This thesis presents the design and implementation of a rule-based system used for the design and presentation of problem-solving Computer Aided-Learning (CAL) programs. The system is called Tutorial Assistant, acronymed TA, and operates within PC-MATLAB. TA was developed at the McGill University/University of Zimbabwe Engineering CAL Project and was an attempt to create an Intelligent Computer-Aided Instruction (ICAI) system within PC-MATLAB. After an overview of CAL, the CAL project, and ICAI, several ICAI systems are examined. The implementation of TA and a description of its components follow. Two illustrative example sessions using TA, an evaluation of TA, and an outline for future extensions are presented.

<p> In the biological sciences, higher student success levels are achieved in traditionally formatted, face-to-face coursework than in hybrid courses. The methodologies used to combine hybrid and in-person elements to the course need to be applied to the biological sciences to emulate the success seen in the traditional courses since the number of hybrid course offerings at community colleges are rapidly increasing. </p><p> Research has delineated that creating online collaborative communities and increasing student engagement all function to increase student successful outcomes. This causal-comparative study was conducted using student data from four sections of hybrid, introductory anatomy and physiology courses over the 2011 and 2012 calendar years. The study included two sources of data: unit exam scores and student surveys. Analysis of the unit exam scores determined that there were statistically significant differences in student success and achievement by the implementation of the following web-enhanced technologies: a) discussion boards, b) Breeze, and c) Wiki tools. In the scope of this study, student success and achievement was defined as a student earning a C (70%) or higher at the completion of the course. </p><p> There were a total of 29 surveys conducted per each unit during the 2012 semesters that related to the web-enhanced technologies implemented into the course: Discussion boards, Breeze^&reg;, and Wiki tools. Demographic data was also compiled on all of the students enrolled in the classes during this study to demonstrate that there is no specified niche or trend seen in the students enrolling for this particular course. Unit 1 was used as a baseline to compare the students from the two years. It was determined that the students were not significantly different in aptitude levels at the beginning of the courses based on their Unit 1 exam scores. </p><p> Inferential statistical analysis was done to examine student success and achievement using the following tools: t-test of independent means of the variables, mean, standard deviation, and magnitude of effect. The findings of this study indicate that the web-enhanced technology Wiki tools provided the largest increase in student success and achievement in the hybrid, introductory anatomy and physiology course. Descriptive analysis of the surveys revealed that more than a third of each class felt that the implemented web-enhanced technology functioned to increase collaboration amongst the students and helped to emulate a traditional, face-to-face formatted course. </p><p> The study included four recommendations for practice and nine recommendations for further research. A couple of recommendations for practice included using a single web-enhanced technology for the duration of the semester and having instructors and students complete tutorial sessions for the chosen technology being implemented. Examples of recommendations for research include replicating this study at other institutions and comparing face-to-face, traditional classes to hybrid courses within the same STEM discipline. </p>

The wide accessibility and low cost of virtual reality (VR) on the Web with the advent of the Virtual Reality Modelling Language (VRML) and VRML interpreters makes it ideal for use in providing cost-effective training for operators in selected complex technical environments. VR using VRML is limited; it is not suitable for all types of training, and the cost-effectiveness of deploying VRML-based virtual environments (VEs) is often impeded by high development time and cost. / This thesis examines the potential of using VRML to implement VEs for training in suitable tasks, and demonstrates that this potential can be fulfilled using an appropriate, reuse-driven design. To this end, state-of-the-art work in VR training and Web-based applications are investigated. The role of expert systems and intelligent tutoring systems (ITSs) in imparting expertise, and the architectures of interactive systems are also examined. VRML's limited ability to model abstract, complex concepts, and the need for a reusable design or framework in developing cost-effective learn-by-doing systems are then addressed in an initial prototype application. SEDA-VRML is a VRML-based learn-by-doing system developed for the training of maintenance workers in the troubleshooting and inspection of power transformers. (Abstract shortened by UMI.)

