Thesis (M.S.)--Boise State University, 2009. / Includes abstract. Includes bibliographical references (leaves 51-54).

Thesis (Ph. D.)--University of Tennessee, Knoxville, 2003. / Title from title page screen (viewed Nov. 11, 2003). Thesis advisor: Edward L. Counts. Document formatted into pages (viii, 132 p. : col. ill.). Vita. Includes bibliographical references (p. 96-103).

The introduction of pen-reared Attwater's prairie-chickens (APC, Tympanuchus cupido attwateri) into the wild to supplement existing populations has met with marginal success. Flight characteristics, predator avoidance behavior, and rearing methods are possible factors contributing to post-release mortality of pen-reared birds. To evaluate flight characteristics and predator avoidance behavior of pen-reared APC's released onto the Attwater Prairie Chicken National Wildlife Refuge, flight characteristics and predator avoidance behavior of pen-reared APC's was compared to wild greater prairie-chickens (GPC, T. c. pinnatus) in Minnesota and Kansas using a radar gun and a trained dog. There was no difference (P = 0.134) in flight speed for pen-reared APC and wild GPC. However, wild GPC had greater (P < 0.001) flight distances than did pen-reared APC. Wild GPC and pen-reared APC that had survived in the wild for at least a year flushed at a greater (P < 0.001) distance from an approaching human than did pen-reared APC that had been released for less than 3 months. A trained dog was able to approach closer (P < 0.001) to APC than GPC before birds flushed, and APC did not fly as far as GPC after being flushed by the dog. Pen-reared APC displayed flight endurance deficiencies and were more approachable by humans and a dog before they flushed when compared to wild GPC, which could explain their increased mortality when released into the wild. To determine if APC chicks could be reared without daily human contact, pelleted food, and water in founts, a greenhouse was used to rear chicks in a semi-natural environment. Planted vegetation and commercial insects provided hiding cover and a food source for the APC chicks. An underground heat source provided chick warmth, and water misters and a sprinkler system simulated dew (a water source for chicks) and rain. The greenhouse provided chicks protection from predators and adverse weather conditions (before they could thermo-regulate) while exposing chicks to natural sunlight, day length, and temperature fluctuations. This technique allowed chicks to be reared in a semi-natural environment which reinforced their natural foraging behavior for food and water, and reinforced their hiding and avoidance behaviors, creating a wilder pen-reared bird.

Daugialypės terpės sąvoka yra plačiai paplitusi šiuolaikinėse informacinėse technologijose. Norėdami vaizdžiai ir aiškiai papasakoti apie vieną ar kitą dalyką, mes noriai naudojame multimedijos elementus. Ši sąvoka, ko gero, yra neatsiejama nuo interneto apibrėžimo. Vis dažniau ir efektyviau daugialypės terpės priemonės naudojamos tradiciniame mokyme. Iš viso aukščiau paminėto akivaizdu, kad nuotolinis mokymas tikrai neapseitų be įvairialypės terpės. Mes naudojame multimedijos elementus: pavyzdžiui kai paspaudžiame nuorodą, skaitome tekstą arba žiūrime į paveikslėlį. Multimedija – tai nuostabi priemonė perteikti įvairią informaciją besimokančiajam: būtų tai garsas ar vaizdas, atmosfera ar nuotaika. Panaudojimo ribų nėra. Tačiau iškyla klausimas - ar visada mes išnaudojame daugialypės informacijos privalumus? Ar nepiktnaudžiaujame multimedijos elementais? Ar visada daugialypė terpė atneša naudą? Į visus šiuos bei daugybę kitų klausimų bus stengiamasi atsakyti šiame darbe. Teiginiai ir hipotezės bus įrodomi ir tikrinami praktikoje. Tam bus sukurta virtuali mokymosi terpė, atitinkanti iškeltus reikalavimus. Tiriamojo darbo objektas: daugialypė terpė nuotolinėse studijose. Darbo tikslas: išanalizuoti daugialypės terpės naudojimo galimybes nuotolinėse studijose ir sukurti virtualią mokymo aplinką daugialypės terpės panaudojimo demonstravimui ir palyginimui. / The concept of multimedia is widely widespread in modern information technologies. To tell evidently and clearly about one or the other thing, we are using the elements of multimedia. It is a concept, apparently, indivisibly with a term the Internet. Multimedia is often using in traditional education. So it means, that teaching in distance cannot be using without multimedia. Even when we do not suspect, we are using elements of multimedia, for example: when we press the hyperlink, read the text or look at a picture. Multimedia is an excellent way to transfer various information to the student: the sound, an image or the mood. There is no limit for using it. But the question is: are we always using advantages of the multimedia information? Is the using of multimedia is useful? I will try to answer to these and to the other questions in my job. Statements and hypotheses will be proved and checked up in practice. The virtual learning environment system, which responds the request, will be created for this purpose. Object of research: multimedia in distance education. The purpose of work: to analyze use of multimedia in distance education and to create a virtual learning system for comparison and demonstrations of Multimedia.

