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Thesis (D. Min.)--Concordia Seminary, St. Louis, 1992. / Abstract. Includes bibliographical references (leaves 227-232).

Thesis (Ph.D.)--Psychology, Georgia Institute of Technology, 2008. / Committee Chair: Hertzog, Christopher; Committee Member: Dunlosky, John; Committee Member: Engle, Randall; Committee Member: Rogers, Wendy; Committee Member: Smith, Anderson

Thesis (D. Min.)--Concordia Seminary, St. Louis, 1992. / Abstract. Includes bibliographical references (leaves 227-232).

Orientador: Bertoli Braga / Dissertação (mestrado)-Universidade Estadual de Campinas, Instituto de Estudo de Linguagem / Made available in DSpace on 2018-08-06T09:58:53Z (GMT). No. of bitstreams: 1 Siqueira_DeboraCamachoAraujo_M.pdf: 1818247 bytes, checksum: e8ab33a5f2496f3d463b042ec4714cbe (MD5) Previous issue date: 2006 / Resumo: A presente dissertação investiga a experiência prática de 44 alunos com um material hipertextual. O objeto de estudo selecionado, o curso Read in Web, foi projetado para o estudo automonitorado de leitura em língua inglesa. Considerando que o curso é indicado para alunos que já atingiram um nível intermediário de inglês, o estudo busca analisar se o nível de proficiência dos alunos ingressantes altera a interação com o material hipertextual em questão. A análise considerou também as expectativas iniciais trazidas pelos alunos e os fatores que eles avaliaram como positivos e negativos em relação ao curso. Do ponto de vista teórico, o trabalho apresenta, inicialmente, os aspectos pedagógicos da aprendizagem independente e do estudo automonitorado de línguas na web. Em seguida, é delineada a proposta pedagógica de ensino de leitura para fins específicos e as contribuições e limites dos recursos tecnológicos no ensino dessa habilidade. O estudo empírico levou em consideração dados obtidos através dos seguintes intrumentos de coleta: questionários pré e pós-curso e entrevistas semi-estruturadas. A análise de dados nos permitiu concluir que, no estudo em questão: (1) o nível de compreensão de leitura em inglês dos usuários pode alterar as tendências de acesso das atividades oferecidas nas lições virtuais; (2) existe uma sensível diminuição de acesso às tarefas a partir da sexta atividade, o que sugere a necessidade de estabelecer limites no número de atividades a serem oferecidas por lição virtual. A pesquisa sugere que a concentração e o esforço mental exigido do aluno no estudo automonitorado no contexto digital é significativamente maior que na aula presencial. As tendências e indícios delineados neste trabalho visam oferecer subsídios para futuros estudos sobre a aprendizagem automonitorada no contexto digital / Abstract: This study investigates the experience of 44 students with a hypertextual material of the English reading course Read in Web, within the context of a self-tutoring learning approach. Since the course was projected for users with an intermediate level in English, the study analyses the way a student's level of language proficiency affects his interaction with the course hypertextual material. The analysis took also into consideration the students¿ initial expectations for the course, and the factors they considered to be positive and negative in the Read in Web. In the theoretical section, the investigation presents the pedagogic aspects of independent learning process and self-tutoring language studies in the web. Then, it delineates a pedagogic proposal for teaching English for Specific Purposes in such a context, and it emphasizes the contributions and limitations of the technological resources for teaching such ability. The empirical research took into consideration the data obtained trough pre- and pos-course questionnaires and semi-structured interviews. The data analysis lead to the following conclusions: (1) According to the level of text comprehension in English, the users may present differences in their choices of activities offered in the virtual lessons; (2) there is a significant reduction after the sixth activity of a lesson, which suggests the need to establish a limit for the number of activities to be incorporated in a virtual lesson. This research suggests that the concentration and effort required for the online student is significantly higher in a self-tutoring study in the digital context than in a regular class-room. The trends delineated in this research offer information for future studies related to self-tutoring learning in the digital context / Mestrado / Ensino-Aprendizagem de Segunda Lingua e Lingua Estrangeira / Linguistica Aplicada

M.Ed. (Media Science) / Aim of the study: To explore the theories, principles, new models and strategies of teaching and learning in order to provide an alternative to the traditional way of teaching and learning. To develop a multimedia programme in which individual learning is enhanced, using a Guided Self-study programme, being a combination of the Keller Plan and the Postlethwait system. 1.4 Method of investigation An exploration of literature as regards the use of particular media in individual learning. Studying media that will be used in drawing up an alternative programme in individual learning, utilizing a picture, a tape and study guide, bearing the models of learning in Chapter 2 in mind. 1.5 Structure of the study In the first chapter literature will be reviewed to gain an overview of the situation in Black education. Probable causes of the high failure rate in English will be examined through reports by examiners of English Second Language Higher Grade (1990a) and Motau (1990). Standard 7, 8 and 9 results will be studied to recognize the trend in performance especially in English literature, as this will be used in developing individualized programmes later in this study (see Appendix A and B). Bearing this knowledge in mind, the principles of learning by Mursell (1954) and Romiszowski's new model of learning will be examined in the light of the aims of teaching English, which emphasize the acquisition of certain skills and the use of the senses in teaching and learning (Compare paragraph 1.2.3). Romiszowski's model revives this awareness. Various learner-centred approaches will be highlighted in the second chapter (compare paragraph 2.5). The third chapter will concentrate on media. It should, however, be observed that media which have been thoroughly dealt with by other researchers in other studies will merely be alluded to. The author of this study acknowledges the views of previous researchers and would like to use only media that are affordable, and can easily be manipulated and duplicated. The fourth chapter will focus on a synthesis of the script and recommendations for further research. In Appendix A a multimedia programme for standard 9 is described. Appendix B contains a proposal for a multimedia programme for teaching English literature to standard 10. An attempt will be made to include Pottas's steps in drawing up a study guide, Romiszowski's new model (compare paragraph 1.3.5) and also skills, hierarchical frameworks and feedback models (compare paragraph 2.3). In this study the emphasis will be on individual learning. It will be endeavoured to use media and approaches by which individual learning is enhanced and which will motivate the learner to study independently.

