published_or_final_version / Education / Master / Master of Science in Information Technology in Education

published_or_final_version / Computer Science and Information Systems / Doctoral / Doctor of Philosophy

published_or_final_version / abstract / Education / Master / Master of Education

published_or_final_version / abstract / Linguistics / Master / Master of Arts in Applied Linguistics

The purpose of this study was to investigate the association between adult learners' preferred learning style and preference for delivery mode. The subjects (n=61) were technical and billing support call center employees from an Internet company in Dallas, Texas. The participants were randomly assigned to one of six groups and given Kolb's Learning Style Inventory to assess their preference for learning style. They received training on three modules of “Influencing Others Positively,” with each module delivered via one of three methods (web-based, classroom, and blended). Participants were also administered two surveys. The first survey collected demographic information and asked which method that they expected they would prefer. The second survey was administered after the course and asked them to rank their preferences for delivery method. It was hypothesized that learning style would be significantly associated with preference for delivery method. The data was analyzed using descriptive statistics and a chi-square test of independence for the variables learning style and preferred mode of delivery. Although the chi-square test of independence did not produce statistical significance, some interesting trends were identified in the data. Specifically, a majority of the participants preferred a blended approach to training delivery (a combination of self-paced web-based training and classroom group exercises). No Divergers preferred classroom training and no Accommodators preferred web-based training. Additionally, a logistic regression analysis indicated that Assimilators were six times more likely than Divergers to prefer a blended approach to training (p=.10). Further studies should utilize other learning style theories, explore different types of learning outcomes and delivery methods, and include a larger sample from different organizations. Training needs assessments should include learning style inventories as part of the audience analysis prior to training development.

M. Tech. (Electronic Engineering, Faculty of Engineering and Technology), Vaal University of Technology| / The lack of electricity in off-grid rural communities in South Africa (SA) and Africa as well as the budget constraints on these communities restrict these communities from connecting to any online resources (internet and e-books) for educational purposes, thus creating a major contributor to the global digital divide. Renewable energy sources such as solar energy, wind energy and biomass were presented as potential alternatives to grid-connected electricity for remote rural locations. Solar energy was identified as the amply available alternative energy resource in SA. Solar radiation was converted by photovoltaic technology to electricity. National power grid isolation (off-grid) was achieved by using a stand-alone photovoltaic system. Photovoltaic technology classification, material categorisation and system sizing for an e-learning centre was presented. Practical set-ups were utilised to determine the most cost-effective equipment mix of power utilization, power management/storage and ICT equipment to build a pilot e-learning centre. It was established that one photovoltaic panel can be employed to fully recharge a battery of a pilot e-learning centre with an operational period of 7 hours using the available sunlight hours. Owing to the susceptibility of the Vaal Triangle region to thunderstorms causing overcast conditions for days, a ratio of back-up battery capacity (Ah) to number of days (seven hours per day) without sunlight was determined. An algorithm was also derived for sizing the pilot e-learning centre for full scale implementation. Future research recommendations based on this study for a reduced system costs of an off-grid e-learning for rural communities powered by a renewable energy resource were presented. This will increase access to basic education in SA and reduce the global digital divide.

The Online Student Connectedness Survey (OSCS) was introduced to the academic community in 2012 as an instrument designed to measure feelings of connectedness between students participating in online degree and certification programs. The purpose of this study was to examine data from the instrument for initial evidence of validity and reliability and to establish a nomological network between the OSCS and similar instruments utilized in the field. The study utilized sequential exploratory factor analysis- confirmatory factor analysis (EFA-CFA) and correlational analysis to assess results of the data. Students enrolled in online courses at higher education institutions located in the United States served as the sample for this study. Three instruments were used during the study. The OSCS was administered first so that the factor structure could be examined for factor validity. Once confirmed, the Classroom Community Scale (CCS) and the Community of Inquiry Scale (COI) served as the instruments to examine nomological validity through correlational analysis of data.This study provided evidence of factor validity and reliability for data from the OSCS. After the initial EFA-CFA, the four-factor structure held, and 16 of the 25 original items remained for nomological testing. Statistically significant correlations were demonstrated between factors contained in the OSCS, CCS, and COI, providing further evidence of construct validity. These results indicate that for the sample used in this study, the OSCS provides data that are valid and reliable for assessing feelings of connection between participants in online courses at institutions of higher learning.

