The purpose of this explanatory sequential mixed methods study was threefold. First, this study compared the effects of two different simulation-based instructional strategies on athletic trainers’ clinical competence in performing cardiovascular screening with cardiac auscultations. Second, this study identified the athletic trainers’ perceptions of learning through simulation-based instructional strategies. Third, this study attempted to identify and offer instructional recommendations based on the outcomes. The quantitative phase analyzed cognitive and diagnostic reasoning knowledge and history-taking and clinical skills specific to cardiovascular screenings with cardiac auscultations as it was taught to athletic trainers (ATs) at a continuing professional education (CPE) course. The quantitative results found that high-fidelity and low-fidelity simulation-based instructional strategies significantly increased cognitive and diagnostic reasoning knowledge and history-taking and clinical skill from pre-test to post-test assessment on all dependent variables. When comparing the two fidelity types to each other, the analysis found that the participants in the high-fidelity simulation group gained significantly more skill when compared to the low-fidelity group. In the qualitative analysis of this study, three themes emerged specific to the perceptions of the athletic trainers’ experiences as they learn through simulation-based instructional strategies. The first theme that emerged was a clear indication that participants’ exhibited positive perceptions of learning through simulation-based instructional strategies. The second theme that emerged was that the high-fidelity simulation experience during the pre-assessment and post-assessment raised an awareness of the deficit of knowledge and skills in performing a comprehensive cardiovascular screening with cardiac auscultations. Lastly, the third theme that emerged was specific to the perceived limitations in the effectiveness of low-fidelity simulation and the perceived strengths in the effectiveness of high-fidelity simulation. A few instructional recommendations emerged from this dissertation study. Simulation-based instructional strategies are an ideal teaching method to utilize during continuing professional education courses with athletic trainers. Specifically, this study identified that both, high-fidelity and low-fidelity simulation, are effective in teaching cardiovascular screening with cardiac auscultations. Additionally, the participants perceived influences of a pre-test on the identification of their knowledge and skills deficit suggests that there are benefits of utilizing an authentic simulation pre-test as part of CPE courses. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2016. / FAU Electronic Theses and Dissertations Collection

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2018-05-14T12:53:14Z No. of bitstreams: 1 Luciano de Almeida.pdf: 1755902 bytes, checksum: 2dc0398854ae88d331b1ef30c33425f8 (MD5) / Made available in DSpace on 2018-05-14T12:53:14Z (GMT). No. of bitstreams: 1 Luciano de Almeida.pdf: 1755902 bytes, checksum: 2dc0398854ae88d331b1ef30c33425f8 (MD5) Previous issue date: 2018-03-21 / Conselho Nacional de Pesquisa e Desenvolvimento Científico e Tecnológico - CNPq / In this research, we elaborated a methodological proposal for teaching the Portuguese Language through the Virtual Environment for specific purposes in computer-mediated education. Based on the thematic approach adopted for the present research, the following questions are proposed: Is using the virtual classroom environment a necessary or only optional instrument? With technology advancing and application upgrades, will the virtual environment cease to be study equipment and become a place of learning used by all? We can describe that in the virtual environment it is common to use equipment such as computers, notebooks, tablets and cell phones with applications of different genres, games, guides, maps, social networking sites, among others. learning, and even less, teaching. A more detailed study of the use of these resources for educational purposes is desirable. With the constant evolution of technology, we must identify and analyze the possibilities for creating methodologies for the adequate and uniform application and development of teaching-learning materials in virtual environments. We perform an analysis of how digital resources are currently being used in the virtual environment, studying the positive and negative possibilities of inclusion and virtual technologies in the school environment and the possible ways of using them. However, we can say that the computer is a fundamental aid tool for the evolution of education, it is not only an artifice for a modification of the class, but a complement for innovation / Nesta pesquisa, elaboramos uma proposta metodológica de ensino da Língua Portuguesa por meio do Ambiente Virtual para fins específicos em educação mediada pelo computador. A partir do enfoque temático adotado para a presente pesquisa, propõem-se as seguintes questões: O uso do ambiente virtual em sala de aula é um instrumento necessário ou apenas opcional? Com o avanço cada vez maior da tecnologia e as atualizações dos aplicativos, o ambiente virtual deixará de ser equipamento de estudo e se tornará local de aprendizagem utilizado por todos? Podemos descrever que no ambiente virtual é comum o uso de equipamentos como computadores, notebook, tablets e celulares com aplicativos de diversos gêneros, jogos, guias, mapas, sites de relacionamentos, dentre outros; esses recursos todos, entretanto, pouco direcionamento têm para otimizar a aprendizagem e, menos ainda, o ensino. Convém um estudo mais apurado sobre o uso desses recursos para fins educacionais. Com a evolução constante da tecnologia devemos identificar e analisar as possibilidades para que sejam criadas metodologias para a aplicação e o desenvolvimento adequado e uniforme de materiais de ensino-aprendizagem em ambientes virtuais. Analisamos como estão sendo utilizados atualmente no ambiente virtual os recursos digitais, estudando as possibilidades positivas e negativas da inclusão e tecnologias virtuais no ambiente escolar e as possíveis formas de utilização. Porém, podemos afirmar que o computador é uma ferramenta de auxílio fundamental para a evolução da educação, não apenas um artifício para uma modificação da aula, mas um complemento para inovação

