Global ETD Search

221	A comparison of assessment methods used by community college faculty in face-to-face and online courses Wamsley, Lori H. 19 November 2012 (has links) Online learning has grown exponentially within higher education in the past decade, especially at community colleges. As online course offerings expand community colleges need to assess student learning in order to ensure quality learning experiences for students and for accreditation purposes. The purpose of this study was to compare the assessment methods of community college faculty who teach the same course in both face-to-face and online formats, in order to determine the similarities and differences that exist in assessment practices. This study stemmed from the constructionist and pragmatic perspectives of the researcher. Additionally this study asked how community college faculty perceive the effectiveness of different assessment methods on student learning. The method for this research was a qualitative multiple case study in which community college accounting faculty were interviewed to explore how they assess student learning in both the online and face-to-face formats. Homework problems, exams, quizzes were the most commonly used methods of assessment of student learning in both formats by the study participants. Furthermore, exams and quizzes were believed to be most effective in assessing student learning, among the community college faculty members interviewed. Another discovery from this study included the prevalent use of publisher's software,called My Accounting Lab, among community college accounting faculty in administering assessments to students. Additional concerns around assessing online students effectively, managing online student group work, and mitigating online student cheating were also revealed during interviews with study participants. / Graduation date: 2013 assessment methods community college faculty online courses face-to-face courses student learning accounting education Curriculum evaluation -- Methodology
222	Spontaneity in American English: face - to - face and movie conversation compared FORCHINI, PIER FRANCA 18 February 2009 (has links) La tesi fornisce uno studio empirico relativo agli elementi linguistici caratterizzanti il parlato faccia-a-faccia e il parlato filmico americano, due domini conversazionali solitamente detti differire in termini di spontaneità, essendo il primo generalmente descritto come la quintessenza del linguaggio parlato (in quanto totalmente spontaneo) e il secondo come non-spontaneo (essendo scritto-per-essere-parlato) e, quindi, non adatto a rappresentare l'uso generale della conversazione. Entrambe le analisi (i.e. quella multi-dimensionale, che offre una panoramica generale dei due domini presi in considerazione, e quella più specifica relativa al comportamento linguistico dell’espressione you know) basate su esempi autentici tratti da corpora dimostrano che, nonostante quanto venga generalmente descritto dalla letteratura a riguardo, conversazione faccia-a-faccia e conversazione filmica hanno molti tratti in comune e confutano l’idea che il linguaggio filmico non possa essere rappresentativo dell'uso generale della conversazione. / The present dissertation examines empirically the linguistic features characterizing American face-to-face and movie conversation, two domains which are usually claimed to differ especially in terms of spontaneity. Natural conversation is, indeed, considered the quintessence of the spoken language for it is totally spontaneous, whereas movie conversation is usually described as non-spontaneous, being artificially written-to-be spoken and, thus, not likely to represent the general usage of conversation. In spite of what is generally maintained by the literature, both the Multi-Dimensional analysis and the micro-analysis of the functions of you know based on authentic data retrieved from corpora show that the two conversational domains do not differ to a great extent and thus confutes the claim that movie language has “a very limited value” in that it does not reflect natural conversation and, consequently, is “not likely to be representative of the general usage of conversation”.
