Thesis (MTech (Information Technology))--Peninsula Technikon, 2004. / Word processed copy. Summary in English. Includes bibliographical references (leaves 103-105). Also available online.

Dissertation (Ph. D.) -- Lewis & Clark College, 2009. / Includes bibliographic references (leaves 140-148).

Thesis (Ed. D.)--Illinois State University, 1993. / Title from title page screen, viewed February 20, 2006. Dissertation Committee: Dent M. Rhodes (chair), Ray Davidson, Donald Kachur, Rebecca Shaw. Includes bibliographical references (leaves 237-246) and abstract. Also available in print.

Selected Project (M.S.)--Brigham Young University. Dept. of Instructional Psychology and Technology, 2005. / Includes bibliographical references (leaves 52-55).

Thesis (Ed. D.)--Illinois State University, 1993. / Title from title page screen, viewed March 8, 2006. Dissertation Committee: Larry D. Kennedy (chair), Robert L. Fisher, George Padavil, Kenneth H. Strand. Includes bibliographical references (leaves 117-123) and abstract. Also available in print.

Thesis (Ed. D.)--Illinois State University, 2005. / Title from title page screen, viewed September 26, 2006. Dissertation Committee: Dent M. Rhodes (chair), Temba C. Bassoppo-Moyo, Thomas Crumpler, Patricia Rushing. Includes bibliographical references (leaves 196-200) and abstract. Also available in print.

Thesis (Ed.D.)--Duquesne University, 2007. / Title from document title page. Abstract included in electronic submission form. Includes bibliographical references (p.143-152) and index.

The purpose of this study is to investigate the weaknesses of current e-learning environment development models and to establish a comprehensive e-learning environment development model (EEDM). In the literature study I established the components of a comprehensive EEDM by looking at five existing models. The main concern in all of the models is the lack of configuration management, which lead to the investigation of other characteristics that an EEDM should have to be described as a comprehensive model. I then used these characteristics to establish the E-learning Dome - a comprehensive EEDM. The E-learning Dome consists of three layers, namely the Infrastructure layer, E-learning administration layer and the Course development layer. The Quality Dome encompasses the combination of these three layers. Through the use of case studies to test the feasibility of the E-learning Dome I concluded that the E-learning Dome is successful as a comprehensive EEDM. / Theoretical Computing / M.Sc. (Information Systems)

Magister Commercii (Information Management) - MCom(IM) / Web technologies have necessitated a transformation culture in higher education institutions. Many of these institutions are employing web technologies whose development, for varying reasons, is not supported by research in their field and domain of use. One such field is instructional design for the web learning. Although there is a lot of research on the most effective instructional design strategies, the use of research for web-based learning applications has been limited. This thesis reports on a study aimed at transforming the research on instructional design into practice by designing an instructional design system and providing an argument for its implementation. The argument is intended to facilitate the design and development of an instructional design subsystem of the web, that would in turn offer effective and efficient ways for creating web-based learning materials to instructors. The study started by examining the various paradigms, theories and practices of instructional design with the intent of using them to enrich and improve the practice of instructional design in web learning. It undertook a thorough and systematic review of the literature on instructional design in order to come up with an instructional design system. The design approach used successful design patterns that have been used elsewhere, e.g. in software design, to create common responses or solutions to recurrent problems and circumstances. Instructional design patterns were identified in this study as the recurrent problems or processes instructional designers go through while creating instructional materials, whose solutions can be reused over and over again. This study used an iterative developmental research process of finding and modelling an instructional design process as the research methodology. This process follows and builds on existing research on instructional models, theories and strategies, and ensures that the same methodology can be used to test the theories in the design, thus improving both the research and the design. / South Africa

Thesis submitted in fulfilment of the requirements for degree Master of Technology: Graphic Design In the Faculty of Informatics and Design At the Cape Peninsula University of Technology, 2012 / The current studio based approach in design education is not enough to keep the “new age” design students’ attention and a blended learning environment is needed to facilitate student engagement. Multiple learning preferences exist within the design classroom and design educators must consider this when designing a curriculum. The research asked what the considerations were when designing the online component of a blended learning environment to enhance the learning experience of and engage design students? The areas of investigation included: • The learning preferences in a specific group of graphic design students to see if there are any predominant preferences, • Whether the web-based learning environment enriched the learning experience and whether students gained understanding of the dynamics of the intervention • Whether there were links between learning preferences, online performance and in-class performance and how we could use these links to design blended learning materials that: o Incorporate collaborative problem solving (Vygotsky, 1978) o Encourage the building of design knowledge (Schon and Wiggins 1992) o Help students move from the periphery of the community of practice to the core (Wenger 1998) o Simulate the world of work (Jonassen et. Al 1998) o Consider the individual learning preferences of students and engages them on multiple levels (Cazden et al 1996) This research concluded that a blended learning environment is necessary in order for design education to move forward and be inclusive. The new generation design curriculum needs to stimulate at many different levels using multiple ways and media. This multimodal stance in design education will afford students the opportunity to become reflective knowledge builders who are able to solve problems collaboratively and transfer existing knowledge to new contexts.