The goal of WITS Welding Intelligent Tutoring System is to provide a realistic and safe virtual reality environment to train electrical workers in performing standard alumino-thermal ground welding procedures on equipment in an electrical switching station yard. The WITS training system allows users to practice a variety of welding scenarios which satisfy company practices and provides help, feedback, and a performance evaluation. The Virtual Reality Interface, Expert System, Virtual Environment, and Monitoring modules of WITS are presented. This thesis focuses on the monitoring of human interactions in the WITS Welding Intelligent Tutoring System. The Monitoring module design includes welding task, manipulation, physics, scheduling, and weather agents. Implementation test results show the feasibility of this approach for monitoring the user's manual interactions in this training environment.

Successful integration of technology is a key goal of recent large investments in technology infrastructure in Western education systems. Conditions affecting successful Information Communications Technologies (ICTs) integration in the classroom are in need of future elucidation. / An extensive study was conceived to investigate types of ICT integration, teachers attitudes regarding ICTs, modes of professional development and teachers perceptions of formal and informal leaders. A 152 item questionnaire was developed and used to gather data from a School District in Nova Scotia, Canada where 750 out of a potential 996 grade three to twelve teachers and administrators responded. Statistical analysis from this school district was then used to guide the researcher to focus upon two elementary, two senior, and one junior high school. At these schools 71 teachers and administrators were interviewed and/or observed. / Further statistical analysis was then conducted to draw out commonalities and differences among and between categories based on school type, grade, subject taught, age and position of employment. Both quantitative and qualitative findings worked together during this analysis. / From the above analysis, structural equation models were employed to confirm findings and show how teacher attitude, professional development and leadership may interact with each other as well as how they may affect levels of classroom ICT integration. / The data show evidence of complex relationships between the components of teacher attitudes, professional development and leadership, and the level of technology integration in the classroom. The measures of student-centredness, student-collaboration as well as levels of cognitive engagement all demonstrate significant relationships to the level of technology integration occurring in the classroom. As well, teacher collaboration and particular modes of professional development may yield higher levels of technology integration. Particular leadership characteristics may result in classroom ICT integration occurrences which may further be affected by other categories of school level, grade, subject taught, age and position held. It was found that models addressing teacher attitude, professional development, leadership and ICT integration may work at that holistic level. However, when moving from these general to more specific contexts, these models fail. Through further analysis, other statistical models, supported by qualitative data, demonstrate statistical viability at levels lower than district-wide. / It was also found that an on-going needs-based professional development model may be needed to form the superstructure that could support differentiated professional development experiences. The needs of individuals and groups of teachers could be assessed in order to accommodate their preferred professional development modes and content requirements. / Thesis (PhDEducation)--University of South Australia, 2006.

Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2006. / Source: Dissertation Abstracts International, Volume: 68-02, Section: A, page: 0540. Adviser: Jeffrey Douglas. Includes bibliographical references (leaves 60-63) Available on microfilm from Pro Quest Information and Learning.

Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2007. / Source: Dissertation Abstracts International, Volume: 68-06, Section: A, page: 2416. Adviser: Sarah McCarthey. Includes bibliographical references (leaves 167-175) Available on microfilm from Pro Quest Information and Learning.

Thesis (Ph.D.)--Indiana University, Dept. of Curriculum and Instruction, School of Education, 2007. / Source: Dissertation Abstracts International, Volume: 68-09, Section: A, page: 3712. Adviser: David Flinders. Title from dissertation home page (viewed May 7, 2008).

Thesis (Ph.D.)--Indiana University, School of Education, 2007. / Source: Dissertation Abstracts International, Volume: 68-07, Section: A, page: 2816. Adviser: Thomas M. Duffy. Title from dissertation home page (viewed Apr. 14, 2008).

Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2005. / (UnM)AAI3202140. Adviser: Adelle Renzaglia. Source: Dissertation Abstracts International, Volume: 67-02, Section: A, page: 0520.