223	Towards the training of psychology tutors : an ecosystemic approach Stylianou, Nitsa 06 1900 (has links) This study explores the training of Psychology tutors at the University of South Africa's (UNISA) learning centres with a view to providing a paradigm shift in tutor training and contributing towards new ways of thinking about education and training in South Africa. It furthermore opens up alternative ways of thinking about the process of facilitation in general. Although the study focuses on tutor training within the discipline of Psychology, the outcomes of the study are applicable to tutor training and tutoring in general, and make a valuable contribution in identifying the basic principles underlying tutor training in other disciplines as well. An ecosystemic approach encourages the trainer-trainee system to become aware of how they affect each other's thinking and behaviour. The basic principles underlying the process of facilitation that emerge in the study, therefore apply equally to the training of tutors and the tutoring of learners by others. These principles provide guidelines in terms of the processes involved in tutor development, as well as inform the issues and themes around which the sharing of ideas can be choreographed in the field of tutor training and tutoring. In conclusion, the information generated in the study focuses specifically on student support in the form of face-to-face tutorials in the distance education setting, the form of tertiary education which is most accessible to many historically disadvantaged learners in South Africa today. More generally, it will make a valuable contribution in the current educational context in South Africa, where student support is of the utmost importance in striving for equality in education, and where the focus is on outcomes-based education. / Curriculum and Instructional Studies / D.Litt. et Phil. (Psychology) Tutor training Tutorial programme Distance education Open learning Face-to-face tutorials Learning centres Ecosystemic theory Outcomes-based education Facilitation 371.3940968 Group facilitation -- South Africa Systemic therapy (Family therapy) Tutors and tutoring -- South Africa Distance education -- South Africa Ecosystemic psychology
224	Assessing learner support services rendered to undergraduate students at selected distance learning institutions Rangara, Tabitha Akelo 11 1900 (has links) Distance education (DE) is now recognised as an education system independent from conventional face-to-face education. It has self-governing theories and pedagogies. It attracts students with unique characteristics different from those of on-campus students. The present distance learning student differs from the past ones by characteristics, needs and contexts. Not all students registering for distance learning conform to the characteristics of distance students described in theory. It is now acknowledged that DE systems demand special skills including time management, self-regulation and independent learning skills. Yet, few of these students enter into distance learning with prior experiences on its demands. The new student is compelled to learn to deal with challenges that come with DE i.e. the impact of ‘distance’, isolation and time management. ‘The net generation’ and ‘digital natives’ are now in college but with skills not automatically transferable to learning technologies. Information and communication technologies (ICT) providers are mostly focused on the ‘use’ rather than the ‘user’. Universities are continuously adopting new technologies leaving the student bewildered as to the focus; learning or technology training. The internet has ‘everything’; open course ware (OCW), open education resources (OERS), wikis and all web information. Students cannot simply find things for themselves. Furthermore distance learning has no policy on how to engage with the internet and students are left to decide what, which and how much is required for any level of study. Most universities in Africa moving from single to dual mode have not integrated distance learning pedagogy which requires restructuring in the organisation, policy and course development. DE, though spanning over two centuries has been mutually dependent on technology. The present technology demands a paradigm shift from that of correspondence days. These issues have created the need for support strategies that can literally accompany the DE student throughout his/her academic journey. Universities have established DE units, campuses and schools for a variety of reasons. It is required that such universities provide learner support systems for their students. The purpose of this study was to assess the learner support services available for distance learning undergraduate students in two universities in Kenya i.e. Northern University (NU) and Western University (WU). A Learner support system can comprise of numerous components. In this study, nine (9) components/indices were tested as the indices for providing support services. These are:- registration procedures, orientation programme and skills training, technology and learning materials, counselling and mentorship, interactions and communication, feedback, regional centres and library, students association and representation and course progression and satisfaction. This study employed an evaluation research design utilising both quantitative and qualitative methods. Online questionnaires were used for quantitative data collection. For qualitative data collection two (2) instruments were used; an interview schedule for key programme implementers and a documentary analysis tool for documents and websites. The findings indicated that the main indices that distinguished the two universities were registration process, technology and learning materials, counselling/mentorship and regional centres where the t-test showed significant differences. The p values were 0.008, 0.012, 0.036 and 0.015 respectively at 0.05 significance level. In all of them, Northern University (NU) had a relatively high mean score than Western University (WU) except for the index on counselling and mentorship. / Educational Foundations / D. Ed. (Socio-Education) Distance education Learner support services Learner support indices Distance learning platforms Dual-mode universities/institutions Learner characteristics Learner needs Independent learning Face-to-face learning Social constructivism 378.175096762
