Thesis (D.Min.)--Liberty Theological Seminary and Graduate School, 2007.

Thesis (Ed.D.)--Liberty University, 2008. / Includes bibliographical references.

Thesis (Ed.D.)--University of Houston, 2006. / Adviser: Cheryl Craig. Includes bibliographical references (p. [205]-209)

Thesis (Ph. D.)--University of Hawaii at Manoa, 2002. / Includes bibliographical references (leaves 204-212). Also available on microfiche.

No description available.

Asynchronous online discussions have the potential to improve learning in universities. This thesis reports an investigation into the ways in which undergraduates learned in online discussions when they were included within their face-to-face courses. Taking a student perspective, four case studies describe and explain the approaches to learning that were used by business undergraduates in online discussions, and examine the influence of the computer-mediated conferencing (CMC) medium and curriculum design on student learning. The investigation took a qualitative approach where case studies were developed from multiple data sources. In each of the cases, a description of the setting of the online discussions introduced the learning environment. Further details of student learning behaviours in the online discussions were provided by an analysis of the systems data and a content analysis of the online discussion transcripts. In depth interpretation of interview data added student perspectives on the impact of CMC characteristics, the curriculum or learning design and the relationship between the online discussions and face-to-face classes. A comparative cross case analysis of the findings of the four cases identified and discussed general themes and broad principles arising from the cases. The campus-based students acknowledged that online discussions helped them to learn and their message postings evidenced deep approaches to learning. The students recognised the value for learning of the text based nature of the CMC environment but peer interaction was more difficult to achieve. Asynchronicity created time flexibility and time for reflection but it also presented time management problems for many undergraduates. Assessment was the most influential aspect of the curriculum design. The cases also identified the importance of a dialogical activity and the absence of the teacher from the online discussions was not problematic. The research identified new perspectives on the relationship between online discussions and face-to-face classes. Students regarded these two media as complementary rather than oppositional and affirmed the importance of pedagogic connections between them. A teaching and learning framework for online discussions was developed from these perspectives. The significance of this study lies in improved knowledge of student learning processes in online discussions in blended learning environments. The cases indicated the potential value of the CMC environment for constructivist philosophies and affirm the significant role of curriculum design with new technologies. Findings relating to the complementary nature of online and face to face discussions provided a platform for building a teaching and learning framework for blended environments which can be used to inform and improve pedagogical design, teacher expertise and student learning outcomes in asynchronous online discussions.

Online courses and even degree programs are becoming a widespread phenomenon at universities across the United States. Research into the effectiveness of these courses is in the early stages. This qualitative study explored student perceptions of their online class experience using expectancy-value theory as a framework in an attempt to gain a better understanding of the criteria for designing an effective on-line course. The purpose of this case study was to describe the experience of students enrolled in online courses at two western universities in order to answer the following questions: 1. What do students value in terms of an outcome? 2. What do students value in terms of an online experience? 3. What do students consider to be negative factors (costs) in terms of an online experience? Data were collected using a variety of techniques. Twenty students in two online classes at one university participated in focus groups. Ten students from two universities participated in open-ended interviews, conducted either face-to-face or via telephone. Fifteen students, including those who were interviewed, maintained anecdotal records to capture real-time reactions to the experience. Participants represented a variety of disciplines, ages, and backgrounds. Transcripts from interviews and focus groups were pooled with information from anecdotal records and entered into QSR Nud*ist (qualitative analysis software) for coding. Categories represented in the data include orientation, course content, student-student interaction, student-teacher interaction, course interface and navigation, flexibility, hardware/software issues, and support systems. Students described both positive and negative factors in each of these categories. Negative factors identified by participants closely matched factors identified in cognitive load theory as extraneous cognitive load, suggesting that reducing negative factors in online courses may also reduce cognitive load, leading to improved learning. Additionally, findings from this study suggest that it may be possible to increase student motivation to participate and persist in online courses by adjusting the course design to enhance positive factors identified by participants and minimize factors they identified as negative. / Graduation date: 2003

Thesis (Ph. D.)--University of Texas at Austin, 2003. / Vita. Includes bibliographical references. Available also from UMI Company.

Thesis PlanB (M.S.)--University of Wisconsin--Stout, 2009. / Includes bibliographical references.

Since the introduction of e-learning in Tanzania‘s higher education institutions, student learning outcomes expected on the basis of previous studies on the capability of e-learning from around the world have not been achieved. This study investigates e-learning designs currently implemented at a Tanzanian university, and then designed and tested three e-learning designs. Study 1 randomly selected four e-learning courses, examined the course designs in Moodle, observed instructors, surveyed students about their experiences, and interviewed instructors and technical staff involved in running the courses. Research questions were: What is the nature of e-learning designs created by Tanzanian university instructors‘ in their existing practices? To what extent do the existing e-learning designs produce student interactions and engagement? Study 2 used the most typical design observed in Study 1 as a control, and included two designs intended to promote student interactions and engagement with content. One design added discussion forums, and the second discussion forums and podcasts. Research questions were: To what extent do the three designed e-learning environments and pedagogical approaches enhance student interaction and learning engagement? Do the designs of e-learning environments and pedagogical approaches improve learning and higher-order thinking? 102 B.Sc. with Education students were randomly assigned to three tutorial groups taught by the same instructor. To establish a baseline, all students first studied using the control design for one instructional unit, and then one group continued for three units. The process of designing, implementation, and evaluation was used to improve each design and associated practices. All qualitative data were analysed in Atlas-ti and quantitative results using SPSS version 16. Moreover, social network analysis was used to characterize interaction patterns. The study had three main findings. First, before the introduction of the novel designs, students had few opportunities to interact and learned content posted by the instructor in isolation. Second, guided by social constructivist and activity theories, students participated in discussion forums improved social interaction over the three iterations. They advanced from isolative learning to collaborative learning. Social interactions and engagement were amplified when podcasts were used. These advances were gradual and differed between groups, depending on changes in instructor pedagogical strategies. Third, students improved their academic achievement and cognitive thinking progressively over the three iterations. They changed from memorizing facts before intervention to meaningful learning where learners explored and integrated ideas into coherent meaning. Advances were modest when discussion forum alone was used, but were extensive when podcasts were added. The acts of student to bring what they have learned from podcasts to the learning community contributed to such improvement. The study concludes that the use of discussion forums grounded on social constructivist pedagogies may provide significant student interactions, engagement and enhanced academic achievement. Coupling podcasts with discussion forums may be a powerful way to enhance social interactivity, higher-order thinking and academic achievements. In addition, the process of implementing constructivist pedagogy resulted in instructor learning. The more the instructor engaged in design team meetings, the more he becomes able to design complex pedagogies based on social constructivist theory. / published_or_final_version / Education / Doctoral / Doctor of Philosophy