The great variety of authoring activities involved in the development of Web-based learning environments requires a more comprehensive integration of principles and strategies not only from instructional design, but also from other disciplines such as human-computer interaction and software engineering. The present dissertation addresses this issue by proposing an object-oriented instructional design (OOID) model based on Tennyson's fourth generation instructional systems development (ISD4) model. It incorporates object-oriented analysis and design methods from human-computer interaction (HCI) and software engineering into a single framework for Internet use in education. Introducing object orientation into the instructional design of distributed hypermedia learning environments allows for an enhanced utilization of so-called learning objects that can be used, re-used or referenced during technology-mediated instruction. In addition, by applying the Unified Modeling Language (UML), a modeling notation tool is available to instructional designers that helps them to visually communicate design specifications using a widely established standard. This developmental research study is based on an extensive document analysis of resources from a variety of disciplines involved in the instructional Web site development process. The author identifies a set of authoring activities from ISD as well as HCI and software engineering that play a major role in instructional Web sites development. These authoring activities have been specified based on the object-oriented paradigm and visualized using UML. The author provides an example from a higher education setting about how the OOID model can be implemented in the design of Web-based instruction. This study contributes to the ongoing research into the design of Web-based instruction. The results will be of interest to educators, instructional designers, and other e-learning specialists who want to implement learning objects and improve their development of Web-based instruction by incorporating object orientation as the primary development paradigm and UML as the principle modeling notation tool. This research also provides suggestions on how to develop instructional Web sites for international use.

This study attempted to shed some light on effectiveness of computer-based mathematics instruction by using meta-analysis to integrate findings from varied studies. Seventy-two studies were collected from published studies, ERIC documents, and dissertations. Effectiveness was measured in terms of math achievement, problem-solving skills, and attitudes toward mathematics/instruction and computers. Overall results indicated that CAI/computer programming had a moderate positive effect on achievement, a slight positive effect on problem-solving skills and attitudes toward mathematics/instruction, and a great positive effect on attitudes toward computers for elementary and secondary students. Specific effects found were: (1) junior high students had higher average effect size in achievement than elementary and senior high students; (2) simulation/gaming CAI had higher effect size in achievement for higher grade students; (3) CAI was most effective for low-ability students' mathematics achievement; (4) students from average and high-income families had higher average effect sizes than students from low-income families; (5) male students learned more with computers than female students in terms of achievement; (6) CAI programs developed by experimenters or teachers had higher average effect size than programs which were commercially developed; (7) computers located in laboratories or in classrooms were equally effective in enhancing student achievement; (8) CAI was effective in improving achievement for both normal students and special students, such as remedial and learning-disadvantaged students; (9) CAI in algebra/arithmetic studying had higher average effect sizes than in geometry; (10) published studies yielded the largest effect size in achievement, and dissertations had the largest effect size in problem-solving skills; (11) Logo programming was more effective in enhancing problem-solving skills than BASIC; and (12) attitudes of male and low-ability students were most positive toward mathematics/instruction. In light of above positive findings of this meta-analysis, educators/teachers may be able to make sound decisions about implementation of CAI/computer programming in mathematics instruction.

Although media production is considered to be a time consuming, difficult, and expensive process, educators need to integrate media production into their curriculum in order to prepare new generations for a media-rich culture. Rather than just being technical or peripheral, media production must be simple and central to the learning process. This research promotes media literacy skills/goals through analog and digital production techniques. This study describes and analyzes the varied reactions and educational experiences of analog and digital video production groups. This dissertation was based on research conducted in Hingham and Sharon, Massachusetts and Verona, Wisconsin from the spring of 2001 through the summer of 2001. The study investigated the educational experiences of three groups of forty-eight students who were completing their technology in education master programs. The study examined how participants were affected by different media production activities. This qualitative research focused on the importance of learning new media literacy skills through simple production techniques on a video camera versus digital editing on computer. The participants in three different groups were asked to produce the same technique, transition, or special effect. Their responses to the media survey, questionnaires, media productions, interviews, as well as their midterm and final projects were compared and evaluated. The study described in this dissertation explored three key topics in order to understand the educational experiences of participants: the wide range of meanings participants associate with media education; the impact of video production activities on participants' understanding of media; and the ways in which they integrated media production in their midterm and final projects.* *This dissertation is multimedia (contains text and other applications not available in printed format). The CD requires the following applications: Windows 95 or higher; Microsoft Office; QuickTime; MediaPlayer or RealPlayer.

Galileo's contemporaries as well as today's students have difficulty understanding relative motion. It is hypothesized that construction of visual models, resolution of these visual models with numeric models, and, in many cases, rejection of epistemological commitments such as the belief in one "true" velocity, are necessary for students to form integrated mental models of relative motion events. To investigate students' relative motion problem solving, high school science students were videotaped in classroom and laboratory settings as they performed collaborative predict-observe-explain activities with relative motion computer simulations. The activities were designed to facilitate conceptual change by challenging common alternative conceptions. Half of the students interacted with simulations that provided animated feedback; the other half received numeric feedback. Learning, as measured by a diagnostic test, occurred following both conditions. There was no statistically significant difference between groups on the measure. It is hypothesized that students did not show statistically significant performance differences on the relative motion test because (a) many students were able to solve numeric problems through algorithm use; (b) many numeric condition students were aided in their ability to visualize problems by interaction with the treatment; and (c) the animation condition fostered little learning because the activities were too easy for students to perform. Students' problem solving was examined through analyses of protocols and through statistical analyses of written responses. Evidence supported the following findings: (1) Numeric condition students had more difficulty with the computer activities than animation condition students. (2) Many students in both groups were able to construct accurate mental models of relative motion events. (3) A number of numeric condition students used faulty mechanical algorithms to solve problems. (4) A number of animation condition students used visualization to solve problems, mapping dynamic visual features of the animations onto posttest problems. Thus, there is evidence that presentation of numeric data can foster students' use of mechanical algorithms. Presentation of animations can foster visualization of target problems solved off-line. These results suggest that, in addition to the structure of the simulations, how computer simulations are used may have a great impact on students' cognition.

The purpose of this study was to determine the number of University Aviation Association (UAA) member postsecondary institutions that were experiencing student delays in flight certification. Such delays can lead to increased costs for the student, the failure to complete the intended academic program, and an interruption in career progression. This study queried the aviation program administrators of UAA member flight institutions to determine the extent of the problem. Through a questionnaire, the researcher determined whether a relationship existed between student flight curriculum progress and certain identified factors at those institutions. A survey instrument was used to obtain responses to questions such as: the level of flight student progress delays, institutional policies regarding prepayment for flight services, the number of students failing to complete their flight training in the semester predicated by the syllabus, the impact of weather and finances, the use of ground-based training devices, and institutional policies relating to flight student incomplete grades. The study revealed that approximately 88% of the respondents noted that they were experiencing a problem with flight student progress delays at their institution. The research indicated that institutional financial policies, such as the formal determination of flight student finances in advance of each semester, were factors in reducing "Major" progress delays. The use of simulation or ground-based training devices was associated with a reduction in the flight progress delays. Flight instructor turnover was not a substantial factor in the student training delays. No relationship was noted between the incidence of flight student progress delays and the level of degree offered at the postsecondary institutions. A larger percentage of the flight student progress delays were classified as "Major" at two-year rather than at four-year institutions.