Thesis (Ed.D.)--Boston University / PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you. / This case study reports the results of an analysis of the implementation of a Madeline Hunter Instructional Theory Into Practice (ITIP)- based staff development program in a single elementary school. What were the effects of the implementation of a staff development program on teachers in this school and this school system over a 3 1/2 year period was the question pursued. / 2031-01-01

This study investigates the dynamics of theory and practice in the design of instructional systems, learning events and learning environments, with a view to synthesizing an integrated metamodel as a framework to facilitate effective learning in systems which use computer technology as a tutor, tool, or environment. This framework can be used as a design aid by instructional designers and instructor-designers, or as a tool to examine existing learning events from the viewpoint of learning and instructional-design theory. The research contributes to inquiry into learning theory by an in-depth study of the elements of the framework itself, investigating how they function in different contexts and contents. Following an extensive literature survey, the researcher synthesizes a concise integrated framework of learning theories and instructional design practice from the cognitive family. This framework, the Hexa-C Metamodel (HCMm), is generated by a process of criterion-based textual filtration through effectiveness criteria, and encompasses the theoretical concepts of constructivism, cognitive learning and knowledge/skills components as well as the practical characteristics of creativity, customization and collaborative learning. Using mainly qualitative ethnographic methods within the contexts of action research and development research, case studies are undertaken, applying the elements of the HCMm as an inquiry toolset to investigate three diverse learning events to determine what they reveal about the practice of effective and motivational learning. The learning events - a computer-based practice environment, an Internet-based course, and a fieldwork project - were selected due to the researcher's close involvement with each intervention. Information from the evaluations of the learning events is then used to further examine in-depth the theories and characteristics which comprise the tool, as well as their interrelationships and ways of implementing them in domains that differ in context and content - distinguishing particularly between well-structured and ill-structured domains. / Dissertation (PhD)--University of Pretoria, 2004. / Curriculum Studies / PhD / Unrestricted

This dissertation is a multi-disciplinary study, which integrates a software engineering approach with instructional factors in the decision-making, analysis, design and development processes of instructional software. Software engineering models, tools and representations are used in the process of software construction. With reference to the fundamental characteristics of the software product, several disciplines and factors, from both instructional and computing perspectives are considered, and the most appropriate approach/es selected. Software engineering, instructional design and instructional theory are considered as pillars of courseware engineering. The object-oriented design paradigm and a prototyping life-cycle model are found to be most suitable for development of computer-aided instruction. The conceptual study is illustrated by prototype development of a component-based multi-activity practice environment in theoretical Computer Science. It offers perusal or practice, in various instructional modes, according to the user's preferred learning style or need. / Computing / M. Sc. (Information Systems)

This dissertation is a multi-disciplinary study, which integrates a software engineering approach with instructional factors in the decision-making, analysis, design and development processes of instructional software. Software engineering models, tools and representations are used in the process of software construction. With reference to the fundamental characteristics of the software product, several disciplines and factors, from both instructional and computing perspectives are considered, and the most appropriate approach/es selected. Software engineering, instructional design and instructional theory are considered as pillars of courseware engineering. The object-oriented design paradigm and a prototyping life-cycle model are found to be most suitable for development of computer-aided instruction. The conceptual study is illustrated by prototype development of a component-based multi-activity practice environment in theoretical Computer Science. It offers perusal or practice, in various instructional modes, according to the user's preferred learning style or need. / Computing / M. Sc. (Information Systems)