225	CoFramer : Ett diskussionsformat för djupa diskussioner på publika forum med låg Information Overload inspirerat av Philosophy for Children / CoFramer : A discussion format for deeper discussions on public forums with low information overload inspired by Philosophy for Children Lundberg, Christoffer January 2019 (has links) Syftet med studien är att presentera ett designkoncept för publika diskussioner på nätet med målet att uppnå djupare diskussioner och minska mängden information overload. Arbetet använder metoden Concept Driven Interaction Design (CDID) som går ut på att skapa ett designkoncept utifrån flera olika teorier som appliceras genom interaktionsdesign. Ett designkoncept innehåller tre delar: ett namn, ett syfte och huvudprinciper. CDID innehåller sju steg som arbetet är utformat efter: 1. Concept Generation – Summeras i en tabell som jämför diskussioner i forum (med flera antagande) och diskussioner med hjälp av metoden Philosophy for Children (P4C), samt annan teori. 2. Concept Exploration – Åtta olika designaspekter identifieras utifrån jämförelsetabellen. 3. Internal Concept Critique – Designaspekterna jämförs med två snarlika diskussionsformat. 4. Design of Artifacts – Designkoncept version 1 skapas. 5. External Design Critique – Intervjuer utförs för att undersöka intervjupersonerna generella erfarenheter av online diskussioner, testar antagandena från jämförelsetabellen och ge direkt feedback på första versionen av designkonceptet. 6. Concept Revisited – Ändringar görs baserat på intervjumaterial och direkt feedback. 7. Concept Contextualization – Designkonceptet kopplas tillbaka till litteraturen. Studien resulterar i ett designkoncept kallat CoFramer och stödjer dessa huvudprinciper som ställs i kontrast till material som identifierats genom intervjuerna: Tabell 1: CoFramers huvudprinciper och faktorer från intervjuer om diskussioner på forum. CoFramers huvudprinciper \| Från intervjuer om diskussioner på forum Strukturerad början och slut \| Diskussion utan tydligt slut Begränsat antal deltagare \| Stor mängd deltagare Minimum antal deltagare \| Många inaktiva åskådare Explicita deltagare \| Lite information om deltagare Gemensamma förutsättningar \| Otydlighet kring deltagares förutsättningar Begränsad informationstäthet per inlägg \| Långa inlägg och/eller snabba inlägg Den röda tråden och parallella trådar \| Oftast parallella trådar Aktiv samtalsledare \| Outredda missförstånd Studien indikerar på att CoFramer bör resultera i mer strukturerade diskussioner och som utsätter användaren för en lägre mängd information overload och mindre grounding cost jämfört med vad som vanligtvis uppstår i publika diskussioner online. / The focus of this essay is to develop a design concept for online public discussions with deep discussions and low information overload. The method used is Concept Driven Interaction Design (CDID) which involves constructing a design concept by applying a variety of theories in tangible interaction design. A design concept has three basic parts: a name, high-level goals and outlines generic principles. CDID includes seven steps which is used in this work: 1. Concept Generation – Formatted into a table that compare forum discussion (with several hypothesis) compared to discussions with the method Philosophy for Children (P4C) and other theories. 2. Concept Exploration – Eight distinct design aspects are identified from the comparison table. 3. Internal Concept Critique – The design aspects are compared to three similar discussion formats. 4. Design of Artifacts – Design concept version 1 is created. 5. External Design Critique – Interviews are conducted to explore their general experience of online discussions, investigate the hypothesis from the comparison table and to seek direct feedback on the first draft of the design concept. 6. Concept Revisited – Changes are made to the design concept based on the interview material and the direct feedback. 7. Concept Contextualization – The design concept is related to the original literature. The result of the study is a design concept named CoFramer. CoFramer’s generic principles are summarized and contrasted against factors identified from the interview material in this table: Tabell 2: CoFramer’s generic principles and interviews about online discussions. CoFramer’s generic principles \| From interview material on forum discussion Organized start and ending \| Discussions without clear ending Limited number of participants \| Large number of participants Minimum number of participants \| Large number of inactive spectators Explicit participants \| Low information about participants Common conditions \| Vagueness in participants conditions Limited information density per post \| Long posts and/or fast posts The red thread and parallel threads \| Often parallel threads Active facilitator \| Unresolved misunderstandings The study indicates that CoFramer