The purpose of this study was to identify significant differences in academic achievement among virtual students of various backgrounds, demographics, and virtual learning environments. The study also sought to identify factors that may predict the academic achievement, as defined by final course grade, of virtual students. This study examined those relationships for the 476 students enrolled in virtual courses between January 2010 and January 2013 in Sullivan County Schools, TN. These students were in grades 7-12 during the time the courses were taken. Independent variables in Phase I of the study included gender, race/ethnicity, socio-economic status, prior number of virtual courses completed, and existing student grade point average. Independent variables in Phase II of the study included instructional dialogue in the virtual course, structure of the virtual course, and autonomy of the learner allowed in the virtual course. The researcher investigated the relationships between these independent variables and the dependent variable, academic achievement, as determined by final virtual course grade. The statistical methods used to answer the research questions included bivariate correlations, independent samples t-tests, and bivariate regression analysis. Two of the independent variables in Phase I of the study were found to be significant. Students identified as being economically disadvantaged tended to perform better academically in virtual courses than students identified as non-economically disadvantaged, as determined by final virtual course grade. A statistical significance was also found between existing student GPA and academic achievement in virtual environments. Students with a higher GPA prior to taking a virtual course tended to receive higher grades than those with lower existing GPAs. Using bivariate regression, existing GPA accounted for 25% of the variance in student academic achievement in virtual courses. All three of the independent variables in Phase II of the study were found to have a significant relationship with student academic achievement as determined by final virtual course grade. Students who reported high levels of instructional dialogue (frequency of teacher-student interactions, teaching presence, content interactions) tended to perform significantly higher than those reporting lower levels of instructional dialogue. Students who reported high levels of structure (instructional support, navigation, course design) tended to perform significantly higher than those reporting lower levels of structure in the course. Students who reported higher levels of autonomy (student ability to determine goals, learning experiences, and evaluation decisions) tended to perform significantly better academically than those who reported lower levels of autonomy.

This report describes the purpose, analysis, design, development, and evaluation of a web-based tutorial to train student television camera operators for BYU Broadcasting at Brigham Young University. The report includes the results from audience and needs analyses, the rationale for the instructional approach, reviews of existing instructional materials, and reviews of instructional theory and practice literature. It also describes multiple evaluation activities for the tutorial and a critique of the project. The audience and needs analyses found that an interactive, web-based tutorial would be an appropriate delivery method for the instruction. The instructional literature review supports the project's instructional and evaluation methodologies, especially its extensive use of rapid prototyping. The evaluation report describes multiple iterations with paper and electronic prototypes and a field test with 11 target audience members. This report describes how testing and revision iterations led to multiple improvements in the product, and a pre- and posttest administered during the field test demonstrated a significant increase in the intended learning outcomes. The projects exemplified many strengths and pleased the stakeholders, although further improvements in the instruction, assessment, and evaluation could have been implemented with more time and resources.

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This research evaluates the theoretical and practical capabilities for design, development, and evaluation for a computer-based learning module for interpersonal communications. A Type One developmental study provides an asynchronous review module for a professional leadership training provider to follow up instructor-led training. The module consists of elearning review modules and animated simulations to practice the scenario-based skill practice. The literature review identifies that using online technologies as an instructional strategy offers specific advantages for summative learning strategies. In addition, studies find computer-based role-playing strategies can enhance the learning of interpersonal skills. The use of computer-based, asynchronous strategies build from the findings of four relevant studies: Weller and Blaireâ sâ (1977) use of computer-assisted judging and feedback; Schroeder's (1986) use of videodisc technology to effectively teach interpersonal skills; Kass, Burke, Blevis, and Williamson's (1993) Guided Social Simulation Model; and Holsbrink-Engel's (1997) use of computer-based role plays. One key finding from the various studies suggests that transfer of learning and skill application are dependent on post-instructional maintenance following the initial learning event. This review investigates the elements of learning interpersonal communications, the application of asynchronous strategies to achieve this learning, and effective post-instructional strategies that support comprehension and skill transfer. / Ph. D.

