, an initial experiment was carried out with 21 users to explore the usability and learning performance of courseware created using 3D the Virtual World platform of Second Life. The second experiment phase involved an experiment conducted with 30 users to investigate their perception, satisfaction and performance of the role of each main section involved in Virtual World courseware. In the third phase, a total of 30 users experimentally examined a unique approach to the use of video segment added in the Tutorial section of the OTQT framework. The overall obtained results demonstrated the usefulness of the tested multisection to enhance the development of healthcare course in an online learning of 3D Virtual World program. These results in three experiments provided a set of unique and empirically derived guidelines for the design and the use of three multisection frameworks to generate more usable courseware in the 3D Virtual Worlds of an online learning interface. For example, when designing avatars as animated virtual lecturers in e-learning interfaces, specific facial expression and body gestures should be incorporated due to its positive influence in enhancing learners' attitude towards the learning process.

A expansão da modalidade de Educação a Distância (EAD) e a presença cada vez maior das Tecnologias de Informação e Comunicação (TIC) na educação, tornam a utilização de ferramentas computacionais imprescindíveis no auxílio aos professores, tanto para produção de conteúdos digitais, quanto na tarefa de avaliação do aprendizado. A avaliação do aprendizado acarreta muito trabalho ao professor, principalmente aquelas de caráter formativo, que favorecem o desenvolvimento continuado do aprendizado dos alunos. Uma forma de aliviar essa carga de trabalho tem sido a utilização dos Sistemas Gerenciadores de Curso (SGC). Dentre esses sistemas encontra-se o Moodle, que disponibiliza o módulo Quiz, que dispõe de recursos para avaliações automáticas. Contudo seu uso não é simples, sendo frequentes as reclamações de professores quanto a sua usabilidade, o que pode desmotivar seu uso. Nesse contexto, o objetivo do presente trabalho é ajudar a compreender e reduzir as dificuldades enfrentadas por professores no emprego do módulo Quiz do Moodle. Para isso foi realizado um estudo para identificar os principais elementos que interferem na usabilidade de ferramentas para autoria de questionários online. Os resultados obtidos foram utilizados para modelar e produzir um protótipo alternativo ao do módulo Quiz, denominado de iQuiz, que resultou na seguinte contribuição tecnológica: uma interface para aplicação sobre o núcleo do Quiz e um modelo para integração dos componentes envolvidos na composição do novo ambiente. Para a criação do protótipo foi aplicado a abordagem de desenvolvimento centrado no usuário, utilizando testes de usabilidade em conjunto com outros métodos, tais como avaliação heurística. Neste trabalho também apresentamos os resultados de uma avaliação do modelo implementado, indicando uma efetiva melhoria de usabilidade. Tanto especialistas em TIC e professores participantes das avaliações mostraram-se mais confortáveis com o uso do iQuiz, alcançando melhores resultados quanto à produção de questionários. / The expansion of the distance learning education, allied to the ubiquitous presence of the Infor- mation and Communications Technology (ICT) in education, make the use of computational tools essential to the teacher. They are used in the content production, as well to help teacher to assess the students. However, the learning assessment entails a lot of work to the teacher, especially under the model of formative assessments. One way to alleviate this workload, has been the use of Course Management Systems (CMS). Among these systems is Moodle, which provides the Quiz module, used for creating assessments with automatic evaluation. However the Quiz operation is not simple, it is not rare a teacher complains about its usability. In this context, the objective this work is to help understand and reduce the difficulties faced by teachers in the use of Moodle Quiz. To do this, a study was conducted to identify the main elements that influence the usability of tools for online questionnaire authoring. From this study, was defined a model, that generated an alternative environment to the Quiz module, denoted by iQuiz. This resulted in the two technological contribution: an interface for application to the core of the Quiz and a model for integration of components involved in the composition of the new environment. To produce the prototype of iQuiz, was used an approach centered in the user, together with usability tests, among other methods, such as heuristic evaluation. In this work, it is also presented the results of an application of the iQuiz with ICT specialists and teachers, indicating an effective improvement of usability. Both, ICT specialists and teachers, rated iQuiz as comfortable to produce new questionnaires. For the creation of the prototype has been applied to approach to development focused on the user, using usability tests together with other methods, such as heuristic evaluation. This resulted in significant improvement in the quality of the final interface and consequently, greater user satisfaction, an essential factor to motivate them to use the new environment.