I explored the support structures and strategies used by adults to cope with distance learning (DL). The Zimbabwe Open University (ZOU) wished to become a world class university of excellence while students struggled to complete programmes. My argument is that education cannot produce the quality of graduate that society expects unless access is accompanied by adequate effective learner support. I studied adults’ experiences with the ZOU support structures and student’s strategies that they used to cope with: administration of the programme, availability of learning materials, library, information communication technology (ICT) needs, studying in isolation, tutorials, assessment and financing the programme. Adults’ strategies for integrating study with employment, family and social commitments, and their suggestions for improving learner support in DL were crucial aspects of my study. I used a mixed-method research design of the phenomenological interview and a questionnaire survey. The design helped in comprehensive coverage and cross-data validity checks. My sample comprised three sets of Bachelor of Education (B. Ed.) students that completed on time, those that delayed completion and others that were on the programme. My epistemological position is that data obtained from interviews reflects participants’ perspectives. I collected data from past and current students. I used phenomenological interviews to understand the subjective world of my participants and the questionnaire to determine relationships among themes and cross-check findings for the sake of generalization. My study revealed that students used ZOU administrative and academic structures to cope with DL. The structures they used include: the regional centre staff and facilities, orientation, modules, the library, ICT, contact tutorials, assignments, examinations and projects. However, some students faced challenges in: orientation, communication, use of modules, supervision of assignments and projects, missing results and funding which contributed to delayed completion of the programme. As adults, my participants also used: social contracts with family and employers, study groups, private extra tutorials, outsourcing ICT services, dedicated study and past examination papers, buying own books, borrowing money, self-help income generating projects and paying fees by instalment as well as good time management to cope with DL. I recommend research into and improvement of: communication between ZOU and students, student support services, preparation and supply of modules and ICT, staff development on supervision of assignments, projects and examinations, and also student funding to enhance the quality and rate of programme completion in DL. Keywords: support structures, strategies, adults, cope and distance learning. / Thesis (Ph.D.) - University of KwaZulu, Edgewood, 2011.

Mémoire numérisé par la Division de la gestion de documents et des archives de l'Université de Montréal

This study examined the motivational orientations of 166 graduate students enrolled in distance education courses at a state university. Data were collected utilizing Boshier’s Education Participation Scale A-Form and analyses were completed for overall results, by gender and age, by academic program and by preferred method of distance course delivery. Additional analyses were performed comparing responses from the distance education students and 42 traditional students. The results of the study showed that professional advancement was the overwhelming motivational orientation for participation in education by these graduate students. The second highest rated motivation was reported as cognitive interest, and the motivational orientations rated as least influential were social contact and social stimulation. There were no differences resulting from gender, but the age group 22-30 rated cognitive interest and social contact as more influential than students in the age 31-44 age group and professional advancement significantly higher than in the 45-59 age group. Also, participants in the age group 45-59 rated social stimulation significantly higher than students aged 31-44. Students from academic programs in education, nursing and business were the principal respondents, and there were no significant differences found in their motivational orientations. However, the education students scored the motivational orientations, social contact and social stimulation, significantly lower than participants from the group, other, which consisted of students from nine different fields of study. Other findings revealed no differences in motivational orientations by students’ expressed preferred method of distance education delivery. Lastly, results showed that traditional students rated social contact, communication improvement, and educational preparation as more influential than distance education students. Findings from this study suggest that graduate students in both distance and traditional graduate programs participate in education primarily for professional and cognitive reasons. In addition, analyses revealed that differences in the seven motivational orientations were impacted by age, academic program, and student type. / Department of Educational Studies

We are at a point in the history of higher education in South Africa when radical changes are occurring in instructional delivery system models. Of increasing significance is a mixed mode of traditional and distance delivery (i.e. Telematic Learning Systems at the PU for CHE). In this changing environment, language lecturers, the persons responsible for developing language modules within various Telematic programmes, remain a key element in the teaching and learning process. However, these lecturers are suddenly expected to make appropriate decisions in terms of distance education technology classification, evaluation, and consequent selection without the necessary knowledge and/or capacity to make effective technological decisions. The purpose of this article is to assist "Lone Ranger" language lecturers, in making pedagogically sound decisions when classifying, evaluating and selecting distance education technologies by: (a) considering technology selection as part of the instructional design process, (b) referring to some reasons for using technology for language learning, (c) focusing on criteria for classifying and evaluating distance education technologies, and by (d) reviewing selected studies in order to indicate the application possibilities of technologies for language teaching and learning. / Thesis (M.A. (English))--Potchefstroom University for Christian Higher Education, 2002

国立情報学研究所で電子化したコンテンツを使用している。

Thesis (M.S.)--West Virginia University, 2007. / Title from document title page. Document formatted into pages; contains viii, 83 p. : ill. (some col.). Includes abstract. Includes bibliographical references (p. 63-67).