Spelling suggestions: "subject:"instructional systems 1design"" "subject:"instructional systems 22design""
111 |
An evaluation of an instructor-led and self-managed computer software training courseFalkenberg, Ryan James 11 1900 (has links)
This study aimed to assess the effectiveness of an instructor-led and a self-managed computer
training course. A sample of forty nine (n=49) previously disadvantaged South African adult
learners was used. Half the sample was randomly assigned to the instructor-led course, while the
other half was assigned to the self-managed course.
Data dealing with the course content and design, subject demographics, previous computer
experience, preferred learning style, and learning potential was collected prior to each course.
After the course, the ability to create key outcomes using the learned software was assessed, as
well as subject perceptions of the course and various support and performance system factors. The
results showed that there was no significant difference between the performance on the
competence assessment of the students from the two groups. The data did, however, indicate a
stronger preference for the self-managed approach. A number of limitations to the study were also
noted. / Industrial and Organisational Psychology / M.A. (Industrial Psychology)
|
112 |
Video-based tutorial on web design for the technophobic teacherMa, Richard 01 January 2001 (has links)
The aims of this project hope to trace the factors affecting teachers' use of technology, with a concentration on Internet usage, and offer steps in helping teachers move toward integrating the Internet into their curriculum.
|
113 |
Distance instruction in medical terminology for occupational therapy students in Yokkaichi, Mie, JapanMedal, Diana Steed 01 January 2001 (has links)
This project is a plan for using a special web-based learning project to teach medical terminology through distance education between University of Loma Linda and Humanatec Rehabilitation College.
|
114 |
The development, design, and theory of educational interactive multimedia softwareChapman, William James 01 January 2002 (has links)
This project provides teachers and students with background information regarding software design. Specifically it will focus on design theory including content, interface, graphics, animation, navigation, and audio issues which may arise during the design and construction of educational multimedia software. The design issues represented here are demonstrated in the software "You can make a difference ... Human Rights".
|
115 |
Designing an online support community for novice computer usersCaswell, Thomas Hubbard 01 January 2004 (has links)
This project seeks to identify characteristics of successful online communities and apply them to designing and prototyping an online discussion forum where novice computer users can share computer questions and answers. Usability and sociability are identified as essential goals in the development of online communities. Appropriate and effective Computer Mediated Communication (CMC) software is evaluated and selected to run the discussion forum.
|
116 |
Student Perceptions and Sense of Self-efficacy Regarding Interface Design and Consistency in an Online Learning EnvironmentReeder, Elaine M. 12 1900 (has links)
The purpose of this exploratory study was to investigate student perceptions of the design and consistency of the online learning environment in relation to motivation, satisfaction, and self-efficacy. Through surveys, think-aloud observation sessions, and reflection interviews, data were collected concerning student perspectives of design and consistency in the online learning environment. SPSS was used to process the survey data and a multi-step process was used to code the observations and interviews. Nine categories emerged from the analysis: (1) frustration; (2) excitement; (3) feeling of being lost; (4) confusion; (5) disgust; (6) positivity; (7); anxiety; (8) understanding; (9) action. The findings are discussed and recommendations for future research are provided to inform future development of online courses.
|
117 |
A system approach to an outcomes-based competence profile of education, training and development practitioners in the South African National Defence ForceMoorhouse, Christa 28 February 2007 (has links)
This study concerns the identification of the particular competences required by education,
training and development practitioners (ETD practitioners) in the South African National
Defence Force to develop suitable and appropriate career and training strategies. An applied
research approach and a primarily quantitative approach were used. Questionnaires were
completed by the commanding officers or the training managers, as well as the ETD
practitioners at the education, training and development providers in the South African
National Defence Force to determine the actual utilisation of ETD practitioners. Descriptive
statistics were used to determine the roles, core competences, levels of competences and
clusters of competences required by ETD practitioners in the South African National Defence
Force. In addition, the actual utilisation of ETD practitioners was compared with a proposed
competence profile that was based on the literature study in order to determine the
competence gap that has to be addressed by means of career and training strategies. / Educational Studies / M.Ed.(Didactics)
|
118 |
Towards electronic assessment of web-based textual responsesConradie, Martha Maria 30 June 2003 (has links)
Web-based learning should move away from static transmission of instruction to dynamic pages
for effective interactive learning. Furthermore, automated assessment of learning should move
beyond rigid quizzes or multiple-choice questions.
