Due to the COVID-19 pandemic many schools were forced to interrupt in-person delivery of educational services and switched to delivery of instruction in a remote setting. The educational impacts of school closures and remote instructional delivery have become a concern for the impact on an entire generation of students. Although delivery of behavioral interventions remotely is a topic that has been reported on in behavior analytic literature for over 15 years before this pandemic, few studies directly compared delivery of equivalent services across in-person and remote settings. Further, no studies included in recent literature reviews included comparative analyses between acquisition of novel instructional objectives across in-person and remote settings. Additionally, no studies are reported using verbal behavior developmental measures to identify potential prerequisites for benefitting from remote instruction. I therefore present a series of experiments to investigate the relative effectiveness of in-person and remote instruction as well as comparing outcomes for students grouped by level of verbal behavior development. In Experiment I, I conducted a carefully controlled experiment to compare rate of learning, rate of instructional presentation, and maintenance of objectives mastered across in-person and remote settings. I used a reversal design across 6 preschool aged participants with disabilities. The results indicate that some participants reliably mastered objectives and completed instruction faster in-person for 3 of 6 participants while the results for the other 3 participants were mixed. Overall, participants mastered objectives and completed instruction faster in-person in approximately half of the comparisons while showing no difference or learning faster remotely in the remaining comparisons. No consistent difference was shown in 14 and 21-day follow up maintenance measures. No consistent difference in the outcomes of students who demonstrated Naming compared to those who did not demonstrate any Naming. In Experiment II, I extend the findings of the previous experiments by comparing system wide educational outcomes of a hybrid in-person and remote educational model to the outcomes of the same model in a pure in-person setting in terms of fidelity of instruction, educational outcomes, and a cost analysis to determine how much the transition to remote provision of instruction costs stakeholders. Further, I compared educational outcomes across students categorized by level of verbal behavior development. The results indicate that the total number of learning opportunities and objectives mastered are significantly higher during a fully in-person model when compared to a hybrid educational model containing a remote instructional component. Further, when comparing educational outcomes across groups of students categorized by level of verbal behavior development, the results indicate that the rate of learning and objectives masted are significantly increased once students demonstrate joining of the listener and speaker repertoires as indicated by the presence of the Naming capability. The implication of the results are discussed in terms of feasibility of remote instruction as an alternative to in-person instruction as well as the importance of identifying and establishing the Naming capability for students to best benefit from remote instruction.Keywords: Telehealth, COVID-19, remote instruction, virtual instruction, verbal behavior development

The widespread adoption of computer-based testing has opened up new possibilities for collecting process data, providing valuable insights into the problem-solving processes that examinees engage in when answering test items. In contrast to final response data, process data offers a more diverse and comprehensive view of test takers, including construct-irrelevant characteristics. However, leveraging the potential of process data poses several challenges, including dealing with serial categorical responses, navigating nonstandard formats, and handling the inherent variability. Despite these challenges, the incorporation of process data in educational assessments holds immense promise as it enriches our understanding of students' cognitive processes and provides additional insights into their interactive behaviors. This thesis focuses on the application of process data in educational assessments across three key aspects. Chapter 2 explores the accurate assessment of a student's ability by incorporating process data into the assessment. Through a combination of theoretical analysis, simulations, and empirical study, we demonstrate that appropriately integrating process data significantly enhances assessment precision. Building upon this foundation, Chapter 3 takes a step further by addressing not only the target attribute of interest but also the nuisance attributes present in the process data to mitigate the issue of differential item functioning. We present a novel framework that leverages process data as proxies for nuisance attributes in item response functions, effectively reducing or potentially eliminating differential item functioning. We validate the proposed framework using both simulated data and real data from the PIAAC PSTRE items. Furthermore, this thesis extends beyond the analysis of existing tests and explores enhanced strategies for item administration. Specifically, in Chapter 4, we investigate the potential of incorporating process data in computerized adaptive testing. Our adaptive item selection algorithm leverages information about individual differences in both measured proficiency and other meaningful traits that can influence item informativeness. A new framework for process-based adaptive testing, encompassing real-time proficiency scoring and item selection is presented and evaluated through a comprehensive simulation study to demonstrate the efficacy.