Effective software testing identifies potential bugs and helps correct them, producing more reliable and maintainable software. As software development processes have evolved, incremental testing techniques have grown in popularity, particularly with introduction of test-driven development (TDD). However, many programmers struggle to adopt TDD's "test a little, code a little" approach and conventional computer science classrooms neglect evaluating software development as a process. In response, we explore influences on students' testing behaviors, effects of incremental testing strategies, and describe approaches to help computer science students adopt good testing practices. First, to understand students' perspectives and adoption of testing strategies, we investigated their attitudes toward different aspects of TDD. In addition, we observed trends in when and how thoroughly students tested their code and how these choices impacted the quality of their assignments. However, with insight into why students struggle to adopt incremental testing, we identified a need to assess their behaviors during the software development process as a departure from traditional product-oriented evaluation. By building upon an existing automated grading system, we developed an adaptive feedback system to provide customized incentives to reinforce incremental testing behaviors while students solved programming assignments. We investigated how students react to concrete testing goals and hint reward mechanisms and found approaches for identifying testing behaviors and influencing short-term behavioral change. Moreover, we discovered how students incorporate automated feedback systems into their software development strategies. Finally, we compared testing strategies students exhibited through analyzing five years and thousands of snapshots of students' code during development. Even when accounting for factors such as procrastinating on assignments, we found that testing early and consistently maintaining testing throughout development helps produce better quality code and tests. By applying our findings of student software development behaviors to effective testing strategies and teaching techniques, we developed a framework for adaptively scaffolding feedback to empower students to critically reflect over their code and adopt incremental testing approaches. / Ph. D.

The diploma thesis deals with detailed look at the project Education 21 and so the teaching using new technologies, especially interactive whiteboards and netbooks, in Czech schools. The objective was observation of teaching mathematics, methods of using interactive whiteboards and netbooks in mathematics lessons at secondary schools participating project Education 21. Evaluation and conclusions are based on analyzes of lessons recorded in the academic year 2009/2010 and 2010/2011, which were investigated and further divided into shorter stories in case that interactive whiteboard or netbook was used in some way. I watched purpose and the way of use of interactive whiteboard or netbook in the episodes, then the material which this technology was used with the aid of and who worked with interactive whiteboard. Some episodes can serve as an example of "good" or interesting way of working with the IWB and NTB in mathematics lessons, or they can be an inspiration for other mathematics teachers but also teachers of other subjects. Keywords: interactive whiteboard (IWB), netbook (NTB), interactive textbook - e- books, applet, mathematics, Education 21, smart notebook, videos.

To end the use of a digital technology one must go througha process that research entitle information systems (IS)discontinuance. Prior research has developed phases andactivities that can be implemented in the IS discontinuanceprocess, but this knowledge is limited and has not beencompiled. This study purpose is therefore to create a modelof the IS discontinuance process and in it identify furtheractivities. To accomplish this, a real IS discontinuance hasbeen studied, who has had different circumstances andstakeholders than of previous studies. The discontinuanceprocess has occurred at a large organisation whomanufacture vehicles and the study has been conducted incollaboration with this organisation. The studied IS inquestion is an eLearning authoring tool. Information aboutthis discontinuance process has been collected throughsemi-structured personal interviews with five participantswho are employees at the organisation. The collected datahas been analysed and interpreted in comparison to atheoretical model of the IS discontinuance process, whichcontains phases and activities. The result of the analysis andinterpretation is an iterative model of the IS discontinuanceprocess with phases and activities, of which 34 are newfound activities. A big part of these activities can be relatedto the new circumstance and stakeholders within thestudied discontinuance process / Att sluta använda digitala teknologier sker genom en processsom forskningen benämner sominformationssystemsavveckling (IS-avveckling). Tidigareforskning har tagit fram faser och aktiviteter som kangenomföras i IS-avvecklingsprocessen, men denna kunskapär begränsad och har inte sammanställts. Denna studie syftarsåledes att skapa en modell av IS-avvecklingsprocessen och iden identifiera ytterligare aktiviteter. För att realisera dettahar en verklig IS-avvecklingsprocess studerats som haft ettannat förhållande och intressenter än i tidigare studier.Avvecklingen har skett hos en stor organisation somtillverkar fordon och studien har genomförts tillsammansmed dem. Avvecklingen harutförts på organisationens eLearning författarverktyg.Information om avvecklingen har samlats in genomsemistrukturerade personliga intervjuer med fem styckenrespondenter som är anställda hos organisationen. Deninsamlade datan har analyserats och tolkats i jämförelse meden framtagen teoretisk modell för IS-avvecklingsprocessensom innehåller faser och aktiviteter. Resultatet av analysenoch tolkningen blev en iterativ modellen för ISavvecklingsprocessen med faser och aktiviteter, varav 35stycken nya aktiviteter hittats. Stor del av dessa nyaaktiviteter kan kopplas till det nya förhållandet ochintressenterna i avvecklingen.