The purpose of this study was to design a local theory explaining the relationship between metacognitive language and networks as constructs of a local instructional theory in the context of a fourth-year intermediate phase mathematics education methodology module. The local instructional theory was designed to facilitate an adapted lesson study through a problem-based learning instructional philosophy. A problem-based learning task was then designed outlining the education needs and resources of a South African primary school, characteristic of schools in a rural area. In particular the task describes a fictitious teacher’s concern for teaching a Grade 6 mathematics class the concept of place value. Two groups of students, who volunteered to participate in this research, collaboratively designed and presented research lessons across two educational design-based research cycles for two rural schools in North West, as a form of service learning. In implementing the local instructional theory phases, participants were required to follow the lesson study approach by investigating, planning, developing, presenting, reflecting, refining and re-presenting the research lesson and its resources. These design sessions were videorecorded, transcribed and then coded in Atlas.ti through interpretivistic and hermeneutic analysis. The coded data were then imported into NodeXL to illustrate embedded networks. Not only social network data but also metacognitive network data were visualised in terms of metacognitive networks. The results show that across the local instructional theory phases, constructs of metacognition, metacognitive language and networking emerged on a social (stratum 1), interpersonal (stratum 2) and social-metacognitive (stratum 3) level. Collectively, these strata form the architecture of the theory of metacognitive locale that explains the relationship between the constructs. The findings suggest that when students express their metacognitive processes through a metacognitive language (e.g. I am thinking or feeling), their interpersonal metacognitive networks develop into shared metacognitive experiences which foster their metacognitive locale, a dimension of their metacognitive language and networking. / PhD (Mathematics Education), North-West University, Potchefstroom Campus, 2015

The purpose of this study was to design a local theory explaining the relationship between metacognitive language and networks as constructs of a local instructional theory in the context of a fourth-year intermediate phase mathematics education methodology module. The local instructional theory was designed to facilitate an adapted lesson study through a problem-based learning instructional philosophy. A problem-based learning task was then designed outlining the education needs and resources of a South African primary school, characteristic of schools in a rural area. In particular the task describes a fictitious teacher’s concern for teaching a Grade 6 mathematics class the concept of place value. Two groups of students, who volunteered to participate in this research, collaboratively designed and presented research lessons across two educational design-based research cycles for two rural schools in North West, as a form of service learning. In implementing the local instructional theory phases, participants were required to follow the lesson study approach by investigating, planning, developing, presenting, reflecting, refining and re-presenting the research lesson and its resources. These design sessions were videorecorded, transcribed and then coded in Atlas.ti through interpretivistic and hermeneutic analysis. The coded data were then imported into NodeXL to illustrate embedded networks. Not only social network data but also metacognitive network data were visualised in terms of metacognitive networks. The results show that across the local instructional theory phases, constructs of metacognition, metacognitive language and networking emerged on a social (stratum 1), interpersonal (stratum 2) and social-metacognitive (stratum 3) level. Collectively, these strata form the architecture of the theory of metacognitive locale that explains the relationship between the constructs. The findings suggest that when students express their metacognitive processes through a metacognitive language (e.g. I am thinking or feeling), their interpersonal metacognitive networks develop into shared metacognitive experiences which foster their metacognitive locale, a dimension of their metacognitive language and networking. / PhD (Mathematics Education), North-West University, Potchefstroom Campus, 2015

Enrollment in online courses is increasing at a much higher rate than enrollment in on campus courses. Initially, online systems were developed by moving course content from in-class courses as is to an online platform. Later, Web 2.0 technology was implemented in order to improve students’ online engagement. These systems considered all students as one homogeneous group and ignored the fact that different students learn in different ways and at different speeds. Later, adaptive online learning systems were developed based on the assumption that if the instructional approach matches the student learning style, student performance and experience will improve. The use of these systems yielded mixed results because there is no agreement on what, how, and when to adapt instructions. The problem is that there is still a lack of empirical evidence about which online learning system’ design is the most effective, efficient, and engaging. There were two goals for this study. The first was to develop a new instructional theory and design model suitable for personalizing and adapting online learning. The first goal was achieved by developing student personalized, adaptive, and comprehensive e-learning spaces instructional theory and design model. This theory is based on finding the best fit among student characteristics, knowledge domain objectives, and technology used in delivering the online course. The second goal was to implement the newly developed theory and design model in an e-learning system prototype. This goal was achieved by developing and internally validating the e-learning system prototype by utilizing a panel of five instructional design experts. The Delphi method was used to solicit input from the expert panel in three rounds of validation. The validation process resulted in the experts’ consensus that the prototype incorporated the instructional theory and design model well and that this instructional theory holds the promise of increasing online learning courses’ effectiveness, efficiency, and student engagement.