Global ETD Search

591	A Correlational Study of How Transformational Behaviors Impact Student Intellectual Stimulation Jengehino, Allison Marie 03 August 2021 (has links) No description available. Academic Guidance Counseling Business Education Community College Education Community Colleges Education Educational Leadership Educational Theory Higher Education Instructional Design Management Transformational Leadership Leadership in Academics Affective Learning Affective Teaching Student Intellectual Stimulation Higher Education Student-instructor Interactions Academic Interactions Academic Motivation Classroom Management Student Engagement
592	Uživatelské rozhraní systémů řízení výuky Návrh a ověření funkčních kriterií jako podklad pro dílčí evaluaci / User Interface of Learning Management Systems Design and Validation of Functional Criteria as Basis for a Partial Evaluation Ovesleová, Hana January 2017 (has links) Main topic of this thesis is evaluation of user interfaces of learning management systems (LMS). It is the users and their interaction with the system who are the focus of user interface design within the field of Human Computer Interaction (HCI), and that is why user experience was taken into account for interface evaluation. The aim of the thesis was proposition of function criteria field that reflect users' requirements on the system and that can therefore serve as a basis for partial LMS evaluation. Within the scope of HCI interdisciplinarity, we focused on technical-psychological view (computer - human), complemented by the field that reflects the very purpose of LMS - pedagogical process. We believe that combination of general function criteria, which can be applied to any system, and learning content criteria is crucial for LMS evaluation, together with criteria concerning distribution forms and work methods. Based on defined areas, LMS Unifor courses from 2012- 2014 period of time and LMS Moodle courses from 2015-2017 period of time were evaluated using qualitative and quantitative research methods. The output of the research is a set of function criteria, which we regard to be elementary and suggest to be taken into account when considering a LMS.
593	Effective Speech Features for Cognitive Load Assessment: Classification and Regression Herms, Robert 03 June 2019 (has links) This thesis is about the effectiveness of speech features for cognitive load assessment, with particular attention being paid to new perspectives of this research area. A new cognitive load database, called CoLoSS, is introduced containing speech recordings of users who performed a learning task. Various acoustic features from different categories including prosody, voice quality, and spectrum are investigated in terms of their relevance. Moreover, Teager energy parameters, which have proven highly successful in stress detection, are introduced for cognitive load assessment and it is demonstrated how automatic speech recognition technology can be used to extract potential indicators. The suitability of the extracted features is systematically evaluated by recognition experiments with speaker-independent systems designed for discriminating between three levels of load. Additionally, a novel approach to speech-based cognitive load modelling is introduced, whereby the load is represented as a continuous quantity and its prediction can thus be regarded as a regression problem. / Die vorliegende Arbeit befasst sich mit der automatischen Erkennung von kognitiver Belastung auf Basis menschlicher Sprachmerkmale. Der Schwerpunkt liegt auf der Effektivität von akustischen Parametern, wobei die aktuelle Forschung auf diesem Gebiet um neuartige Ansätze erweitert wird. Hierzu wird ein neuer Datensatz – als CoLoSS bezeichnet – vorgestellt, welcher Sprachaufzeichnungen von Nutzern enthält und speziell auf Lernprozesse fokussiert. Zahlreiche Parameter der Prosodie, Stimmqualität und des Spektrums werden im Hinblick auf deren Relevanz analysiert. Darüber hinaus werden die Eigenschaften des Teager Energy Operators, welche typischerweise bei der Stressdetektion Verwendung finden, im Rahmen dieser Arbeit berücksichtigt. Ebenso wird gezeigt, wie automatische Spracherkennungssysteme genutzt werden können, um potenzielle Indikatoren zu extrahieren. Die Eignung der extrahierten Merkmale wird systematisch evaluiert. Dabei kommen sprecherunabhängige Klassifikationssysteme zur Unterscheidung von drei Belastungsstufen zum Einsatz. Zusätzlich wird ein neuartiger Ansatz zur sprachbasierten Modellierung der kognitiven Belastung vorgestellt, bei dem die Belastung eine kontinuierliche Größe darstellt und eine Vorhersage folglich als ein Regressionsproblem betrachtet werden kann. info:eu-repo/classification/ddc/000 ddc:000 info:eu-repo/classification/ddc/004 ddc:004 info:eu-repo/classification/ddc/006 ddc:006 Signalverarbeitung Sprachverarbeitung Maschinelles Lernen