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2018-11-12T10:58:46Z No. of bitstreams: 1 Thiago Souza Vale.pdf: 9022479 bytes, checksum: a1dbb9ae2c74495c78b70d66d02e0d06 (MD5) / Made available in DSpace on 2018-11-12T10:58:46Z (GMT). No. of bitstreams: 1 Thiago Souza Vale.pdf: 9022479 bytes, checksum: a1dbb9ae2c74495c78b70d66d02e0d06 (MD5) Previous issue date: 2018-09-04 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / This research encompasses the insertion and construction of geography education in digital culture in a private school in the Pinheiros district, west borough of Sao Paulo's municipality. School geography is presently undergoing conceptual, methodological and procedural transformations, which give rise to reflections on teaching practice and the construction of learning situations related to a globalized world. Hence, the general goal of this research is to understand the teaching and learning processes of geography education in the digital culture. By doing so, we aim to verify the potential to understand the geographical phenomena in various scales, using resources other than to encourage the students' creativity and motivation. This research uses a qualitative approach and a methodological procedure inspired in practices associated with action-research, with a pedagogical focus in active teaching-learning methodology models. Data was collected in 2017 from a 9th grade, during learning situations in virtual learning environments, questionnaires, focal groups and from notes taken by the researcher-teacher. Results show that the combination of active methodologies, (DICT) and contents promoted the cognitive and emotional developments of the learners in digital culture contexts, mainly regarding the pedagogical procedures that involve problem solving, collaboration and participation. Therefore, conclude that the pedagogical practices enabled the comprehension of the geographical phenomena in a number of instances, advanced by the DICT, which encouraged the geographical thinking and representation, in addition to favoring the learners' creativity and motivation / A presente pesquisa refere-se à inserção e construção da educação geográfica na cultura digital em uma unidade escolar privada no bairro de Pinheiros, zona oeste do município de São Paulo. A geografia escolar atualmente passa por transformações conceituais, metodológicas e procedimentais, implicando em reflexões da prática docente e da construção de situações de aprendizagem articuladas com as características do mundo globalizado. Assim, o objetivo geral da pesquisa, é compreender os processos de ensino e de aprendizagem da educação geográfica na cultura digital. Com isso, pretende-se verificar o potencial de compreensão dos fenômenos geográficos em diversas escalas, utilizando recursos diferentes da aula expositiva para incentivar a criatividade e motivação dos educandos. Esta pesquisa apresenta abordagem qualitativa e procedimento metodológico inspirado em práticas associadas à pesquisa-ação, com enfoque pedagógico em modelos de metodologias ativas de ensino e de aprendizagem. Os dados referentes ao 9º ano do Ensino Fundamental Anos Finais foram coletados em 2017, nas situações de aprendizagem em ambientes virtuais, questionários, grupos focais e a partir de anotações sistematizadas do professor/pesquisador. Os resultados indicam que a combinação entre metodologias ativas, (TDIC) e conteúdos favoreceram os desenvolvimentos cognitivo e emocional dos educandos em contextos da cultura digital, principalmente quanto a procedimentos pedagógicos que envolvem resolução de problemas, colaboração e participação. Dessa forma podemos concluir que as práticas pedagógicas realizadas, facilitaram a compreensão dos fenômenos geográficos em diversas escalas, impulsionada pelas TDIC, que incentivaram a representação e expressão do raciocínio geográfico, além de favorecer a criatividade e motivação dos educandos

