Thesis (Ph. D.)--Syracuse University, 2009. / "Publication number: AAT 3385857."

<p> The purpose of this grounded theory study is to identify teacher factors that affect student performance on computerized exams such as teacher beliefs, professional development, and school resources. Additionally, the researcher seeks to identify student factors that can have an impact on student performance such as student demographics and the socioeconomic status of students. </p><p> To analyze and describe any differences in teacher beliefs between two schools, the researcher compared teacher training, administrative support, and teacher comfort with technology as it related to the technology acceptance model (TAM). The question that the researcher hopes to answer, which is a guiding question for this research is: </p><p> What factors influence student preparedness for computerized assessments? </p><p> The researcher attempts to answer this question by conducting surveys and interviewing teachers. The researcher codes and then analyzes the quantitative data using IBM&rsquo;s Statistical Package for Research Software Program (SPSS) and codes the qualitative data using NVivo, a data analysis tool, to determine common themes about beliefs about technology. Major sections covered in this document include an introduction, review of the literature, methodology, results, and discussion. </p><p>

Dissertation submitted to the Faculty of Arts in accordance with the requirements for the Masters' Degree in Library and Information Science in the Department of Library and Information Studies, at the University of Zululand, 2019. / This research sought to explore informetrics education in Library and Information Science (LIS) departments in South Africa. This study adopted the pragmatic epistemology and pluralistic ontology. The abductive approach was considered appropriate for this study. The employed mixed research methods were survey and content analysis. The survey research methods, through questionnaire, were used to collect data from the LIS heads of departments (HODs) and informetrics lecturers. On the other hand, the content analysis was employed to analyse the content of course outlines. The study‟s population was all LIS departments in South Africa. Nine LIS departments were targeted and responses were received from eight LIS departments. Five of the eight departments were found to offer informetrics education. These were the LIS departments from the University of Cape Town, University of Kwa-Zulu Natal, University of Limpopo, University of Western Cape, and the University of Zululand. The LIS department at the University of Zululand is the only department that offers informetrics education as autonomous module/course in the full programme. Other LIS departments offer it as a chapter/Unit in a module. Three LIS departments (University of Cape Town, University of Limpopo, and University of Western Cape) offer informetrics as module component at a Masters level. The LIS department at the University of Zululand offers informetrics education to level three and four undergraduate students in two programmes- BLIS and BIS. The University of Limpopo also offers it at an undergraduate level (level two, three and honours). The content analysis revealed that the scope of informetrics is broad in the essence that there is no uniformity in the content of informetrics across all LIS departments. The blended learning method is widely used: cased studies, group discussions, and online teaching and learning methods are commonly used for informetrics education. Numerous challenges that surround informetrics education were pointed out. Most of them are linked to the consideration that informetrics is broad, ICT reliant and dynamic. The solutions to the challenges were suggested. The study concluded that there is very limited informetrics education in South Africa. The study recommended that LIS departments create awareness about informetrics education, develop informetrics curricula, provide short courses on informetrics, and keep up with the trends in LIS education internationally.

Whilst technological solutions go a long way in providing protection for users online, it has been long understood that the individual also plays a pivotal role. Even with the best of protection, an ill-informed person can effectively remove any protection the control might provide. Information security awareness is therefore imperative to ensure a population is well educated with respect to the threats that exist to one’s electronic information, and how to better protect oneself. Current information security awareness strategies are arguably lacking in their ability to provide a robust and personalised approach to educating users, opting for a blanket, one-size-fits-all solution. This research focuses upon achieving a better understanding of the information security awareness domain; appreciating the requirements such a system would need; and importantly, drawing upon established learning paradigms in seeking to design an effective personalised information security education. A survey was undertaken to better understand how people currently learn about information security. It focussed primarily upon employees of organisations, but also examined the relationship between work and home environments and security practice. The survey also focussed upon understanding how people learn and their preferences for styles of learning. The results established that some good work was being undertaken by organisations in terms of security awareness, and that respondents benefited from such training – both in their workplace and also at home – with a positive relationship between learning at the workplace and practise at home. The survey highlighted one key aspect for both the training provided and the respondents’ preference for learning styles. It varies. It is also clear, that it was difficult to establish the effectiveness of such training and the impact upon practice. The research, after establishing experimentally that personalised learning was a viable approach, proceeded to develop a model for information security awareness that utilised the already successful field of pedagogy and individualised learning. The resulting novel framework “Personalising Information Security Education (PISE)” is proposed. The framework is a holistic approach to solving the problem of information security awareness that can be applied both in the workplace environment and as a tool for the general public. It does not focus upon what is taught, but rather, puts into place the processes to enable an individual to develop their own information security personalised learning plan and to measure their progress through the learning experience.