The introduction of e-learning made way for advancements in learning and technology with individuals being exposed to electronic learning and teaching environments. At first, the introduction of e-learning into the educational sphere was intended to simply enhance traditional teaching and learning; however, technology then took the lead as a tool to materially enhance the concept of e-learning in education. Inevitably, technology’s impact on learning drove the delivery of electronic educational content but it also caused widespread debate about best practice in the design of e-learning systems. Since then, the phenomenal influx of technology enhancements that has been created has led most learners into a digital education era that cannot now function without it. At first, e-learning systems were forced to adapt to change as a result of e-learning trends and as a symbolic move from traditional learning to more innovative methods of learning and teaching. As such, e-learning remained affected by pedagogy, technology and curriculum changes outside of a structured, guided framework. Varying definitions exist as a result of the diverse understanding of the contributions and role of pedagogy and technology toward e-learning. There is a misconception and confusion of elearning attributed to the lack of a formally accepted definition which would identify with the need for pedagogy principles and guide researchers to apply models and frameworks to implement and improve the provision of e-learning systems. Although the effects of technology on learning are conclusive, the current dilemma is the lack of effective alignment of the pedagogy principles to suitable technology – an issue which has now become detrimental to learning. This study explores the various interpretations of e-learning definitions that allude to the incorporation of learning, technology and knowledge gained during e-learning interventions. However, as the research revealed a lack of any cohesive e-learning definition, this motivated the creation of a specific definition derived particularly for this study. In considering the role of technology in the e-learning environment, similar themes began to emerge that needed to be addressed holistically through e-learning. One of these themes was a need to focus on the formulation of a structured approach and pedagogical framework for the design and development of e-learning systems. The findings of the research identified e-learning frameworks and models that were in use. The outcome of an e-learning system framework drew on the research of extant models and frameworks and investigated the critical elements, particularly that of pedagogy in an e-learning environment. The proposed pedagogical framework for elearning was evaluated by means of a survey of organisations that produce e-learning systems. The findings of the survey were analysed to assess the alignment and relevance of the dimensions and elements in the framework to the design and development of e-learning systems. The proposed pedagogical e-learning framework is intended to add value to the design and development of e-learning systems with the core focus on pedagogy. In years to come, current and existing technologies and tools may become outdated, yet learning opportunities continue to evolve based on pedagogy, technology and curriculum requirements. By harmonising the synergy between pedagogy and technology, a pedagogically aligned e-learning framework can resolve the lack of pedagogy in elearning system design and development. / Information Science / M.Sc. (Information Systems)

This mixed methods study investigated 5th-grade teachers' reported use of computer technology and variables that have been identified by researchers as affecting teachers' use of technology, including professional development activities, physical access to computer technology, and technical and instructional support provided for teachers. Quantitative data were collected from 80 5th-grade teachers from a Florida public school district through an online survey in which teachers reported how frequently they used and had their students use computer technology for 27 different purposes. The teachers also reported the amount of emphasis those 27 different topics received during their technology-related professional development experiences, the number of hours they participated in technology-related professional development, the number of months they participating in a technology coaching/mentoring program, the access their students had to computers in the classroom and in a one-to-one co mputing environment, and the frequency that they received technical and instructional support. Information from the school district's technology plan provided a context for the study. Qualitative data were collected through interviews with seven of the survey participants. The findings indicated that for 18 different purposes of technology, there was a significant correlation between how frequently teachers used and had their students use technology and the teacher-reported emphasis those topics received during technology related professional development. Self-reported frequency of support, student-to-computer ratio in the classroom, hours of professional development, and months of mentoring did not moderate the relationship between frequency of technology use and the content of professional development. / The relationship between having students use technology to work cooperatively or collaboratively and the reported emphasis that topic received in professional development strengthened if teachers reported that their students had access to a one-to-one computing environment. An additional finding was that the teachers' reported frequency of use of technology and reported emphasis of content of technology-related professional development leaned toward direct instruction and test preparation and leaned less toward innovative uses of technology. Implications and suggestions for future research are offered for technology integration and professional development for teachers at the elementary school level. / by Debbie Beaudry. / Thesis (Ph.D.)--Florida Atlantic University, 2011. / Includes bibliography. / Electronic reproduction. Boca Raton, Fla., 2011. Mode of access: World Wide Web.

Thesis (DTech (Informatics))--Cape Peninsula University of Technology, 2019. / This study explored the perceptions and expectations that language lecturers have of e-Learning support. E-Learning has promised to enhance teaching and learning practices and yet it has not been optimally implemented. In the current complex context of Higher education in South Africa all lecturers are confronted with challenges. Language lecturers however have added strain being tasked with preparing students from the demanding, multi-cultural and multi-lingual context to communicate academically in the language of learning and teaching across all subject areas. Universities, in line with expectations from the White Paper on e-Education (South Africa. Department of Education, 2004), require lecturers to use a Learning Management System (LMS) during academic activity even though some lecturers are reluctant, for various reasons, to do so. Lecturer support has been identified as one way in which to promote smooth and optimal e-Learning uptake. Support is a service and for that reason the service delivery industry was consulted to find possible service quality solutions in aid of the assistance for lecturers. Teaching is a highly complex activity where pedagogy is significant in the incorporation of technology, which is what the TPACK (Technological Pedagogical and Content Knowledge) framework underscores. This framework represents the complexity of introducing technology to teaching, considering pedagogy, coupled with CALL (computer assisted language learning), which is a contemporary research domain. To aid the lecturer in introducing TPACK a qualified and trained support service is key. The insights and perspectives of an extensive literature review about the complex context of higher education in South Africa, language lecturers, e-Learning and support as a service are presented. The rationale for the inclusion of attention to service delivery with specific focus to perceptions and expectations is investigated and key issues related to language lecturers’ perceptions and expectations of LMS support are explored. This study identifies relevant elements of a support service for technology to optimise the teaching practice of language lecturers in a complex environment of higher education. The discrepancy between intended use of LMS and actual use thereof is addressed, while a framework of gaps regarding LMS support within a university of technology in South Africa was developed. This framework can assist with optimal support and ultimately contribute to the vision for higher education in South Africa as set out by the Department of Higher Education and Training in their White Paper on post-school Education and Training (2013) calling for transformation.