published_or_final_version / Education / Doctoral / Doctor of Education

published_or_final_version / Education / Master / Master of Education

M.Ed. (Educational Psychology) / Please refer to full text to view abstract

Communication scholars are in disagreement over the presence of online public speaking courses in higher education. Despite limited research on the Online Public Speaking model, it is quickly replacing the traditional public speaking model in American colleges and universities. This study used Burkean Cluster-Agon Analysis to uncover core concepts from four contemporary public speaking textbooks used in various classroom models (traditional, online and hybrid). Concepts were then compared with traditional core concepts of early speech communication to determine if technology has influenced contemporary core concepts. Results determined that contemporary core concepts from three of the four public speaking textbooks reflected traditional core concepts of early speech communication. The fourth textbook revealed similar contemporary core concepts with expanded definitions to technologically mediated speech situations. / by Shaundi C. Newbolt. / Thesis (M.A.)--Florida Atlantic University, 2012. / Includes bibliography. / Mode of access: World Wide Web. / System requirements: Adobe Reader.

by Ka-Po Ma. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2000. / Includes bibliographical references (leaves 97-105). / Abstracts in English and Chinese. / Acknowledgments --- p.ii / Abstract --- p.iii / Chapter 1 --- Introduction --- p.1 / Chapter 1.1 --- Web-based Education --- p.1 / Chapter 1.2 --- Customized Web-based Learning --- p.3 / Chapter 1.3 --- Thesis Overview --- p.6 / Chapter 2 --- Web-based Education --- p.7 / Chapter 2.1 --- Impact on Traditional Learning --- p.8 / Chapter 2.2 --- Theoretical Perspectives on Teaching and Learning --- p.9 / Chapter 2.2.1 --- Behaviorism Versus Constructivism --- p.10 / Chapter 2.2.2 --- "Categorization of Individual, Group and Collaborative Learn- ing" --- p.12 / Chapter 2.3 --- On-line Eduation and Web-based Learning System --- p.15 / Chapter 2.4 --- Technologies used in Web-based Learning --- p.17 / Chapter 3 --- General Automated Timetabling --- p.21 / Chapter 3.1 --- Timtabling Problem --- p.21 / Chapter 3.2 --- Formulation and Solution Approaches --- p.22 / Chapter 4 --- "Virtual Campus, Customized Web-based Learning Environment" --- p.25 / Chapter 4.1 --- Changing Trend in Learning Process --- p.25 / Chapter 4.2 --- System Design Issue --- p.26 / Chapter 5 --- System Architecture Issue --- p.31 / Chapter 5.1 --- Client-server Model --- p.31 / Chapter 5.1.1 --- Server Side --- p.33 / Chapter 5.1.2 --- Client Side --- p.34 / Chapter 5.2 --- Functional-oriented Design --- p.35 / Chapter 5.3 --- Private Functionality Issue --- p.37 / Chapter 5.3.1 --- Access Authorizing --- p.37 / Chapter 5.3.2 --- Availability Updating --- p.40 / Chapter 5.3.3 --- Personal Information Querying and Modifying --- p.42 / Chapter 5.3.4 --- Status Selecting --- p.42 / Chapter 5.3.5 --- Current Online User Querying --- p.43 / Chapter 5.4 --- Lecture Functionality Issue --- p.44 / Chapter 5.5 --- Personal Scheduling Functionality Issue --- p.45 / Chapter 5.6 --- Collaboration Functionality Issue --- p.50 / Chapter 5.6.1 --- Chatting Room --- p.50 / Chapter 5.6.2 --- Discussion Board --- p.56 / Chapter 5.6.3 --- Personal URL-bookmark Keeping and Sharing --- p.57 / Chapter 6 --- Web-based Learning Scheduler (WL-Scheduler) --- p.59 / Chapter 6.1 --- "Web-based Customized Timetabling Problem, WCTP" --- p.60 / Chapter 6.2 --- Solution Approach - Local Search --- p.61 / Chapter 6.3 --- Algorithm for Approaching Feasible Timetables --- p.63 / Chapter 6.4 --- Evaluating The Best Timetable --- p.66 / Chapter 7 --- Multimedia Web Presentation System (MWPS) --- p.67 / Chapter 7.1 --- Overview --- p.67 / Chapter 7.2 --- System Components --- p.68 / Chapter 7.2.1 --- The MWPS Server Machine --- p.69 / Chapter 7.2.2 --- The MWPS Client Machine --- p.69 / Chapter 7.2.3 --- The Student Machine --- p.69 / Chapter 7.3 --- Presentation Flow --- p.69 / Chapter 7.4 --- Highlighed Features --- p.72 / Chapter 7.4.1 --- Slides Sequence Capturing --- p.72 / Chapter 7.4.2 --- Audio/Video Capturing --- p.72 / Chapter 7.4.3 --- Script-Text On Playback --- p.72 / Chapter 7.4.4 --- Student Feedbacking --- p.73 / Chapter 7.4.5 --- White Board Facility --- p.73 / Chapter 8 --- Illustration via Screen-shots --- p.74 / Chapter 8.1 --- Login Screen --- p.74 / Chapter 8.2 --- Functionality provided for Students --- p.75 / Chapter 8.2.1 --- Personalized Learning Timetable --- p.76 / Chapter 8.2.2 --- Lecture Delivery --- p.78 / Chapter 8.2.3 --- Checking active users in Virtual Campus --- p.78 / Chapter 8.2.4 --- View and Update Personal Information --- p.79 / Chapter 8.2.5 --- Taking An Entry Test for Interesting Subject --- p.81 / Chapter 8.2.6 --- Changing Current State --- p.84 / Chapter 8.2.7 --- Discussion Board --- p.84 / Chapter 8.2.8 --- Chatting Room --- p.85 / Chapter 8.3 --- Functionality provided for Teachers --- p.85 / Chapter 8.4 --- Functionality provided for Administrators --- p.92 / Chapter 9 --- Conclusion --- p.94 / Appendix --- p.106 / Chapter A --- Appendix --- p.106 / Chapter A.1 --- Internet Technology --- p.106 / Chapter A.2 --- Web Server --- p.107 / Chapter A.3 --- Web Client/Server Example --- p.108

