TITLE: Didactic aspects of e-learning in adult education AUTHOR: Aneta Kalinová DEPARTMENT: Department of Primary Education SUPERVISOR: PaedDr. Nataša Mazáčová, Ph.D. ABSTRACT: The thesis work has resulted from the systematization of theoretical knowledge and practical knowledge in the field of e-learning education both in the context of adult education. Its target was a complex conception of e-learning education in its wider view with focus on lifelong education, gradually zooming in on the particularities of co-directing of learning satisfying adult learners' education needs with elaborate online learning supports and a tutor's support. It presents a row of arguments and reasons for the need of pursuing the e-learning education especially in the context of lifelong education and also seeking the advantages, regularly following and evaluating as well as improving the design of online learning supports and tutors' activities in this education sphere. Based on the empiric data gained in a questionnaire research the work tries to penetrate the field of learning aspects of the online learning supports and tutoring and to follow some aspects of the respondents' behaviour which influence their perception of the learning aspects. The lack of systematic studies focused on finding the correlations is the main...

Das Internationale Hochschulinstitut Zittau (IHI Zittau) verfügt über langjährige Erfahrungen im Bereich der elektronisch- unterstützten Lehre, insbesondere beim Einsatz von Videokonferenzen und korrelierenden multimedialen Applikationen. Darüber hinaus ist eine weitgehende Integration von hochschulinternen Verwaltungs- und Gremienprozessen in die Lernplattform OPAL sowie die Nutzung der Lernplattform für die hochschulübergreifende Projektarbeit mit externen Partnern gelungen. Diese Erfahrungen gilt es beim Aufbau eines virtuellen Doktorandenstudiums zu nutzen. Auf der dritten Stufe des Bologna-Prozesses wurde am Internationalen Hochschulinstitut Zittau ein Doktorandenstudium eingerichtet. Das Studium steht auch Fachhochschulstudenten offen, die kooperativ am IHI Zittau promovieren möchten. Das IHI Zittau kooperiert im Rahmen des Doktorandenstudiums mit der Hochschule Zittau-Görlitz (FH) sowie den Fachhochschulen Münster, Nordhausen und Emden, wodurch das Doktorandenstudium über die sächsischen Landesgrenzen hinaus einen Kompetenzgewinn erzielen kann. An diesem Punkt setzt das innovative Konzept des virtuellen Doktorandenstudiums an, welches auf Kolloquien, Videokonferenz-basierte Besprechungen, den Einsatz eines Application Sharing-Tools (Net Viewer) sowie das Dokumenten- und Leistungsnachweis-Management, gestützt auf das Lernmanagementsystem OPAL und dessen Arbeitsgruppenstrukturen, aufbaut. Das Ziel besteht in der Realisierung spezifischer Studienangebote auf Promotionsniveau mit dem Fokus auf fachbezogene Kompetenz-Multiplikation mit Hilfe der Einbindung hochschulpartnerschaftlicher Ressourcen und deren Integration in das virtuelle Studienangebot. Des Weiteren soll die gesamte Studienablaufplanung vom Einschreibeprozedere über die Verwaltungs- und Gremienarbeit bis hin zu den Studienangeboten konsistent auf dem Lernmanagementsystem OPAL basieren. Zur Sicherung der Nachhaltigkeit erfolgt eine wissenschaftliche Aufarbeitung der gesammelten Erfahrungen in Form eines Leitfadens, welcher dem Transfer an andere Hochschulen gerecht werden soll.

Management professionals at many colleges are transitioning to new learning management systems (LMS), such as Moodle, for reasons such as lower costs, greater outreach, and student preference. Transitioning to a new LMS may result in faculty problems with learning a new technology platform in addition to teaching. The purpose of this study was to explore the impact that an LMS transition had on faculty attitudes, experiences, and workload. The conceptual framework of the study was the unified theory of acceptance and use of technology and the diffusion of innovation theory. A phenomenological design was employed with a purposeful sample of 13 faculty who had transitioned a course from Blackboard to Moodle during 2009-2013. Interview data were analyzed through open coding, resulting in 7 emergent themes: time, stability, usability of features, preparation, support, support staff, and benefits. These themes were substantiated by observation of member checking and use of an external auditor. Results indicated that when faculty were required to transition to a new LMS, there were impacts to their workload such as extra time requirements for course development, learning the new LMS, delivering instruction, and technology training. All 13 faculty expressed a need for additional support in the form of either a course release, compensation, or mentoring. Administrators who apply these findings may influence positive social change through a better understanding of the complexity of an LMS transition. This new knowledge may result in increased alignment between administration and faculty, improvement of the student's experience, and improved faculty job satisfaction.

Some students do not possess the learning management system (LMS) and basic computer skills needed for success in first-year experience (FYE) courses. The purpose of this quantitative study, based on the Integrative Learning Design Framework and theory of transactional distance, was to identify what basic computer skills and LMS skills are needed for first-year students to be successful in FYE courses. A survey was offered to 368 first-year students and 47 first-year instructors at a large Midwestern community college to compare instructors' perceptions of the computer literacy skill levels necessary for FYE student success with FYE students' self-reported current computer skill levels. An independent-samples t test was used to compare the means of the 2 groups (FYE instructors and FYE students) to evaluate whether the groups were significantly different from each other regarding needed basic computer skills. Analyses revealed significant differences between the groups in adding borders and highlighting in word processing software, posting initial threads and replies in discussion boards, submitting assignments, locating the online course calendar and syllabus, and forwarding e-mails. The findings of this study prompted a recommendation to change the student entrance policy to include student computer literacy workshops and placement exams. This study impacted positive social change by providing information to educators at the study site as to the computer literacy and LMS skills that are needed in a FYE course, therefore aiding FYE students in the future.