A conectividade e interação proporcionada pela web 2.0 permitiu o desenvolvimento de Ambientes Virtuais de Aprendizagem que rapidamente tornaram-se amplamente empregados na educação a distância. Ao mesmo tempo, esta tecnologia vem ganhando espaço como ferramentas de apoio aos processos de ensino-aprendizagem também na educação presencial, em especial na educação superior, favorecendo o desenvolvimento de novas práticas pedagógicas. Assim, torna-se crescente a preocupação com os processos de adoção e difusão da tecnologia. Esta pesquisa objetiva investigar a adoção e a difusão dos Ambientes Virtuais de Aprendizagem em uma Universidade Federal que os disponibiliza para uso facultativo dos docentes. O fenômeno é investigado sob a ótica do adotante – o professor – a partir de uma abordagem multiteórica, valendo-se de elementos e conceitos da Teoria da Difusão da Inovação (IDT), do Modelo de Adoção Baseado em Preocupações (CBAM) e da Teoria Unificada de Aceitação e Uso da Tecnologia (UTAUT). Os resultados indicam um processo de difusão bastante desigual nas instâncias da Universidade, explicado pelas diferentes oportunidades de experimentação mediante incentivos externos e contato com tecnologia ao longo do tempo. Além disso, identificaram-se duas orientações básicas no uso dos ambientes – gestão e aprendizagem – e as respectivas preocupações dos docentes em relação à implementação da inovação. / The connectivity and interaction provided by the Web 2.0 allowed the development of Virtual Learning Environments that quickly became widely used in distance education. Simultaneously this technology has been used as a tool to support teaching and learning also in face-to-face education and it is stimulating the development of new pedagogical practices. Thus there is a growing concern with understanding adoption and diffusion process of virtual environments. This research aims to investigate the adoption and diffusion of this technology in a Federal University which provides it for teachers in a free and optional way. The phenomenon is investigated from the perspective of the adopter – the teacher – using a multitheoretical approach drawing on elements and concepts from the Innovation Diffusion Theory (IDT), Adoption Model Based Concerns (CBAM) and Unified Theory of Acceptance and Use of Technology (UTAUT). The results indicate very unequal diffusion in the University explained by academic units's differences in opportunities of experimentation with the technology by external incentives and contact with it over time. Furthermore, we identified two basic orientations in the use of the e-learning environments – managing and learning – and the faculty concerns regarding the implementation of innovation.

Atualmente, existem vários recursos para catalogar e disponibilizar objetos de aprendizagem em vários padrões de metadados. No entanto, encontramos um problema relacionado ao armazenamento e recuperação de objetos de aprendizagem. Talvez porque os professores/autores não tenham tempo para armazenar seus objetos ou mesmo porque o processo de armazenamento de metadados em um repositório é muito trabalhoso. Como resposta ao problema encontrado é apresentada uma possibilidade de minimizar o mesmo e, pretende-se com a pesquisa facilitar o processo de catalogação e disponibilização dos objetos de aprendizagem através da interoperabilidade da plataforma virtual de aprendizagem Moodle com um repositório de objetos de aprendizagem Cognix. Este trabalho tem como objetivo propor uma ferramenta que permite a catalogação automática de objetos de aprendizagem do Moodle no repositório Cognix. Para tal, foram descritas quatro etapas metodológicas para o desenvolvimento do projeto, bem como para a implementação da ferramenta. Espera-se com esta ferramenta possibilitar a reutilização e o acesso aos objetos de aprendizagem em outros ambientes/sites, garantindo assim a descrição uniforme e completa dos metadados. / Nowadays, there are several resources for cataloging and making available learning objects in various metadata standards. However, we found a problem related to the existence of the storage and retrieval of learning objects. Perhaps because the teachers/authors do not have time to storage their objects or even because the process of storage metadata in a repository is very laborious. As one way to this problem, it is here presented a possibility of minimizing it and with this research we aim to facilitate the process to storage and making available the learning objects through the interoperability of the virtual learning platform Moodle with the repository of Cognix. This work aims to propose a tool that allows the automatic storage of Moodle learning objects in the Cognix repository. For such, four methodological steps were described for the development of the project as well as for the implementation of the tool. This tool is expected rant reutilization and access to learning objects for their users, thus ensuring the uniform and complete description of the metadata.