by Hwang Fai, Kam Pui Sze. / Thesis (M.B.A.)--Chinese University of Hong Kong, 2002. / Includes bibliographical references (leaves 56-63). / ABSTRACT --- p.ii / TABLE OF CONTENTS --- p.iii / LIST OF TABLES --- p.v / Chapter / Chapter I. --- INTRODUCTION --- p.1 / Definition of e-learning --- p.1 / Traditional Classroom Learning vs. E-learning --- p.2 / Significance of Interactivity and Multimedia in E-learning --- p.2 / Cultural Difference in Learning Styles and Habits --- p.4 / Benefits of E-learning --- p.5 / Substantial Cost and Time saving --- p.5 / Meet Need-driven Demand --- p.5 / Flexibility and Convenience Enhancement --- p.6 / Create Learner-friendly Environment --- p.6 / Increased Retention --- p.6 / Improved Collaboration and Interactivity among Students --- p.7 / Ease of Information or Materials Update --- p.7 / Limitations of E-learning --- p.7 / Huge Initial Capital Investment --- p.8 / Technology Dependent --- p.8 / Technology cannot completely replace Human Contact --- p.8 / Personnel Resistance --- p.9 / Not all Courses are delivered well by Computer --- p.9 / Not all People are suitable for E-learning --- p.9 / E-learning on the Corporate Level --- p.10 / The Corporate E-learning Market --- p.10 / Barriers of Implementation --- p.11 / Significance of E-learning on the Corporate Level --- p.11 / Cost Savings to Corporations --- p.11 / Performance Improvement --- p.12 / Competitive Position --- p.12 / E-learning Development In Hong Kong --- p.13 / Chapter II. --- OBJECTIVES OF THE RESEARCH / Chapter III. --- RESEARCH HYPOTHESE --- p.17 / Conceptual Framework: Flow construct --- p.17 / Research Hypotheses --- p.19 / Direct Influence on Flow --- p.19 / Direct Influence on Perceived Playfulness --- p.21 / Direct Influence on Intention to Use E-learning --- p.21 / Chapter IV. --- METHODOLOGY --- p.22 / The Sample --- p.22 / Definition of Variables --- p.23 / Chapter V. --- RESULTS --- p.24 / Results for Tests for Direct Influence on Flow --- p.24 / Results for Tests for Direct Influence on Perceived Playfulness --- p.25 / Results for Tests for Direct Influence on Intention to use E-learning --- p.26 / Chapter VI. --- DISCUSSIONS & RECOMMENDATIONS --- p.28 / Chapter VII. --- LIMITATIONS OF THE STUDY --- p.35 / Chapter VIII. --- CONCLUSION --- p.37 / APPENDIX --- p.46 / BIBLIOGRAPHY --- p.56

Chen, Gaowei. / Thesis (Ph.D.)--Chinese University of Hong Kong, 2009. / Includes bibliographical references (leaves 149-171). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstract also in Chinese.