would create more structured discussions with a lower amount of information overload and less grounding cost compared what normally arise in public online discussions. Computer-Mediated Communication (CMC) Face to Face (F2F) Communities of Practice (CoP) Lurkers Linguistic Softeners Distance Education Social Presence Community of Inquiry (CoI) Social-Technical Gap Philosophy for Children (P4C) Information Overload (IO) Media Richness Theory (MRT) Grounding Cost Grounding Criterion Grounding Common Ground Facilitator Fallacies Online Communities Ex Post Ex Ante IBIS (Issue-Based Information System) Information Cocoons Flame War Design Concept Design Aspects Computer-Mediated Communication (CMC) Face to Face (F2F) Communities of Practice (CoP) Lurkers Linguistic Softeners Distansutbildning Social Presence Community of Inquiry (CoI) Social-Technical Gap Philosophy for Children (P4C) Information Overload (IO) Media Richness Theory (MRT) Grounding Cost Grounding Criterion Grounding Common Ground Samtalsledare (SL) Logiska Felslut Fallacies Online Communities Ex Post Ex Ante IBIS (Issue-Based Information System) Information Cocoons Flame War Designkoncept Designaspekter Philosophy Filosofi Information Systems Communication Systems Kommunikationssystem Human Computer Interaction
226	The accessibility of translated Zulu health texts : an investigation of translation strategies Ndlovu, Manqoba Victor 11 1900 (has links) In disseminating information about health issues, government health departments and NGOs use, inter alia, written health texts. In a country like South Africa, these texts are generally written by medical experts and thereafter translated into the languages of the people. One of these languages is Zulu, which is spoken by the majority of South Africans. A large percentage of Zulu speakers are illiterate or semi-literate, especially in the rural areas. For this reason, Zulu translators have to use ‘simple’ language that these readers would understand when translating English texts into Zulu. Translators are expected to use strategies that can deal with non-lexicalized, problematic or other related terms that appear in health texts, as well as geographical and cultural constraints. This study focuses on the strategies used by Zulu translators in an attempt to make translated Zulu health texts accessible to the target readership. The investigation includes the use of self-administered questionnaires for respondents from two of South Africa’s nine provinces, where Zulu speakers are found (Gauteng and KwaZulu-Natal), to determine whether the health texts do reach the target readership. Focus groups, semi-structured interviews and other complementary techniques were used to collect data from the selected respondents. Furthermore, a parallel concordance called ParaConc was used to extract and analyse data from the corpus as compiled for the present study, in an attempt to investigate the strategies used to make the translated health texts easier to read. The study uncovers various strategies which are used when translating English health texts into Zulu. These strategies include the use of loan words, paraphrasing, cultural terms and so on. In future, the use of ParaConc can be broadened to investigate newly discovered translation strategies, with the aim of making health texts more accessible to the target readers. Furthermore, this software programme can also be used to study translation strategies as used in other types of texts, for example journalistic texts. / Linguistics / D. Litt. et Phil. (Linguistics (Translation Studies)) Health texts Self-administered questionnaires Face-to-face interviewing Cohesion Corpus-based methodology Participant observation Accessibility Focus groups Semi-structured interviews Reader-focused evaluation methods Coherence Corpus Illustrations Readability 418.02 Questionnaires -- South Africa Focus groups -- South Africa
227	The accessibility of translated Zulu health texts : an investigation of translation strategies Ndlovu, Manqoba Victor 11 1900 (has links) In disseminating information about health issues, government health departments and NGOs use, inter alia, written health texts. In a country like South Africa, these texts are generally written by medical experts and thereafter translated into the languages of the people. One of these languages is Zulu, which is spoken by the majority of South Africans. A large percentage of Zulu speakers are illiterate or semi-literate, especially in the rural areas. For this reason, Zulu translators have to use ‘simple’ language that these readers would understand when translating English texts into Zulu. Translators are expected to use strategies that can deal with non-lexicalized, problematic or other related terms that appear in health texts, as well as geographical and cultural constraints. This study focuses on the strategies used by Zulu translators in an attempt to make translated Zulu health texts accessible to the target readership. The investigation includes the use of self-administered questionnaires for respondents from two of South Africa’s nine provinces, where Zulu speakers are found (Gauteng and KwaZulu-Natal), to determine whether the health texts do reach the target readership. Focus groups, semi-structured interviews and other complementary techniques were used to collect data from the selected respondents. Furthermore, a parallel concordance called ParaConc was used to extract and analyse data from the corpus as compiled for the present study, in an attempt to investigate the strategies used to make the translated health texts easier to read. The study uncovers various strategies which are used when translating