Lee Yun-wing. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2001. / Includes bibliographical references (leaves 87-92). / Abstracts in English and Chinese. / Chapter 1 --- Introduction --- p.1 / Chapter 1.1 --- Background --- p.1 / Chapter 1.2 --- Motivation and Objectives --- p.3 / Chapter 1.3 --- Organization of Thesis --- p.4 / Chapter 2 --- Review of Related Work --- p.5 / Chapter 2.1 --- Traditional Education Theory --- p.6 / Chapter 2.1.1 --- Integrative Learning Model --- p.6 / Chapter 2.1.2 --- Problem-Based Learning --- p.7 / Chapter 2.1.3 --- Cognitive Apprenticeship --- p.8 / Chapter 2.1.4 --- Conversational Model --- p.9 / Chapter 2.1.5 --- Self-Regulated Learning --- p.10 / Chapter 2.1.6 --- Seven Principles for Good Practice for Education --- p.11 / Chapter 2.2 --- Online Learning Examples --- p.13 / Chapter 2.3 --- Web sites Comparison --- p.30 / Chapter 2.4 --- Chapter Summary --- p.38 / Chapter 3 --- An On-line learning model --- p.39 / Chapter 3.1 --- Conceptual Design --- p.39 / Chapter 3.2 --- Software architecture --- p.51 / Chapter 3.2.1 --- Authentication --- p.53 / Chapter 3.2.2 --- Courseware studying --- p.54 / Chapter 3.2.3 --- Quiz retrieval --- p.55 / Chapter 3.2.4 --- Performance Monitoring --- p.57 / Chapter 3.3 --- Chapter Summary --- p.58 / Chapter 4 --- Demonstration --- p.59 / Chapter 4.1 --- Account Management --- p.60 / Chapter 4.2 --- Courseware --- p.62 / Chapter 4.3 --- Quiz --- p.68 / Chapter 4.4 --- Email address list and newsgroup --- p.76 / Chapter 4.5 --- Instructor Area --- p.77 / Chapter 4.6 --- Chapter Summary --- p.80 / Chapter 5 --- Conclusion and Future Work --- p.82 / Chapter 5.1 --- Conclusion --- p.82 / Chapter 5.2 --- Future work --- p.85 / Bibliography --- p.87

Yeung Kin. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2001. / Includes bibliographical references (leaves 86-89). / Abstracts in English and Chinese. / Abstract --- p.i / Acknowledgement --- p.iii / Tables of Contents --- p.iv / List of Figures --- p.vi / List of Tables --- p.vii / Chapter Chapter 1 --- Introduction --- p.1 / Chapter 1.1 --- Distance Learning (DL) and Virtual Laboratory (VL) --- p.1 / Chapter 1.2 --- Overview of related research --- p.3 / Chapter 1.3 --- Web-based Control Laboratory --- p.5 / Chapter 1.4 --- Contributions of the Project --- p.8 / Chapter 1.5 --- Thesis Outline --- p.10 / Chapter Chapter 2 --- System Architectures --- p.11 / Chapter 2.1 --- Hardware Architecture --- p.11 / Chapter 2.1.1 --- Internal Distributed System --- p.12 / Chapter 2.1.2 --- Video Server System --- p.14 / Chapter 2.1.3 --- Application Systems --- p.15 / Chapter 2.2 --- Software Architecture --- p.17 / Chapter 2.2.1 --- Client Side Context --- p.17 / Chapter 2.2.2 --- Web Server Context --- p.19 / Chapter 2.2.3 --- Software Context in Controller PC --- p.24 / Chapter Chapter 3 --- System Attributes --- p.33 / Chapter 3.1 --- Protocol Attribute --- p.33 / Chapter 3.2 --- Client/Server Structure --- p.36 / Chapter 3.3 --- Multi-layer Structure --- p.39 / Chapter 3.4 --- Inter-process Flow Attribute --- p.41 / Chapter Chapter 4 --- Experiment Description --- p.43 / Chapter 4.1 --- Client Interface --- p.43 / Chapter 4.2 --- Experiments Implementation --- p.46 / Chapter 4.3 --- Controller Analysis --- p.47 / Chapter 4.3.1 --- System Theory --- p.47 / Chapter 4.3.2 --- PID Control --- p.49 / Chapter 4.3.3 --- Set Point Control by State Space Method --- p.51 / Chapter Chapter 5 --- System Characteristics --- p.54 / Chapter 5.1 --- Distance Learning --- p.54 / Chapter 5.2 --- Networking Issues --- p.55 / Chapter 5.3 --- Design Issues --- p.56 / Chapter 5.4 --- Security Issue --- p.56 / Chapter 5.5 --- Interface Issues --- p.57 / Chapter 5.6 --- Future Enhancement --- p.58 / Chapter Chapter 6 --- Impacts and Further Work --- p.59 / Chapter 6.1 --- Impacts on Web-based Laboratory --- p.59 / Chapter 6.2 --- Impacts on Society --- p.60 / Chapter 6.3 --- Future Work --- p.61 / Chapter Chapter 7 --- Conclusion --- p.63 / Appendices --- p.65 / Appendix I. Selected Source Code of Server Side Programs --- p.65 / Appendix II. Selected Client Experiment Interface --- p.81 / Appendix III. Laboratory Experiment Manual --- p.84 / Bibliography --- p.86