Virtual learning environments have become prevalent in the workplace to improve talent development. However, because there are so many different types of design options, not all learners are finding success in the virtual learning environment. This mismatch can negatively impact employees' motivation and learning outcomes. The purpose of this study was to explore how design features of a virtual learning environment impacted adult learners' motivation in the workplace. Constructivist and self-determination theories were used as theoretical frameworks. The research question in this study explored how social and external contextual factors influence an adult learner's motivation to learn in a virtual learning environment. A qualitative case study was used to explore the data collected from 8 federal employees who used a virtual learning environment for professional development. Data were collected from interviews, surveys, and direct observations and analyzed using inductive coding to determined patterns and themes for study. The results from the study indicated the participants viewed visual learning, learner control, ease of use, technical competence, instructor support, and technical support as critical factors that must be addressed when using a virtual learning environment to improve talent development. The findings from the study can provide insights that could be used by training developers for how to design virtual learning environments to provide a positive environment. The social change impact will be to improve the virtual learning environments for the federal workforce to improve motivation and create a culture of talent development for individual growth and organizational capabilities.

Past research into defining and measuring the characteristics of learning environments in Science Education Centres and Science Museums (SECSMs) has been based upon low-inference measures, such as observations and interviews. Many searchers feel that the diversity of informal education settings in SECSMs makes it difficult to develop high-inference measures for informal learning environments. This study used the semiformal environment of the CSIRO Science Education Centres as a stepping-stone between formal and informal learning environments. A review of learning environment research identified a possible procedure for the development of, and a format for, a suitable instrument. Research in SECSMs was reviewed to identify learning environment factors that defined the CSIROSEC learning environment. A pilot study was conducted to determine the feasibility of developing a learning environment instrument for CSIROSECs. This led to the more formal process of developing a learning environment instrument for CSIROSECs based upon the five scales of Affect, Social Interaction, Novelty, Independence and Involvement. / A number of cycles of testing of the instrument, statistical analyses, and subsequent refinements resulted in the Learning Environment Instrument for CSIRO Science Education Centres (LEI for CSIROSECs). The instrument measures distinct, if somewhat overlapping, aspects of the learning environment. The LEI for CSIROSECs displays comparable measures for internal consistency (alpha reliability) and discriminant validity to existing learning environment instruments. The sensitivity of the instrument has been demonstrated for the comparison of different classes, comparison of teacher-student perceptions, comparison of primary and secondary classes, and the comparison of CSIROSEC programs. Suggestions have been made for applications of the LEI for CSIROSECs and its further development,as well as its potential use in research.