594	A Phenomenology of Peer Interaction and Community in Accelerated Online Learning Hidinger, Kristen B. 10 August 2020 (has links) No description available. Higher Education Higher Education Administration Social Research Teacher Education Communication Continuing Education Education Peer interaction online learning community online pedagogy peer-to-peer social presence community of inquiry remote learning distance education sense of community phenomenology instructional design online course design CMC COI Community of Inquiry
595	The Shift in Coaching Dynamics during Long-Term Business Coaching Relationships Meierhoefer, Axel 05 July 2011 (has links) No description available. Adult Education Behavioral Sciences Behaviorial Sciences Business Administration Business Community Communication Economics Entrepreneurship Instructional Design Management Personality Personal Relationships Social Research Vocational Education phenomenology manager leader executives coach coaching long-term business diversity employee development leadership corporate dynamics shift relationships qualitative improvement change goals transition success achievement
596	Student Perceptions of Quality Learning Experiences in Online Learning Environments Rhoads, Jamie 18 April 2023 (has links) No description available. Educational Evaluation Educational Leadership Educational Technology
597	Deriving Operational Principles for the Design of Engaging Learning Experiences Swan, Richard Heywood 18 July 2008 (has links) (PDF) The issue of learner engagement is an important question for education and for instructional design. It is acknowledged that computer games in general are engaging. Thus, one possible solution to learner engagement is to integrate computer games into education; however, the literature indicates that pedagogical, logistical and political barriers remain. Another possible solution is to derive principles for the design of engaging experiences from a critical examination of computer game design. One possible application of the derived design principles is that instruction may be designed to be inherently more engaging. The purpose of this dissertation was to look for operational principles underlying the design of computer games in order to better understand the design of engaging experiences. Core design components and associated operational principles for the design of engaging experiences were identified. Selected computer games were analyzed to demonstrate that these components and principles were present in the design of successful computer games. Selected instructional units were analyzed to show evidence that these operational principles could be applied to the design of instruction. An instructional design theory—called Challenge-driven Instructional Design—and design considerations for the theory were proposed. Finally, suggestions were made for continued development and research of the instructional design theory. computer game video game engagement instructional design experience design design theory reverse engineering agency agentive learning operational principle feedforward automaticity learning experience challenge-driven design core component primary generator intrinsic motivation recoverability core performance agentive means variable challenge thematic signaling player presence game world self-consistent setting Educational Psychology
598	History Instruction with a Human Rights Perspective: Exploring the Experience and Learning of High School Students through a Case Study Netter, Amy Lynn January 2022 (has links) No description available. American History Curriculum Development Education Instructional Design Literacy Peace Studies Secondary Education Teaching history instruction American history instruction human rights education human rights perspective history curriculum written discourse discourse discourse in instruction Civil Rights Movement history and human rights instructional unit case study curriculum study high school instruction
599	Divergence of Millennial Digital Learning: A Study of Generational Domains Involving Differential Instruction Using Pedagogy and Tools Kohler, Francis M. 09 April 2012 (has links) No description available. Adult Education Community College Education Curricula Curriculum Development Education Educational Evaluation Educational Leadership Educational Technology Educational Theory Instructional Design Teacher Education Teaching Learning Design Differential instruction Millennial learning Generational domains Universal Design for Learning Learning tools Accessibility Professional development Postsecondary education General education Retention Evaluation
600	Student Interactions With CD-ROM Storybooks: A Look At Potential Relationships Between Multiple Intelligence Strengths And Levels Of Interaction Huffman, Celia A. 24 April 2012 (has links) No description available. Early Childhood Education Education Educational Software Educational Technology Elementary Education Instructional Design Library Science Literacy Multimedia Communications Pedagogy Preschool Education Psychological Tests Psychology Reading Instruction Te technology literacy CD-ROM storybooks computers transmedia new literacies multimedia multiple intelligence theory reader response e-readers e-storybooks

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