Thesis (MEd)--Cape Peninsula University of Technology, 2018. / This study investigates some of the factors affecting the adoption and use of Information and Communication Technologies (ICTs) for curriculum delivery in selected private high schools in the Western Cape. In this 21st century, ICT has penetrated the society to the point that it is most likely to assume that the private high school in general, are effectively incorporating them (ICTs) in delivery of the curriculum. Regrettably, this assumption is not always true as revealed in most of the cases examined in this study. Instead, a lot of private high school teachers who were selected as participants or respondents in this study revealed that they are still facing critical challenges when they want to effectively adopt and use ICTs for curriculum delivery. While the previous studies have focused more on the ICT integration in pubic schools in disadvantaged communities, this study employed a mixed methods research design (that is both quantitative and qualitative research methods) to explore the factors affecting the adoption and use of ICTs in private high schools in the Western Cape Province. The two frameworks adopted in this study, the Teacher Development framework (DoE, 2007) and the Technological Pedagogical Content Knowledge (TPACK) framework guided the researcher in the analysis of the research findings. The study also used both deductive and inductive reasoning in the interpretation of the results. The results of the study show that despite the high level of appreciating the importance of ICT adoption and use in teaching and learning by private high school teachers in the Western Cape Province, there are still critical factors that continue to militate against the effective integration of technology in the classroom. The study revealed the following factors as critical regarding the effective adoption and use of ICTs in curriculum delivery: lack of skills, limited access to ICT resources, lack of technical support, shortage of class time, and lack of teacher motivation.

The purpose of this case study was to describe and further understand how faculty are being prepared and developed to teach web-based courses at a college in Florida. The study examined practices used by the college in preparing their faculty to teach online. Faculty preparation and development were defined as any activity which expands knowledge about how to teach web-based courses. Broward College was chosen as the site of study. Utilizing the qualitative case study approach, the researcher collected and analyzed data during the Fall 2009 academic semester. Data collection methods included interviews, observations of faculty development workshops as well as online classrooms, and document analysis. The study revealed Broward College's method of preparing faculty to teach online. Faculty are prepared to teach online through the Instructional Technology Department. This method focuses heavily on professional development workshops that directly correlate with the types of online classes offered at the college. Faculty are also prepared to teach online through the use of consultants, known as e-associates, as well as other follow-up support. This was an educational leadership study that focused on preparing faculty to teach online. Florida's community colleges are becoming baccalaureate degree-granting colleges, and as enrollments increase, so will the demand for online classes. In turn, college faculty need to be prepared to teach online. This study emphasizes the importance of leadership, administration, and support needed in order to successfully prepare faculty to teach online. / by Stephanie Arsht. / Thesis (Ph.D.)--Florida Atlantic University, 2011. / Includes bibliography.