This study describes the design, development, implementation, testing and evaluation of two
prototypes of an electronic assessment tool to enhance the effectiveness of automated
assessment. The tool was developed in the context of a distance-learning organisation and
was built according to a development research model entailing a cyclic design-intervention-outcomes
process.
The first variant, E-Grader, was developed to test an algorithm for assigning marks to open-ended
textual responses. The second variant, Web-Grader, was an interactive web-based
extension of E-Grader. It provided immediate interactive support to students as they responded
textually to content-based questions.
This multi-disciplinary study incorporates principles and techniques from software engineering,
formal computer science, database development and instructional design in the quest towards
electronic assessment of web-based textual inputs. / Computing / M.Sc. (Information Systems)
|
119 |
Investigating effective teaching of an online module in an Open Distance learning environment: a case studyHlatshwayo, Vivienne 11 1900 (has links)
Text in English / In a quest to identify best practices in teaching courses in English for Specific Purposes (ESP), this study investigated effective teaching of an online English module in an Open Distance Learning (ODL) environment. Although ODL is attractive to both students and lecturers, there are significant problems regarding how learning, teaching, interaction and assessment should be conducted in this context. The problems are exacerbated by the limited knowledge of using the online systems and constraints linked to time spent on tasks. The study adopted the qualitative research approach, using a case study design and data collected from three research instruments, namely online questionnaires, an online observation schedule and a content analysis schedule. The research population in the current study comprised students, lecturers, and e-tutors based at one ODL university. In order to engender best practices of effective teaching in an ODL environment, the Community of Inquiry (Col) framework and Zone of Proximal Development (ZPD) theory were applied to the research findings of the current study. The findings indicate that effective teaching of an online English module in an ODL context could take place when content is effectively structured; assessment reflects course content; there is teamwork and collaboration amongst lecturers; students effectively interact with the material, lecturers/e-tutors, and with each other. The findings of this study add to the volume of research on best practices for effective online ESP teaching in ODL higher learning institutions. / English Studies / D. Litt. et Phil. (English)
|
120 |
E-learning for knowledge management in technical vocational education and training collegesDhlamini, Ntokozo Mazwikayise 11 1900 (has links)
In TVET colleges, the traditional face-to-face mode of knowledge delivery appears to
be the norm. Knowledge is often shared in a teaching space during a particular
period of time. Students and a lecturer need to be in a specified venue during an
allocated time slot for the learning process to take place which includes obtaining
knowledge from the lecturer, sharing views and storing knowledge in their minds.
There is often no interaction with the lecturer beyond the classroom. As such,
learners with learning difficulties have no alternative platform into which they can get
support; which compromises the quality of education and students’ success rate.
The use of e-learning permits students to finalise a course in their own time and at
their own location. It also implies that students are at an advantage as they do not
need to go to a particular learning institution, and they can proceed with the training
at their own pace.
This research investigated how e-learning may be used as an enabler of learning by
overcoming barriers associated with face-to-face learning. This was achieved
through the development of a proposed e-learning framework based on the existing
literature. The proposed framework was then tested through a survey distributed
among TVET stakeholders to offer an improved framework. Furthermore, the
improved framework was used to develop an e-learning architecture and prototype
which can help guide institutions who wish to adopt e-learning. / Information Technology / M. Tech. (Information Technology)
|
Page generated in 0.1298 seconds