The COVID-19 pandemic was an unprecedented event in world history with a global impact. In the United States, emergency remote teaching (ERT) was utilized due to significant changes in the educational system, including temporary closures, shifts to remote and hybrid learning, and the addition of various infection control measures such as the wearing of masks, social distancing, and quarantine guidelines to reduce the community spread of COVID-19. These changes impacted those working and learning during the COVID-19 pandemic. This qualitative multiple-case study sought to describe and compare the professional experiences of four high school physical science teachers in the United States during the pandemic. Data was collected using surveys, participant artifacts, interviews, and focus groups between the spring of 2020 and the spring of 2022. The data were analyzed inductively using holistic and descriptive coding as well as inductively through a cross-case analysis by utilizing social reproduction theory (SRT) and teacher self-efficacy (TSE) theoretical frameworks. Four individual participant case descriptions and a cross-case analysis are reported. The findings indicate that teachers experienced significant changes to their schedules, technology use, instruction, and assessment. Teachers’ ability to communicate professionally was impacted, as was teacher professional development (PD) and evaluation. These changes resulted in learning gaps, which were more significant for struggling and marginalized students. The results demonstrate that the teachers and their students experienced the pandemic differently depending on various factors, such as resource access and school type. The findings indicate that the teachers’ students with more economic, social, and cultural capital were best positioned to access remote learning, which generated social reproduction and exacerbated inequalities. TSE decreased due to a lack of mastery and vicarious experiences, negative social and verbal persuasion, and the teachers’ adverse physiological and emotional states. TSE was also reduced due to ecological factors such as increased uncertainty and role demands, powerlessness, and isolation. The pandemic displayed how inequities across our educational system must be addressed and how the educational system must better prepare and support teachers and students during educational disruptions. The teachers gained a greater appreciation for in-person instruction, became more confident in their use and implementation of classroom technology and remote teaching, and became more aware of inequities among students.

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Thesis (MBA)--Stellenbosch University, 2002. / ENGLISH ABSTRACT: Technology and especially Internet has advanced rapidly during the last ten years. Universities have been in the forefront with access to Internet, but are only now beginning to wake up to the opportunities that exist within the technological arena. Unfortunately Universities have been slow to accept the possibilities of the World Wide Web and its uses within the classroom. Student demographics are changing and their requirements are changing. The Students of today are no longer studying full time and in their early twenties. They are older, are working part-time and need to arrange their study-time to accommodate their work schedules. Universities have to adapt some of their courses or lose out to the competition, which has become global due to technological advances. Web based learning is a perfect answer to the problems working students face, but the mindset of lecturers and even students need to be changed to accept this new form of learning. Many universities have already started distance-learning projects, which are perfect for certain parts of the world and certain students, generally in the Western world. The best ways to start changing perceptions is by combining webbased learning and traditional classroom education and then gradually move on to a full online virtual classroom scenario. In this project a software package called WebeT was used to move a People Management MBA course, which was previously only presented via a traditional classroom into the realm of a virtual classroom. This was achieved by giving the students online access to all information they would traditionally get physically, such as course information. The move of classroom information onto WebCT resulted in file downloads, questionnaires and other information becoming available online. As a direct result the traditional classroom contact for the People Management course was shortened from twelve sessions to seven sessions. The course is close to becoming a complete online course. / AFRIKAANSE OPSOMMING: Tegnologiese ontwikkeling en veral die gebruik van die Internet het gedurende die afgelope tien jaar baie gevorder. Universiteite het reeds 'n geruime tyd toegang tot die Internet, maar begin nou eers besef watter voordele hierdie tegnologiese era vir hulle inhou. Ongelukkig was Universiteite stadig om die potensiaal van die 'World Wide Web" binne die tradisionele klaskamer te ontgin. Die demografiese profiel van studente het in die laaste paar jaar baie verander. Die hedendaagse student is nie meer 'n voltydse student in sy vroeë twintigs nie. Studente is nou ouer, werk deeltyds en hul studietyd moet kan aanpas by hul werkskedules. Universiteite sal of hul kursusse hierby moet aanpas, of studente aan die kompetisie verloor, wat weens die tegnologie nou globaal is. Web gebaseerde onderrig is die perfekte antwoord vir die probleme wat werkende studente ervaar. Die persepsie van die lektor en ook die student moet egter verander om hierdie nuwe vorm van onderrig te aanvaar. Universiteite het alreeds met afstand onderrig begin, wat baie goed werk in sekere lande en met sekere studente. Die doeltreffendste manier om persepsies te verander, is.deur web gebaseerde onderrig en tradisionele klaskamer onderrig te begin kombineer. Hierna kan daar stelselmatig beweeg word na 'n volle virtuele klaskamer scenario. In hierdie projek is 'n sagteware program WebCT gebruik om 'n MBA-kursus in Mensebestuur, wat tradisioneel 'n klaskamer gebaseerde kursus is, te omskep in 'n virtuele klaskamer kursus. Dit is bewerkstellig deur die kursus informasie, wat tradisioneel in fisiese notas aan die studente oorgedra is, direk aanlyn beskikbaar te stel. Die gebruik van WebCT het tot gevolg gehad dat studente nou informasie kon aflaai en vraestelle beantwoord op die Internet. Die tradisionele klaskamer sessies van die Mensebestuurkursus is hierdeur verkort van twaalf sessies na sewe sessies. Hierdie verandering het veroorsaak dat hierdie kursus bykans geheel en al in 'n virtuele klaskamer kursus omskep is.