This thesis proposed a framework for conceptualizing critical thinking in language learning. A learning environment where collaborative learning and network technology were combined − computer-mediated collaborative learning (CMCL) − was set up. The main aim was to study the potential of the learning environment in promoting critical thinking (CT) in language learning. The proposed framework of CT in language learning had three aspects: (1) communication, (2) reasoning, and (3) self-reflection. The study was a qualitative one that took place between June 2003 and January 2004. Three case studies were undertaken that involved up to 90 participants, comprising students, teachers, volunteers, and the researcher. All were members of an online learning community, the Bamboo Enterprise. Students worked in groups that investigated environmental problems. The student projects were grouped into three case studies: (1) Using Collaborative Environmental Projects to Promote Communicative Language Learning and Computer Skills, (2) Using Environmental Themes in Computer-Supported Cooperative Learning to Prepare ESL Students for Academic Study in the Australian University Environment, (3) Promoting Communicative Language Learning Through Computer-Supported Cooperative Learning. Findings were based on analyses of five sources of data: (1) interviews with the student participants; (2) teachers’ comments and opinions; (3) questionnaires; (4) students’ overall group work; and (5) online discussions. The investigation found that, overall, the CMCL environment with its particular framework had the potential to promote CT in language learning. However, it had both strengths and weaknesses. The strengths were that it promoted the communicative use of English, encouraged critical thinking in action, and extended the students’ potential to learn a second language. It also encouraged the appropriate use of technology. More importantly, this CMCL environment showed itself to be a viable method of learning and one in which both students and teachers can be empowered. However, along with these advantages, some avenues for improvement were evident. The study found that the students’ grammatical accuracy was low, despite their rich vocabulary and ability to use complex language structures. Some students found working in groups challenging and some never acquired the necessary web skills. Access to the Internet was not always adequate for this type of project. In sum, the students needed more support, especially at the task level, when using this method of language learning.

The purpose of the present study was to investigate the interactional practices of Foreign language learners in an online Distance Education course. Additionally, this study sought to investigate whether a relationship exists between participant interaction and course completion and linguistic learning outcomes. The dissertation tracked the practices of 43 participants. The data of the study included log reports from the course website that gave detailed information as to what tasks each participant completed on the course website. These log reports were then coded and analyzed to provide insight to the overall number of tasks students completed, the partner with which they were interacting, the purpose of their tasks, the collaborative nature of their tasks and the media types participants preferred. The purpose of this study is two-fold. The first goal is descriptive: to gain an indepth understanding of how learners spend their time in an online course to better understand how they use online materials and opportunities for communication to learn a language. There is little known about actual student practices in DE as the majority of research conducted relies on self-assessment measures or assumptions. Many researchers believe that communication is vital for both FL learning and DE learning. However, some of the most recent studies on interaction have questioned whether more communication and interaction in DE is necessarily better, revealing that certain interactions are possibly more effective than others. To test this assumption, this study employed an inferential design to investigate the relationship of tasks in the online learning environment to course completion and learner outcomes. The results of this research found three variables were significant predictors of both course completion and linguistic outcomes: total tasks completed, total assignments completed and language tasks. Additionally, foreign language, collaborative and asynchronous tasks also correlated to course completion and individual tasks to linguistic outcomes. Further discussion of the research findings, along with a host of recommendations for further research in this field is presented for consideration. / text

M. Tech. Business Administration / This study examines public secondary school teachers technology acceptance as another form of pedagogical method in the classroom. The widely used Technology Acceptance Model (TAM) was used to determine the factors associated with either acceptance or non-acceptance of technology in the classroom. In this study, only secondary school teachers from disadvantaged schools in one of the biggest townships in South Africa were sampled. The sample size was 271 respondents from a population of approximately 455. TAM was tested on the use of any of the Microsoft Softwares (Powerpoint, Word, Excel) in the classrooms for teaching purposes. The Statistical Package for Social Sciences (SPSS) was used to analyse the data and five hypothesis statements were tested. The results revealed fundamental determinants (e.g. perceived usefulness and perceived ease of use) as primary contributors for their acceptance of technology.