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

D.Litt. et Phil. (Information Science) / The project involved the design of a multimedia study package for distance teaching in computerised information retrieval. This included external online and CD-ROM informa- tion retrieval, as well as specialized systems such as in-house databases, videotex, teletext and Internet. The target group was information specialists. The findings may also apply to other target groups, provided a thorough situation analysis serves as point of departure. The project was initiated by the growing importance of distance education, the constant developments in the online industry and the need for didactically grounded study packages for teaching computerised information retrieval skills. Such packages should focus on technological knowledge and skills on the higher cognitive, affective and psychomotor levels. A literature study was conducted on four subproblems: the nature of distance education; the characteristics of multimedia study packages; the didactical grounding of such packages (including curriculum development, instructional design and media selection); and the state of the art regarding the 'teaching of computerised information retrieval. This led to the conclusion that the theory of distance education should serve as focal point in the design of a multimedia package, while special attention is also given to Keegan's theory which focuses on the reintegration of the teaching and learning acts. Study packages should be the result of instructional design, which is dependent on curriculum development. The latter includes decisions made on the macro and meso levels of the curriculum and the consideration of technological infrastructures available in the wider society. Provision should also be made for the typical characteristics of multimedia packages for distance teaching, including individual study, irregular contact teaching sessions, active student involvement, opportunities for self-evaluation, enriching and remedial learning events, student support and the recognition of the needs of adult learners (andragogical needs), as well as those of young adults. The mastering of higher order skills should be supported by opportunities for active student involvement including self-evaluation of lower order skills. Provision should also be made 1I1 for the practical application of knowledge and skills, as welI as evaluation skills, by fully exploiting the possibilities offered by interactive teaching. Students should, however, attend interactive sessions welI prepared. This could be ensured by making use of prior self- evaluation as well as tutor evaluation of both subject matter and media literacy. A variety of media and teaching methods can be applied in the mediated teaching of computerised information retrieval. Media selection should be based on media character- istics, performance objectives, subject nature and logistical factors. An eclectic model for instructional design is proposed. A concept design for a multimedia package for distance teaching of computerised information retrieval was developed by applying this eclectic model. The concept design was based on the didactical situation at the University of South Africa. Although the design has focused on the ideal situation, where students have access to computers and attend sporadic contact teaching sessions, suggestions are also made for a differentiated package. These suggestions include a basic study package, a learning contract with the student and his employee, and a package with enriched learning experience.

The purpose of this proposed research study was to identify actual teaching practices/instructional strategies for online science courses. The identification of these teaching practices/instructional strategies could be used to compile a set of teaching practices/instructional strategies for virtual high school and online academy science instructors. This study could assist online science instructors by determining which teaching practices/instructional strategies were preferred for the online teaching environment. The literature reviewed the role of online and face-to-face instructional strategies, then discussed and elaborated on the science instructional strategies used by teachers, specifically at the secondary level. The current literature did not reflect an integration of these areas of study. Therefore, the connectedness of these two types of instructional strategies and the creation of a set of preferred instructional practices for online science instruction was deemed necessary. For the purpose of this study, the researcher designed a survey for face-to-face and online teachers to identify preferred teaching practices, instructional strategies, and types of technology used when teaching high school science students. The survey also requested demographic data information from the faculty members, including years of experience, subject(s) taught, and whether the teacher taught in a traditional classroom or online, to determine if any of those elements affect differences in faculty perceptions with regard to the questions under investigation. The findings from the current study added to the literature by demonstrating the differences and the similarities that exist between online and face-to-face instruction. Both forms of instruction tend to rely on student-centered approaches to teaching. / There were many skills that were similar in that both types of instructors tend to focus on implementing the scientific method. The primary difference is the use of technology tools that were used by online instructors. Online instructors tend to rely on more technological tools such as virtual labs. A list of preferred instructional practices was generated from the qualitative responses to the open-ended questions. Research concerned with this line of inquiry should continue in order to enhance both theory and practice in regard to online instruction. / by Tammy J. Gillette. / Thesis (Ed.D.)--Florida Atlantic University, 2009. / Includes bibliography. / Electronic reproduction. Boca Raton, Fla., 2009. Mode of access: World Wide Web.