Die Kontexte, in denen Mitglieder virtueller Gemeinschaften zusammen lernen und arbeiten, werden von einer Vielzahl von Faktoren beeinflusst: Während heutige Lernumgebungen oftmals mehrere didaktische Konzepte und ihre flexible Kombinierbarkeit (blended learning) berücksichtigen müssen, treten wechselnde Anforderungen an Arbeitsumgebungen virtueller Gemeinschaften häufig durch eine Steigerung des Sozialisierungsgrades und dem damit verbundenen Wunsch nach mehr Selbstadministration bzw. –regulation auf. Somit ist die Notwendigkeit zur Unterstützung dynamischer Kontexte zwar jeweils unterschiedlich begründet, führt aber bei der Umsetzung beider Systemklassen zu derselben konzeptionellen Herausforderung: Die technologische Infrastruktur muss möglichst reaktions- und anpassungsfähig bzgl. Kommunikation, Interaktion und Zusammenarbeit gestalten werden, um sowohl der individuellen als auch der kollektiven Entwicklungsdynamik ihrer Benutzer Rechnung zu tragen.

E-learning has become the new paradigm for modern teaching moreover, the technology allows to break the resurrection of time and place by enabling people to learn whenever and wherever they want. In information system research, learners' acceptance of e-learning can be predicted and explained using technology acceptance models. This research developed enhanced technology acceptance model to explain students' acceptance of learning management systems (LMSs) in Saudi Arabia. The research model aims to investigate the viability of TAM constructs in a nonwestern country. Moreover, due to the cultural impact of the Saudi Arabian culture towards genders, the research addresses the moderating effect of gender towards LMSs acceptance. The developed model variables identification focuses on two motivation aspects, extrinsic and intrinsic. The developed model consisted of ten variables in total, which can be categorised into three groups. First, the extrinsic variables consisting of information quality, functionality, accessibility, and user interface design. Second, the intrinsic variables are consisting of computer playfulness, enjoyment, and learning goal orientation. Third, the TAM variables consisting of perceived usefulness, perceived ease of use and behavioural intention. Moreover, to validate and examine the developed model, a questionnaire tool was developed for data collection. Furthermore, the data was collected from electronically from three universities over six weeks. The research findings supported the developed model. Additionally, the identified variables were good critical in predicting and explaining students' acceptance of LMSs. The research applied structural equation modelling for statistical analysis using IBM AMOS. The research results confirmed the applicability of the developed model to explain the Saudi students' acceptance of LMSs. The developed model explained high variance among the dependent variables outperforming the excising models. The research improved the explanatory power of the TAM model through the identified variables. Furthermore, the research results showed that the extrinsic variables were stronger predictors of students' perceived usefulness, perceived ease of use and behavioural intention. In addition, the results showed that males and females perception towards the LMS was significantly different. The male students' acceptance towards LMSs was higher than females. Moreover, enjoyment was the stronger determinant of females' behavioural intention.