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The Education Industry is crucial to the development of societies and their economy, consequently, it is important to understand how technological advancements affect the industry and its stakeholders. Research has been made on this topic, mainly focusing on the concept and framework, implications for the Education Industry, and possible societal transformations, but few focus on the implementation and evolution of the Internet of Things (IoT) in the education industry, the Internet of Education Things (IoET), especially within higher education. Living in the Information Age, it is important to understand how things that provide access to power(as in information) are implemented and evolve. The purpose of this research is to study the IoET in the Swedish higher education reality, to provide a deeper understanding of the rapid changes in the industry, the evolution, and development of the IoET model as well as the outcomes over a ten years timeframe for the institution, by answering the research question“How did the implementation process of IoET evolve?”. The research was conducted implementing a qualitative exploratory approach, using a single case study adopting grounded theory and thematic analysis, with an interpretative approach that allowed the interviewees to voice their experiences and perspectives on the phenomenon. It was found that the past decade, especially the last five years, has meant pervading IoET transformations on multiple levels within the university, such as the teaching and learning, privacy and security, classroom environment, and energy monitoring, as well as digital connectors. These transformations were found to have strong connections to external pressure, internal pressure, regulations, centralisation, and most recently COVID-19. Each of these motivations was found to be related to the different transformations mentioned above, which also has meant different paces of transformation, and in turn different outcomes. We found that the increasing pace of these implementations has made the level of satisfaction decrease among the different stakeholder groups.

This thesis investigates how Swedish teachers manage confidential information about their pupils in reference to the General data protection regulation (GDPR). The purpose of the study has been to understand the general and individual actions that are carried through to ensure that the key principles of GDPR are actualized in a school context. Previous research in the field of education and information science has indicated that policies and shared regulations are a key element of obtaining information security in the management of personal data. It has also presented that teachers often have an inadequate knowledge about information security in the matter of their pu- pils’ personal data.  In order to examine the purpose of this study, seven interviews with Swedish elementary school teachers were conducted. Information culture theory was used to analyse the data collected from the interviews. The result of the study indicates that the interviewed teachers lack knowledge about the key principles of GDPR due to an absence of information provided to them by their employers. The key principle regarding integrity and confidentiality were the most common one to address in order to ensure that the legislation has been fulfilled. The other key principles of GDPR were often neglected as a result of inadequate knowledge and/or a lack of common policies.  This is a two years master's thesis in Library and information science.

Whenever a student submits their final version of their thesis, a series of processes is triggered to finalize and archive the report. These processes are often handled in a less than efficient way which results in excessive manual labor and costs that can be prevent if automated. This report describes a solution that automates the series of processes that occur following a final thesis report submission. By utilizing the available information in a Canvas course and the content in the submitted thesis much of the manual cut-and-paste effort is avoided. Entering this data into DiVA is done by automated interaction via a browser, as DiVA does not have an application programming interface that could be used. The conclusion is that it is possible to automate this process through a headless browser. However, the automated parsing of the PDF version of the thesis proven to be inconsistent which results in the extracted data being inconsistent. With some improvements to the parsing module, the entire process could be fully automated. / Varje gång en student skickar in sin slutgiltiga version av sitt examensarbete, utlöses en serie av processer för att slutföra och arkivera examensarbetet. Dessa processer hanteras ofta på ett mindre än effektivt sätt vilket resulterar i extra mycket manuellt arbete och kostnader som kan förhindras ifall de automatiseras. Denna uppsats beskriver en lösning som automatiserar serien av processer som inträffar efter att ett slutgiltigt examensarbete har godkänts. Genom att använda tillgänglig information i en Canvas-kurs och innehållet i det inlämnade examensarbetet undviks mycket av den manuella ”klipp-och-klistra”-insatsen. Inmatning av den relevanta data från examensarbetet måste göras via automatiserad interaktion via en webbläsare i DiVA, eftersom DiVA inte hade ett API som kunde användas. Slutsatsen är att det är möjligt att automatisera detta genom en huvudlös webbläsare, även om modulen som behandlar PDF har visat sig vara inkonsekvent vilket i sin tur har resulterat i att den automatiska interaktionen är inkonsekvent. Med några optimeringar i analysmodulen kan hela processen automatiseras.

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The relevance of the research is due to the realization of new educational technologies in the system of general education, including programmed learning. The main drawback of the development of training programs is the imperfection in IT-technologies. The purpose of the master's thesis is to create a programmed learning system. The novelty of the thesis is obtaining a package of semi-formalized and mathematical models of an automated system of programmed learning. Training programs applied in the educational process and showed an increase in the level of student learning. / Актуальность темы обусловлена реализацией в системе общего образования новых педагогических технологий, одна из которых – программированное обучение. При этом основной недостаток разработки обучающих программ – несовершенство в поддержке ИКТ. Целью магистерской диссертации является создание системы программированного обучения. Научная новизна работы заключена в получении пакета полуформализованных и математической моделей автоматизированной системы программированного обучения. На основании этих моделей получены обучающие программы, примененные в учебном процессе и показавшие рост уровня обученности учащихся. Экономическая эффективность предлагаемого решения доказана методом NPV: прогнозируемое значение показателя NPV за 12 месяцев реализации проекта перешло нулевой порог.