M.Ed. (Curriculum Studies) / In his Introduction, Heunis (1984) describes Geomorphology as a "part-discipline of Geography that has as its field of study the landforms occurring on the Earth's surface". Geomorphology is a study of how these landforms are formed and the processes which have led to their formation. The content in Geomorphology has been extended to include new concepts. Selfinstruction is a program of study in which the pupil studies on his own. According to Swanevelder (1976:3) a model is a figure or diagram accompanied by a verbal explanation which clarifies the diagram. The problems in the teaching of Geomorphology will be stated, followed by the aim of the study and the program of study...

M.Ed. / Selfregulering is sinoniem met akademiese sukses en onafhanklike leer. Selfgereguleerde leerders aanvaar verantwoordelikheid vir hul eie leer en vertoon ’n groter mate van dieper leer as leerders wat nie selfgereguleer is nie. Selfregulering word ook beskou as die blywendste en hoogs erkende uitkoms van leer. Opvoeders het ’n deurslaggewende rol om te speel in die voorbereiding van leerders om op hul eie te leer en in die voorsiening van ’n onderrigomgewing wat die gebruik van selfregulerende prosesse sal kweek. Ondersteuning wat in kursusse ingebou is, kan leerders se selfregulerende praktyke versterk en hulle help om onafhanklike leerders te word. Ongelukkig is selfregulering ’n moeilike onderriguitkoms om te behaal en baie leerders wat by hoëronderwysinstellings inskryf, beskik nie oor die nodige selfreguleringsvaardighede om die eise van hul studie te hanteer nie. Die literatuur het aangedui dat baie min studies uitgevoer is om te ontleed wat opvoeders doen om selfregulering in hul kursusse te ondersteun. Die doel van hierdie studie was om te bepaal in watter mate ondersteuning gebied word vir selfregulering in ’n meestersgraadkursus in rekenaargesteunde onderwys. Die studie het begin met ’n verkenning van die begrip “selfregulering”. Selfregulerende leerstrategieë en -prosesse wat met akademiese sukses en onafhanklike leer verband hou, is geïdentifiseer en vir die ontwikkeling van ’n waarnemingskedule gebruik. Hierdie waarnemingskedule is as die primêre instrument gebruik om die aanwesigheid of afwesigheid van ondersteuning vir selfregulering in die genoemde kursus te bepaal. Fokusgroep- en sleutelinformantonderhoude is gevoer om die leerders se persepsies van die kursus en hoe hierdie persepsies hul leer beïnvloed, te bepaal. Die onderhoude is as aanvullend by die gestruktureerde waarnemingskedule gebruik en is beskou as ’n waardevolle hulpmiddel om die bevindings van die waarnemingskedule te bevestig. Die bevindings van die studie toon duidelik waar ondersteuning vir selfregulering aanwesig is en waar dit steeds ontbreek. Die ingeboude ondersteuning in die kursus bied die leerders ruim geleentheid om die meeste selfregulerende leerstrategieë, maar nie almal nie, aktief te gebruik. Daar is verder vasgestel dat die leerders se verhoogde betrokkenheid by selfregulering oor die algemeen hul onafhanklikheid, akademiese prestasie en leeroordrag skyn te verbeter.

M.Cur. / Please refer to full text to view abstract

Distance learning has provided solutions for students for more than a century. Students access distance learning due to issues with access, credit recovery need, or need for flexibility in location, time, pace, or duration of instruction. Recent advances in technology and instructional designs allow more interactive and synchronous instruction. Researchers suggest that designs using collaborative-constructivist approaches result in deeper learning and increased student satisfaction. Such courses implement theories based on interactions, creation of communities, and learner-centered design. The increase in online curriculum offered and, in some cases, required for K-12 students indicates a need to consider learning characteristics of adolescent learners. Adolescent learners are not as self-regulated, metacognitive, and technologically capable as adult learners. Communities and interactions require the involvement of parents or other involved adults to encourage learner engagement. New theories are emerging concerning learning engagement by adolescents including the adolescent community of engagement (ACE) framework. This dissertation reports two studies of K-12 online students enrolled in independent study courses. The researcher applied the elements of the ACE framework as a lens to study independent study students' experiences with a local community of support. Could students benefit from the curation and support of a proximate community of engagement (PCE)? The first study found that students perceive that a PCE would be helpful to learning when they enroll. The second study found that students completing a course organically accessed a PCE during their course experience, even without coaching and curation activities. Credit recovery students were more likely to perceive value in a PCE but actually created and used such a community at the same level as other learners. Parents and teachers were most often identified as the local support students would, and did engage. Future research was suggested to identify ways to encourage PCE curation, the most effective and supportive PCE interactions, and best practices to train and support members of the PCE.