Qu Cong. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2003. / Includes bibliographical references (leaves i-iii (3rd gp.)). / Abstracts in English and Chinese. / Acknowledgements --- p.i / Content --- p.ii / Abstract --- p.iv / Abstract (Chinese) --- p.vi / Chapter Chapter 1 --- Introduction --- p.1 / Chapter 1.1 --- Long Distance Laboratory --- p.1 / Chapter 1.2 --- Overview of Web-Based Laboratory --- p.3 / Chapter 1.3 --- Project of Development of Web-Based Laboratory --- p.5 / Chapter 1.4 --- Thesis Outline --- p.7 / Chapter Chapter 2 --- Laboratory Layout --- p.8 / Chapter 2.1 --- DC Motor System --- p.9 / Chapter 2.2 --- Coupled Tank System --- p.11 / Chapter 2.3 --- Mass-Spring-Damper System --- p.13 / Chapter 2.4 --- Ball and Beam System --- p.15 / Chapter 2.5 --- Configurations --- p.16 / Chapter Chapter 3 --- System Architecture --- p.18 / Chapter 3.1 --- Hardware Architecture --- p.18 / Chapter 3.2 --- Software Architecture --- p.21 / Chapter 3.3 --- Architecture Characteristics --- p.24 / Chapter Chapter 4 --- Control Methodology --- p.28 / Chapter 4.1 --- Basic Control Concepts --- p.28 / Chapter 4.2 --- System Modeling --- p.30 / Chapter 4.3 --- Controller Design Methods --- p.36 / Chapter 4.4 --- Digital Control --- p.42 / Chapter Chapter 5 --- Mass-Spring-Damper System --- p.45 / Chapter 5.1 --- System Setup --- p.45 / Chapter 5.2 --- Experiment Design --- p.49 / Chapter Chapter 6 --- Ball and Beam System --- p.58 / Chapter 6.1 --- System Setup --- p.59 / Chapter 6.2 --- Experiment Design --- p.61 / Chapter Chapter 7 --- Education Practice --- p.76 / Chapter 7.1 --- Practice and Analysis --- p.76 / Chapter 7.2 --- Remarks --- p.80 / Chapter Chapter 8 --- Conclusions and Future Work --- p.82 / Chapter 8.1 --- Concluding Remarks --- p.82 / Chapter 8.2 --- Future Work --- p.84 / Bibliography --- p.i

Teaching at an online school is so different from classroom teaching that traditional training includes few of the skills necessary to be a successful online teacher. New teachers to an online environment face a steep learning curve in how they'll use the instructional technology, prioritize their time, and establish relationships with their students. The literature has advice for these teachers about effective online practices, but there has been little research to establish which strategies are most effective in motivating students. This pre-experimental study, conducted at an online 6th-12th grade hybrid school, investigated the practices used more often by the most effective teachers. Teacher effectiveness was measured by the number of assignments their students had not completed on time. Recognizing that the effectiveness of different practices will vary from student to student, the research analysis included two covariates, measured by surveys: the academic identity and motivational resilience of the students, and the students' self-reported preferences for motivational strategies. More effective teachers were found to make videos more frequently, both of the teacher for motivational purposes and recorded by the teacher to help students move through the curriculum. Quick grading turnaround and updating a blog were also more common with all effective teachers. Distinct differences between middle and high school students came out during data analysis, which then became a major point of study: according to the data, more effective middle school teachers emphasized individual contact with students, but the less effective high school teachers spent more time on individualized contact. The surveys used in this study could be modified and implemented at any online school to help teachers discover and then prioritize the most effective strategies for keeping students engaged.

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

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

published_or_final_version / abstract / toc / Education / Master / Master of Education

The purpose of this study was to evaluate empirically the effectiveness of the new online career workshop titled "Ex-Scape" based on career knowledge and skill outcomes. Although numerous studies have been conducted on distance education classes in various disciplines, little research was found on the effectiveness of web-based learning in career development courses. Quantitative methods were used to determine a numerical score. Pre- and posttests were calculated and recorded in SPSS 11.5 and paired t-tests determined whether or not there was significant difference in the scores between the pre- and posttests. Qualitative methods were used through course evaluations and focus groups to record student comments of their experience with the online course. Results revealed that the online method of instruction was effective based on career knowledge and skill outcomes. Recommendations for further research include continuation of future research on the outcome success of online career development courses; utilization of a broader approach to research to include variables such as students' preferred learning styles, motivational factors, cost factors, and students' computer expertise; and collection and critique of post-resumes to follow up on students' impressions of their skills. / xi, 108 leaves ; 28 cm.

Thesis (Ph. D.) -- University of Tennessee, Knoxville, 2005. / Title from title page screen (viewed on Sept. 6, 2005). Thesis advisor: Ralph Brockett. Document formatted into pages (x, 159 p. : ill. (some col.)). Vita. Includes bibliographical references (p. 129-144).