English health texts into Zulu. These strategies include the use of loan words, paraphrasing, cultural terms and so on. In future, the use of ParaConc can be broadened to investigate newly discovered translation strategies, with the aim of making health texts more accessible to the target readers. Furthermore, this software programme can also be used to study translation strategies as used in other types of texts, for example journalistic texts. / Linguistics and Modern Languages / D. Litt. et Phil. (Linguistics (Translation Studies)) Health texts Self-administered questionnaires Face-to-face interviewing Cohesion Corpus-based methodology Participant observation Accessibility Focus groups Semi-structured interviews Reader-focused evaluation methods Coherence Corpus Illustrations Readability 418.02 Questionnaires -- South Africa Focus groups -- South Africa
228	Interaktionskvalitet - hur mäts det? Friberg, Annika January 2009 (has links) Den tekniska utvecklingen har lett till att massiva mängder av information sänds, i högahastigheter. Detta flöde måste vi lära oss att hantera. För att maximera nyttan av de nyateknikerna och undkomma de problem som detta enorma informationsflöde bär med sig, börinteraktionskvalitet studeras. Vi måste anpassa gränssnitt efter användaren eftersom denneinte har möjlighet att anpassa sig till, och sortera i för stora informationsmängder. Vi måsteutveckla system som gör människan mer effektiv vid användande av gränssnitt.För att anpassa gränssnitten efter användarens behov och begränsningar krävs kunskaperom den mänskliga kognitionen. När kognitiv belastning studeras är det viktigt att en såflexibel, lättillgänglig och icke-påträngande teknik som möjligt används för att få objektivamätresultat, samtidigt som pålitligheten är av största vikt. För att kunna designa gränssnittmed hög interaktionskvalitet krävs en teknik att utvärdera dessa. Målet med uppsatsen är attfastställa en mätmetod väl lämpad för mätning av interaktionskvalitet.För mätning av interaktionskvalitet rekommenderas en kombinering av subjektiva ochfysiologiska mätmetoder, detta innefattar en kombination av Functional near-infraredspecroscopy; en fysiologisk mätmetod som mäter hjärnaktiviteten med hjälp av ljuskällor ochdetektorer som fästs på frontalloben, Electrodermal activity; en fysiologisk mätmetod sommäter hjärnaktiviteten med hjälp av elektroder som fästs över skalpen och NASA task loadindex; en subjektiv, multidimensionell mätmetod som bygger på kortsortering och mäteruppfattad kognitiv belastning i en sammanhängande skala. Mätning med hjälp av dessametoder kan resultera i en ökad interaktionskvalitet i interaktiva, fysiska och digitalagränssnitt. En uppskattning av interaktionskvalitet kan bidra till att fel vid interaktionminimeras, vilket innebär en förbättring av användares upplevelse vid interaktion. / Technical developments have led to the broadcasting of massive amounts of information, athigh velocities. We must learn to handle this flow. To maximize the benefits of newtechnologies and avoid the problems that this immense information flow brings, interactionquality should be studied. We must adjust interfaces to the user because the user does nothave the ability to adapt and sort overly large amounts of information. We must developsystems that make the human more efficient when using interfaces.To adjust the interfaces to the user needs and limitations, knowledge about humancognitive processes is required. When cognitive workload is studied it is important that aflexible, easily accessed and non assertive technique is used to get unbiased results. At thesame time reliability is of great importance. To design interfaces with high interaction quality,a technique to evaluate these is required. The aim of this paper is to establish a method that iswell suited for measurement of interaction quality.When measuring interaction quality, a combination of subjective and physiologicalmethods is recommended. This comprises a combination of Functional near-infraredspectroscopy; a physiological measurement which measures brain activity using light sourcesand detectors placed on the frontal lobe, Electrodermal activity; a physiological measurementwhich measures brain activity using electrodes placed over the scalp and NASA task loadindex; a subjective, multidimensional measurement based on card sorting and measures theindividual perceived cognitive workload on a continuum scale. Measuring with these methodscan result in an increase in interaction quality in interactive, physical and digital interfaces.An estimation of interaction quality can contribute to eliminate interaction errors, thusimproving the user’s interaction experience. interaction cognitive workload interaction quality measure measurement interaktion kognitiv belastning interaktionskvalitet mätning mäta kvalitet quality EEG Electroencephalography elektroencefalografi SWAT Subjective workload assessment technique NASA TLX NASA task load index pupil dilation Modified Cooper Harper Scale MCH skalan Modified Cooper Harper Skalan MCH scale mätmetoder measures subjektiv objektiv subjective objective Skin conductivity response Heart rate variability Functional near- infrared spectroscopy SCR HRV fNIRS kommunikation communication kognition cognition teknikstödd kommunikation ansikte mot ansikte kommunikation face to face interaktivitet information interactivity workload arbetsbelastning cognitive kognitiv Diagnosticity sensitivity upplösning mätinstrument känslighet utvärdering analys utvärderingsprocedur metod method kalibrering calibration Engineering and Technology Teknik och teknologier

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