This version of the paper contains an appendix with a list of book titles that was omitted from the version published in the conference proceedings. / The aim of this study is to analyze the development of library and information science through its publications written by librarians, scholars, and others who are interest to the field in Indonesia since 1952 to 2005. The book publication is limited to the scientific books that contain the knowledge of the library and information science. The analysis is focused on the kind of books, the subjects, the publication, the originality of books, and the writers. The study uses the content analysis approach that is named as bolometric study. This knowledge is needed as references to develop the science and to create more literatures with the various, innovative, and constructive ideas in the future. This version of the paper contains an appendix with a list of book titles that was omitted from the version published in the conference proceedings.

Purpose: Explore the current state of generalist search education in library schools and consider that foundation in respect to the Medical Library Associationâ s statement on expert searching. Setting / Subjects: Syllabi from courses with significant searching components. Ten of the top library schools, as determined by the U.S. News and World Report rankings. Methodology: Mixed methods, but primarily quantitative bibliometric methods. Results: The educational focus in these searching components was on understanding the generalist searching resources and typical users, and performing a reflective search through application of search strategies, controlled vocabulary, and logic appropriate to the search tool. There is also a growing emphasis on Web-based search tools and a movement away from traditional set-based searching and toward free-text search strategies. While there is a core set of authors used in these courses, there is no core set of readings. Discussion/conclusion: While library schools provide a strong foundation, there is still need for future medical librarians to take courses that introduce them to the resources, settings, and users associated with medical libraries. In addition, as more emphasis is placed on Web-based search tools and free-text searching, instructors of the specialist medical informatics courses will need to focus on teaching traditional search methods appropriate for common tools in the medical domain.

<p> Computer-Assisted Language Learning (CALL) is an established field of academic inquiry with distinct applications for second language teaching and learning. Many CALL professionals direct language labs or language resource centers (LRCs) in which CALL software applications and generic software applications support language learning programs and individual study. The central research question of this study is: What aspects define the lived experience of CALL professionals as they select CALL solutions for language resource centers or language labs? A subset of related research questions focuses on how CALL professionals consider pedagogical aspects of CALL solutions in making selections, the other aspects that CALL professionals consider in adoption or non-adoption decisions, and how CALL professionals experience satisfaction with the solutions available to them, taking into account these pedagogical and other aspects. This study explores the selection of applications from a phenomenological approach based upon Moustakas's modification of Van Kaam's method. Twenty-five language lab and language resource center directors, members of the International Association for Language Learning Technology (IALLT), were interviewed to ascertain aspects of their lived experience in the selection and use of CALL applications in their educational institutions. Areas of inquiry included the alignment of instructional technologies used for language learning to pedagogical and andragogical approaches; the importance of other factors such as cost, technical support, and provider reputation; and the extent of user satisfaction with each of these elements. The majority of the interviewees indicated that pedagogical alignment between CALL solutions and the pedagogical orientation of the programs they support is a critical factor in their decision-making process. Cost is a factor in the majority of cases, while provider reputation and technical support vary as criteria for adoption. Interviewees also identified varying levels of satisfaction with the CALL solutions available with regard to these factors. They proposed a number of additional user requirements and adoption criteria to be integrated into the development lifecycle of CALL software solutions. </p><p> <i>Keywords:</i> CALL, computer-assisted language learning, user requirements, user satisfaction, pedagogy, andragogy, software selection, instructional technology, language lab, language resource center, IALLT, language learning technology, information technology.</p>

E-Resources in Guru Nanak Dev Engg. College. / Library is a repository of resources. Adequate electronics resources facilities empower and enrich the higher education system in meeting the best academic needs. Users are use e-resources in the library or any where. The silicon age that led the computer revolution has significant changed in the libraries. The present paper examine the existing of various e-resources in GNE College, Ludhiana and its uses by students.

Thesis (Ph.D.)--Ohio University, June, 2006. / Title from PDF t.p. Includes bibliographical references (p. 154-160)

This paper evaluates how semi-randomly formed project groups, compared to forming groups at free will, affect students’ learning in a project-oriented setting. The findings are based on empirical data. We have analyzed students’ experiences by taking a course in the subject of Information Systems. The identified experiences are considered to be either a strength or a problem. We can conclude that how we form project groups has an effect on learning. We can also conclude that several of the experiences from semi-randomly formed project groups are of both a positive and negative nature. In the concluding chapter, we give some explanations in order to understand the differences in students’ experiences.