Thesis (Ph. D.)--Illinois State University, 2005. / Title from title page screen, viewed September 22, 2006. Dissertation Committee: James Kalmbach (chair), Ron Fortune, Doug Hesse. Includes bibliographical references (leaves 156-160) and abstract. Also available in print.

Thesis (Ph.D.)--Ohio University, March, 2005. / Title from PDF t.p. Includes bibliographical references (p. 198-209)

Thesis (Ed. D.)--West Virginia University, 2006. / Title from document title page. Document formatted into pages; contains xv, 210 p. : ill. Includes abstract. Includes bibliographical references (p. 192-198).

Thesis (Ph.D.)--Ohio University, November, 2006. / Title from PDF t.p. Includes bibliographical references.

Thesis (Ph. D.)--Computing, Georgia Institute of Technology, 2007. / Bruckman, Amy, Committee Member ; Bers, Marina, Committee Member ; Mynatt, Elizabeth, Committee Member ; Guzdial, Mark, Committee Chair ; Kolodner, Janet, Committee Member.

Thesis (Ph. D.)--University of Missouri-Columbia, 2000. / Typescript. Vita. Includes bibliographical references (leaves 183-190). Also available on the Internet.

The incorporation of best practice in e-learning environments can increase the probability of success for companies and learners alike. By identifying and understanding the barriers that potential learners may face when interacting with e-learning products, the potential for e-learning failure may be alleviated. There are a variety of benefits that may be realised by companies incorporating e-learning opportunities into their management strategies. However, certain pedagogical principles, metrics and components need to be investigated and implemented in order for a corporate e-learning environment to be successful. The aim of this research is to prototype and evaluate a practical e-learning environment for software training (eLESTP) with e-learning components consisting of interactive learning objects that can guide the development and management of online training in the corporate context. The eLESTP is based on a theoretical contribution that is conceptualised in the form of an e-learning environment for software training (eLESTT). Hence, this study followed a research methodology that is appropriate for educational technologies, namely the Design-Based Research (DBR) methodology, which was applied in iterative cycles. Quantitative and qualitative data was collected by means of a case study, interviews, a focus group and survey. The proposed eLESTP underwent several iterations of feedback and improvement and the result is a real-world solution to the problem at hand. With the purpose of determining the success of corporate e-learning, the barriers and critical success factors for e-learning as well as evaluation criteria were explored. Interviews, a focus group and a survey were conducted in order to validate the investigated literature in a real-world context. Informal interviews enabled a better understanding of the organisational context of this study. The focus group was conducted with customers who were undergoing face-to-face training using conveyancing software developed by Korbitec. Many of the issues faced by learners identified in literature regarding e-learning in developing countries were identified by the participants from the case study. An e-learning survey was used to gather information regarding the intention of Korbitec’s customers to use e-learning as well as their satisfaction with using e-learning. From the survey, it was found that respondents were positive regarding intention to use and satisfaction toward e-learning usage. DBR Cycle 1: Problem Investigation and Proposal entailed the initial problem investigation by conducting a literature review, focus group and survey. DBR Cycle 2: Design Alternative 1 of this study involved a design alternative for eLESTP, namely Prototype 1. DBR Cycle 3: Design and Evaluate Alternative 2 involved the design and prototyping of Prototype 2 for eLESTP as well as the improvement of Prototype 2 through sub-cycles of testing and refinement. The suggestions for improvement were obtained from the relevant stakeholders at Korbitec who are content developers and subject-matter experts. The criteria used to evaluate the success of eLESTP, including its e-learning components, were synthesised and adapted from literature and a new set of evaluation criteria for e-learning environments in software training contexts was proposed. The evaluated eLESTP consists of the technology basis of the Modular Object Oriented Dynamic Learning Environment (Moodle), design guidelines for e-learning components, certification and competency-based training, pedagogical principles and best practice. Overall, eLESTP was positively received by various evaluator groups in formative and summative evaluations. The research results indicate that the use of an e-learning environment for software training purposes was useful and necessary. In support of this Masters dissertation, the following three conference papers have been published and presented at one local conference and two international conferences. In addition, an article has been published in an accredited journal: 1. IDIA 2015, Conference Paper – Zanzibar (Tanzania); 2. Conf-IRM 2016, Conference Paper – Cape Town (South Africa); 3. MCIS 2016, Conference Paper – Cyprus (Europe); and 4. IJIKM 2016, Journal Article.