This thesis describes a one-year study of 120 fifth grade students whose teachers participated in a program entitled Project SMILE (Science and Mathematics Integrated with Literary Experiences). The purpose of the study was to investigate the extent to which the classroom implementation of Project SMILE positively influenced the classroom environment and student attitudes toward reading, writing and mathematics. This was accomplished by, first, facilitating a series of five professional development workshops with the teachers and, subsequently, asking these teachers to use the strategies with their students. Because Project CRISS (CReating Independence through Student-owned Strategies), the foundation of SMILE, had already proven to be successful nationwide for secondary students, this study focused on elementary (K-5) school students and their teachers. My evaluation of this unique program, that integrates children's literature and mathematics, focused on student attitudes and the nature of the classroom learning environment. My research represents one of the relatively few studies that have employed learning environment dimensions with students in the elementary school mathematics classroom as criteria of effectiveness in the evaluation of educational innovations. The My Class Inventory (MCI) and an adaptation of the 1988 NAEP (National Assessment of Educational Progress) Attitude Survey were administered to a sample of 120 Grade 5 students as measures of students' perceptions of the classroom learning environment and their attitudes. Qualitative data were composed of student and teacher interviews, classroom observations and work samples. Methodologically, my study supports previous research that successfully combined qualitative and quantitative methods of data collection. / The learning environment and attitude scales exhibited satisfactory internal consistency reliability and discriminant validity; additionally, the actual form of most learning environment scales was capable of differentiating between the perceptions of students in different classrooms. The implementation of SMILE was found to have a positive impact on the students and classes of the teachers who participated in the inservice program. In particular, students' attitudes to mathematics and reading improved, and there was congruence between students' actual and preferred classroom environment on the scales of satisfaction and difficulty. Therefore, others can implement SMILE with confidence. As well, prior research was replicated in that students' satisfaction was greater in classrooms with a more positive learning environment, especially in terms of student cohesiveness.

In some classrooms, teaching methods have evolved little over the years. Enrolments in subjects like science have progressively declined and the persistent use of traditional teaching methods has often been held responsible for this. In less than a decade, the Internet has emerged as a potential tool to vary classroom routines, however, its use in high school science classrooms is still in its infancy. In this study, Getsmart, a website was developed and implemented in junior science and senior physics classrooms in a blended learning environment in a Queensland State High School. The study had three main objectives amongst others. The first aim was to study the impact of such an environment on students' perceptions. Secondly, the impact of such an environment on students' attitudes towards physics and junior science was studied. Finally, the research sought to investigate the effect of such an environment on their learning outcomes. Getsmart was developed on the principles of cognitive apprenticeship teaching model (Collins, Brown, & Newman, 1989). During the research phase, the website was accessed by students once a week during class time. They also had the option to login in their own time at school (e.g., morning tea, lunchtime, before and after school) and at home. The research was conducted as a case study over two years and during this time, 406 students in junior science and physics participated. Students' perceptions of their learning environment were ascertained through quantitative and qualitative methods. Quantitative data were collected by using a modified version of the Web-based Learning Environment Instrument (WEBLEI) (Chang & Fisher, 2003). / Qualitative data on student's attitudes were gathered through emails and Written surveys. An Attitude to Science survey was developed to determine students' attitudes towards their subjects. Qualitative data were also gathered through written surveys. The impact of such an environment on students' learning outcomes was determined through the analysis of their exam results achieved before and after experiencing web-based learning. Their results were also compared with the results of similar cohorts in previous years. Amongst other findings, it was found that the modified version of the WEBLEI was a valid and reliable instrument for use in junior science and physics classes. The study also established that students had positive perceptions of a blended web-based learning environment and that such an approach had a positive influence on students' attitudes towards their subjects. The study also found that web-based learning improved their performance across various performance domains of junior science and senior physics assessments.

Increasingly the perceived benefits of using networked computers, software applications and computer simulations in learning activities are being exploited at all educational levels and within all curricula areas. As web-based and online software applications such as browsers, search engines, communication tools and data-bases mature, so does educator's use of this medium for teaching and learning. How we can investigate the impact of these technologies upon the educational experiences of learners was the fundamental concept addressed by this thesis. The study reports on the design, development and validation of a web-based survey instrument for use in online learning environments in tertiary education. The thesis investigated both previous psychosocial learning environment instrument development studies and the nature of environments created by the use of information and communication technologies. The research followed a two-phased instrument development process. Phase one focused on content validity, identifying salient scales and items and piloting the instrument with a limited audience. Phase two focused on construct validity, conducting an extensive field test with a web-based form and performing statistical analysis on the online data collected. Principal components analysis, with oblique and orthogonal rotations, confirmed the structure of a 35-item 7-scale instrument. The thesis concludes by confirming the new instrument, the Online Learning Environment Survey (OLLES), will allow conclusions to be drawn about student perceptions on the interactions occurring in their online environments in an economical and efficient manner.