University of Technology, Sydney. Faculty of Education. / Education in NSW reflects world-wide trends that promise changed practices through the use of information and communication technologies (ICT), to assist students attain capabilities expected of an educated population in contemporary society. Most recently, the use of the Internet has become a major priority for NSW government schools, with the expectation that students will increasingly participate in online learning activities. As educators grapple to find evidence of changed practices and extended or enhanced learning experiences for students, attention has turned to new forms of activity that have emerged within the online environment. This thesis explores the implementation of online projects as one such emergent form. The study focuses on the experiences of students and the practices of classes, with a view to asking how the online projects reconstruct the learning environments and activities of classes, how they contribute to the learning achievement of students and to the effective use of Internet technologies in K-12 school settings. A collective case study approach was used to reveal multiple views of online projects implemented in five NSW schools. Particular value is attached to the viewpoints of students and to professional dialogues with teachers that contributed insights into what was occurring in the classes and what was achieved as a result. Meanings have been drawn from each case to build a better understanding of the phenomenon of online projects as a whole. The study draws on social constructivist and project-based theoretical perspectives, with their widely accepted claims to benefits for students of authentic, learner-centred, participatory learning. The thesis argues that online projects can stimulate and support learning activities that produce these known benefits, while recognising constraints that exist in every-day classes. The online projects present a disruptive force within classes, changing the nature of activities and forcing a shift in the roles of both teachers and students, and of the technology itself, making it subservient to the learning intentions. Findings for students relate both to participation and learning effects. Strength of student engagement and the value of authentic learning activities emerged as notable features of the online project experience. Rather than accepting these claims as sufficient outcome of the projects, this thesis identifies attributes that promote student engagement. It examines what constitutes authentic activity for school students, especially younger ones, and how a sense of authenticity is established in learning tasks. It particularly explores the contribution of online presentation of the projects to the benefits and constraints identified. The study has significant implications for education systems and teachers, and for the design and implementation of online projects as part an effective online learning provision for schools. In the highly conflicted area of investment in ICT and the search for purposeful learning uses of the Internet, online projects present a teaching and learning approach that can deliver some of the much-acclaimed potential – primarily because they promote changes in practice that are concerned with much more than just the use of the technology.

This folio presents three studies (a dissertation and two electives) which use qualitative case study methodologies to investigate technology adoption from three perspectives. Central to all three studies is the study context of Monash University. The Dissertation explores adoption of web-based learning and teaching approaches from the perspective of teaching academics as they incorporate these to facilitate their students’ learning. The study investigates teaching academics’ reasons for adopting these new technologies, the factors that influenced their adoption decisions, and the challenges they were confronted with, including the contributing factors that impacted on their adoption decisions. The study shows that while contextual factors such as power and politics of the school, department, faculty and the institution impact on adoption, supportive organisational infrastructures and policy frameworks are necessary to encourage adoption, including wider adoption. In turn, on going staff development, adoption of new work practices and being adaptive to changing work environments are key demands made on teaching academics as a result of adopting web-based teaching approaches. Elective 1, a smaller study, leads on from the dissertation and examines the impact of technology adoption on the evolving role of educational designers. The study identifies the educational designers’ role change in assisting teaching academics to move from more conventional forms of teaching to more technology based learner-centred collaborative models. An important aspect of the study is the managers’ perspectives of this role in a university that has adopted a strong flexible learning and technology policy. The findings show that educational designers now work as project managers in larger teams consisting of a wider range of professionals, their expanded role in introducing technology into learning designs, providing staff development in the area, and giving technical help including advice on copyright and intellectual property issues. Elective 2 explores student readiness to adopt these technologies for learning. The study is designed to achieve an understanding of three broad categories of learners from a first year design unit: (1) South East Asian and East Asian students, (2) all other international students, and (3) local Australian students are studied to examine their readiness for modes of learning that are flexible; their approaches to study in a creative discipline area; and their openness to using technology. Findings of the study are discussed under the key themes – dependence on the teacher and classroom environment, flexible learning and working alone, structure, communication and work patterns. The study concludes by discussing the possible cultural attributes that have an impact on the learning. The three studies found that the institution, its people, structures and processes must all adapt, evolve and grow in order to provide effective, engaging, student-centred web-based learning environments. Students in turn must be enabled to manage their study, make use of the technologies and maximise their learning experience. The findings revealed the stage of technology use reached at Monash University at the time of the study through the voices of the teaching academics, educational designers and students.

Thesis (M. Ed.)--University of Hong Kong, 2006. / Title proper from title frame. Also available in printed format.