伍國雄. / 論文(博士)--香港中文大學敎育學部, 1998. / 附參考文獻. / 附英文摘要. / Available also through the Internet via Dissertations & theses @ Chinese University of Hong Kong. / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Mode of access: World Wide Web. / Wu Guoxiong. / Lun wen (Bo shi)--Xianggang Zhong wen da xue jiao yu xue bu, 1998. / Fu can kao wen xian. / Zhong Ying wen zhai yao.

Thesis (MBA)--Stellenbosch University, 2005. / ENGLISH ABSTRACT: This study is an investigation into the four year implementation period of WebCT as web-based learning support and content management system, within the Faculty of Economic and Management Sciences in order to: • Identify the critical success factors related to the success of the implemented system. • Review the relevance of these critical success factors by means of literature study, along with reference to case studies of similar WebCT implementations. • Review the initiatives undertaken by both the university and the faculty in order to adhere to the identified critical success factors. • To test, by means of a faculty questionnaire, whether these critical success factors have in fact been met. • To make recommendations for the way fonward based on the literature review, the faculty review and the results obtained from the faculty questionnaire. Reviewing e-Iearning derives various definitions and understandings of the concept of e-Iearning within the modem e-Iearning environment and expands into the basic activities of e-Iearning as practised within traditional universities to establish an understanding of e-Ieaming application of e-Iearning within the University of Stellenbosch. A further investigation reveals how the leaming and content management system (WebCT) was implemented at the University of Stellenbosch as supportive e-Iearning systern as supported by various advantages and subjected to several criticisms. The following eight critical success factors were identified for the faculty: • All staff and students have access to the necessary stable 24/7 IT infrastructure and support. • All stakeholders have a shared vision of the system's objectives. • Top management is strongly committed to the idea of e-Iearning. • Performance evaluation of implemented system. • Establishing a minimum online presence as launch pad. • The Faculty buying into/taking ownership of the new system. • Establishing lecturer's competency, benefits and e-Iearning integration. • WebCT management becomes part of the normal business activities. From the review into the relevance of the eight critical success factors, as identified above, along with the faculty investigation of how these factors were managed and the results obtained from the faculty survey, it can be concluded that there is room for further improvement and that specific prioritised and classified management recommendations relating to the future management of WebCT as learning support system within the faculty can be made. Specific recommendations are made to promote faculty development through strategy formulation that addresses a prioritised list of recommendations, including the following: • The inclusion and recognition of e-Iearning development and administration in normal workload. • Lecture's development through technical competency development, the developing awareness of benefits of e-Iearning and developing the awareness and competency of e-Iearning integration. • Setting and maintaining a standard of minimum presence. • Providing additional lecturer support. • System evaluation. • Establishing a reward system for e-Iearning initiatives. • Strategy review. • E-Iearning research. These recommendations aim to drive the faculty development in line with the university's e-Iearning's vision and the university's e-Iearning main objective of: "elearning becoming a strategic asset". / AFRIKAANSE OPSOMMING: