Thesis (Ed. D.)--Youngstown State University, 2009. / Includes bibliographical references (leaves 82-90). Also available via the World Wide Web in PDF format.

M.B.A. / We are In the midst of the Information age wherein Information and communication technology has been growing exponentially to the extent that we are totally reliant on it In some way or the other. We have often heard of new buzzwords like e-commerce, e-business, e-solutlons with the latest being elearning. This Is being hailed as the concept that will revolutionize our education systems and how we learn. "Today's education system Is built on an agrarian model that worked In the years when we were a nation of farmers, foresters and fisherman. Schooling has changed to take on elements of the industrial revolution (factory-line, classes, assembly-line curriculum and teacher-foreman) that worked for the needs of the industrial age. New designs are needed to create the "knowledge workers" who will define the information age." (wwwa, 2000) This quotation alludes to the need to change the system of education to be more in tune with the needs of the 21st century. To this end McCombs (2000) has identified a "need for educational models that reconnect learners with others and with learning models that are person centered while also addressing the needs for learning experiences. Learning experiences In schools should prepare learners to be knowledge producers, knowledge users and socially responsible citizens. II Similarly Thornburg (1999) has argued that "we must move beyond the past where Information was seen as a scarce resource and education was a system for Imparting Information to benefit learners.

Thesis (M. Sc.)--University of Hong Kong, 2008. / Includes bibliographical references (p. 62-65)

Thesis (Ph. D.)--University of Texas at Austin, 2004. / Supervisor: Min Liu. Vita. Includes bibliographical references.

The thesis investigates online teaching and learning and in particular, the role of the 'e-moderator' as pedagogical leader in relation to e-learner capabilities. The research builds upon a number of existing models including that of Bass and Alvolio (1996), their 'transactional/task-giving' and 'transformational/motivational' behaviours, and applies these to e-moderator work. Secondly, a review of the research literature provides further concepts applicable to e-learner online behaviour - collaborative capability and knowledge construction ability. These are utilised to create a new model, the 'model of Pedagogical Variation', where online teaching is viewed as situational, and e-learners of varying degrees of capability can be given opportunities to maximise their online learning. A hypothetico-deductive methodology, following the work of Karl Popper (2002), is adopted as the theoretical framework. The research sought to corroborate the proposed pedagogical model, which was successfully achieved with experienced e-moderator practitioners adapting Kelly's (1955) personal construct psychology using the six elements: socialising, scaffolding, knowledge construction, weaving, summarising and archiving. In accordance with the hypothetico-deductive approach, an evaluation was then conducted with the objective of refuting the basic underlying assumptions of the Pedagogical Variation model. The model did withstand attempts at falsification, but is presented here as provisional, open to further scrutiny, testing and comparison. Future research could be in the development of diagnostic tools for e-moderator evaluation of e-learner capabilities and on e-learner preferences regarding the selection of a particular online learning environment. It is suggested that effective online teaching is dependent not only on e-learner context but also on e-moderators' pedagogical leadership. The model for Pedagogical Variation is an attempt to show how adaptations in design and delivery can be made in asynchronous learning networks in order to motivate and facilitate successful outcomes for e-learners, whether they are digital natives or digital immigrants (Prensky,2001 ). Online course providers and developers may also use the Pedagogical Variation model as a blueprint for exploring creative ways of implementing new emerging learning technologies fit for the 21st Century.

published_or_final_version / Education / Master / Master of Science in Information Technology in Education

Although much has been written about learning in online discussion, the research literature reveals the need for further empirical research to be carried out.  For example, the use of online discussion is often seen as a means by which students can engage in a socially constructivist approach to learning, (Pena-Shaff et al., 2005; Hudson et al., 2006; Schrire, 2006) whilst others raise questions about the depth of engagement and the preparedness to learn in this socially constructivist context (Hawkey, 2003; Roberts and Lund, 2007).  The need to gain further understanding of learning through discussion is raised by Ravenscroft (2005); McConnell (2006); Goodyear and Ellis (2008).  This study adds to empirical research by exploring students’ engagement with online discussion at an individual and course level. Two key research questions are: What are the different approaches taken by students when responding to learning activities which ask them to engage in online discussion?  What are students’ perceptions of how their engagement in online discussion impacts on their learning and the learning of others?  The study is qualitative, phenomenographic in nature drawing on six case studies of Higher Education students’ engagement with online discussion.  A rich set of empirical data is gathered within the case studies.  A grounded approach to data collection and analysis is used, including the analysis of interview data in order to hear the students’ voices about their experiences.  The findings from the analysis of the case studies reveal different strategies that students use when engaging in online discussion, and diverse students’ views of learning through online discussion, even from within the same course context.  A framework for learning through online discussion emerges from the discussion.

published_or_final_version / Education / Master / Master of Science in Information Technology in Education

Not available / text

Thesis (M.Ed.)--Murdoch University, 2004. / Thesis submitted to the Division of Arts. Coursework thesis. Bibliography: leaves 118-126.