Thesis submitted in fulfilment of the requirements for the degree Magister Technologiae: Quality In the Faculty of Engineering At the Cape Peninsula University of Technology (CPUT) 2013 / Advances in internet technologies have created opportunities for facilitating learning and improving performance in education. The applications of these technologies have given rise to the phenomenon widely referred to as e-Learning. E-Learning has been widely adopted by tertiary institutions globally as a strategic initiative to improve the knowledge delivery process. This study was carried out at a University of Technology (UoT) in the Western Cape, South Africa, where e-Learning technology is used mainly for distribution of course materials. The study focuses on the impact of a web-based e-Learning program on the quality of teaching and learning; with an overall aim of creating awareness of the extent to which the quality of teaching and learning can be improved through a learning environment that engages an e-Learning program for leverage. The need to maximize the return on investments (ROI) by the institution on an enterprise e-Learning platform (Blackboard), the learning enablement which educational technologies afford, and the dividends promised by a strategic implementation of e–Learning in enhancing and enriching learning environments makes this study relevant and timely. The research was conducted using the UoT as a case study, and utilised the principles of both qualitative and qualitative research paradigms. The research was based on a review of relevant literature, administration of survey questionnaires to specific faculty and students’ populations, and statistical comparisons of students’ test results based on instruction delivery methods. The findings of this study underline that students’ satisfaction with a teaching method can positively influence how they learn and the outcomes they achieve, that instruction methods can greatly affect students’ performance, and consequently the quality of learning. The result of this study conforms to the view of many authors that instruction methods can be improved by systematic use of specific internet technologies (or simply, e-Learning tools) in the teaching and learning process. It was found that student achieved better results in modules of a subject that were taught using a combination of e-Learning program and face-to-face learning method than in the module taught using the traditional method only. Other emerging findings from this study suggest that lecturers at the institution are biased against the term e-Learning mainly because of their negative experiences with the e-Learning platform, lack of knowledge of the potentials of an e-Learning program and the challenges it poses. However, some faculty members show some willingness to use this e-Learning approach if conditions for its success are favourable with the necessary support systems in place. The main conclusion drawn from this research as a consequence of the findings is that powerful learning environments that meet the needs and enhance the learning of students would be in place at the institution if academic staff are duly aware of the benefits of an e-Learning program to them and their students; and if they are well resourced and capacitated. This study therefore argues for a multipronged approach to facilitate the institution-wide use of e-Learning program in teaching and learning. This includes but is not limited to educating the academic staff on the advantages/benefits of using technology as an effective tool for learner engagement, providing meaningful pedagogical training with the specific aim of preparing them for integrating e-Learning into their teaching, identifying learning objectives and learning processes that can best be supported by either e-Learning components or face-to-face, or by both and adequate support structure.

The twenty-first century has found education at the crossroads of change. There are burgeoning challenges facing the modern educator. To rise to the importuning, educators find themselves turning to Information Technology for the answers. The technologies utilised in attempts to overcome the challenges often include the Internet and electronic educational resources. Although the Internet is not unduly called the Information Highway, it is also fraught with misleading and incorrect information. Educators’ arduous searches result in few good and useable resources. Thus, to store, organise and efficiently retrieve the discovered resources is a matter of time-saving. The aim of the study was to develop a method to organise and retrieve educational resources in an efficient and personalised manner. In order to do this, an exploration into pedagogy and educational paradigms was undertaken. The current educational paradigm, constructivism, proposes that each learner is an individual with unique learning and personal needs. To develop a new model, the current models need to be understood. The current solutions for the organising of educational resources are realised as several software packages, also called e-learning packages. A list of criteria that describes the essential requirements for organising educational resources was established. These criteria were based upon the pedagogical principles prescribed by educators and the practical technological frameworks necessary to fulfil the needs of the teaching/learning situation. These criteria were utilised to critique and explore the available solutions. It was found that although the available e-learning packages fulfil a need within their genre, it does not meet with the core requirements of constructivism. The resource base model seeks to address these needs by focussing on the educational aspects of resource delivery over an Intranet. For the purposes of storing, organising and delivering the resources, a database had to be established. This database had to have numerous qualities, including the ability to search and retrieve resources with great efficiency. Retrieving data in an efficient manner is the forte of the star schema, while the storing and organising of data is the strength of a normalised schema. It is not standard practice to utilise both types of schemas within the same database. A star schema is usually reserved for data warehouses because of its data retrieval abilities. It is customary to utilise a normalised schema for operational databases. The resource base model, however, needs both the storage facilities of an operational database and the efficient query facilities of a data warehouse. The resource base model, therefore, melds both schemas into one database with interlinking tables. This database forms the foundation (or the back-end) of the resource base. The resource base model utilises web browsers as its user interface (or front-end). The results of the study on the pedagogy, the current e-learning solutions and the resource base were written up within this dissertation. The contribution that this dissertation makes is the development of a technique to efficiently store, organise and retrieve educational resources in such a manner that both the requirements of constructivism and outcomes-based education are fulfilled. To this end, a list of technological and pedagogical criteria on which to critique a resource delivery technique has been developed. This dissertation also elaborates on the schema designs chosen for the resource base, namely the normalised schema and the star schema. From this schema, a prototype has been developed. The prototype’s function was two-fold. The first function is to determine the feasibility of the technique. Secondly, to determine the success of the technique in fulfilling the needs expressed in the list of criteria

M.Tech. / E-learning is the industry-accepted term for electronic learning. It is the blending of learning and computer technology with facilitator support, to provide education over the Internet. It is fast becoming an accepted means for the acquisition of knowledge in industry and at institutions of higher learning The research undertaken here elaborates, elucidates, and provides a framework for the implementation of e-learning for teaching computer programming. An experimental elearning course was designed, created and then implemented. Forty-eight learners doing the National Diploma Information technology participated in the e-learning exercise. Questionnaires and the analysis of the participant's assessments formed the empirical base of this work. The opinions expressed by the participants in this study testify to a positive experience and a desire to receive more learning in this manner. It emerged from data analysis in the study that less competent learners still prefer classroom led classes where they have direct interaction with the facilitator. The more independent and competent learner enjoyed this type of learning as it gave them more freedom to work independently and to self-pace their studies. This study reveals the complexity of the concept of teaching programming in an elearning environment and certain guidelines need to be followed to ensure the suitability and effectiveness of the implementation of an e-learning course in programming. Learners need to possess certain competencies in computer usage and should demonstrate their ability to .learn independently.