Hierdie studie is 'n ondersoek na die vierjaar-implementering van WebCT as webgebaseerde leerondersteunings- en inhoudbestuurstelsel, binne die Fakulteit van Ekonomiese en Bestuurswetenskappe met doel om: • Die kritiese suksesfaktore t.o.v. die geimplementeerde stelsel te identifiseer. • Die relevantheid van hierdie suksesfaktore te ondersoek deur middel van literatuurstudie, tesame met verwysing na gevallestudies van soortegelyke WebCT implementerings. • 'n Oorsig te verskaf oor die bestuursinisiatiewe wat deur die universiteit en die fakulteit onderneem is om te voldoen aan die kritiese suksesfaktore soos geidentifiseer. • Om deur middel van 'n fakulteitsvraelys te toets of die fakulteit aan hierdie kritiese sukses faktore voldoen het. • Om aanbevelings aan die hand van die literatuurstudie, die fakulteit se inisiatiewe en die resultate van die fakulteitsvraelys, aanbevelings te maak vir die pad vorentoe. Uit die literatuurstudie spruit daar verskeie definisies en verklarings vir die konsep van e-leer binne die moderne e-Ieer omgewing. Hierdie basiese definisies lei na 'n oorsig van die basiese e-Ieer aktiwiteite soos beoefen in tradisionele universiteite om ten einde 'n basiese agtergrond daar te stel van die toepassing van e-Ieer by die Universiteit van Stellenbosch. 'n Verdere ondersoek wys hoe die leer- en inhoudsbestuurstelsel (WebCT) geimplementeer was in die Universiteit van Stellenbosch om as ondersteundende e-Ieer stelsel te funksioneer aan die hand van die voordele en kritieke gekoppel aan die gebruik van soortegelyke stelsels. Die volgende agt kritiese suksesfaktore is vir die fakulteit geidentifiseer: • Alle personeel en studente het 24/7 toegang tot die vereiste infrastruktuur en ondersteunding. • Alle belanghebbendes het 'n verenigde visie van die stelsel se doelwitte. • Topvlakbestuur is sterk toegewyd tot die e-Ieer konsep. • Prestasie-evaluasie van die geimplementeerde stelsel. • Die daarstel van 'n minimum aan-Iyn teenwoordigheid as vertrekpunt. • Dosente (gebruikers) se inkoop/eienaarskap in die nuwe stelsel. • Die daarstel van dosente se bevoegdheid, voordele en e-Ieer integrasie. • Bestuur van WebCT word gevestig as deel van normale besigheidsaktiwiteite. Vanuit die oorsig van die relevantheid van elk van die agt kritiese suksesfaktore, soos hierbo ge'fdentifiseer, tesame met die ondersoek t.o.v. hoe die faktore bestuur is binne die fakulteit en die resultate wat vanaf die vraelys verkry is, kan daar tot gevolgtrekking gekom word dat daar ruimte vir verdere verbetering bestaan. Om hierdie ruimte vir verbetering te vul en die toekomstige bestuur van WebCT as e-Ieer ondersteunende stelsel aan te spreek, kan spesifieke, prioriteitsgekoppelde en geklassifiseerde aanbevelings t.o.v. die toekomstige bestuur van e-Ieer gemaak word. Spesifieke aanbevelings is gemaak om die fakulteit se ontwikkeling d.m.v. strategieformulering wat 'n Iys van geprioritiseerde aanbevelings aanspreek, te bevorder. Die aanbevelings stuil die volgende in: • Die insluiting en erkenning van e-Ieer ontwikkeling en administrasie in die normale werklas. • Dosente-ontwikkeling d.m.v. tegniese vaardigheidsontwikkeling, ontwikkeling van bewustheid van voordele van e-Ieer en die ontwikkeling van bewustheid en vaardigheid t.o.v. e-Ieer integrasie. • Die daarstel en onderhoud van 'n minimum teenwoordigheid. • Verskaffing van addisionele dosente-ondersteuning. • Stelsel-evaluasie. • Die daarstel van 'n erkenning- en vergoedingstelsel vir e-Ieer inisiatiewe. • Strategie hersiening. • E-Ieer navorsing. Hierdie aanbevelings poog om die fakulteit te dryf in Iyn met die universiteit se e-Ieer visie en die hoofdoelwit van e-Ieer aan die universiteit: "dat e-Ieer 'n strategiese bate moet word."

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

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