Thesis (Ed.D.)--Baylor University, 2006. / Includes bibliographical references (p. 184-187).

Thesis (Ed. D.)--West Virginia University, 2001. / Title from document title page. Document formatted into pages; contains vii, 147 p. Vita. Includes abstract. Includes bibliographical references (p. 123-137).

D.Ed. / Web-based learning as an emerging new paradigm requires that instructional practitioners rethink instructional approaches, focuses and strategies to facilitate learning effectively. Together with Web-based learning, the role of thinking development in learning evolved to become major focuses in the educational arena and outcomes-based education initiatives introduced in South Africa have also placed instructional approaches to learning and complex thinking as vital components under the spotlight. Furthermore, there has been limited research - in the South African context - focusing on the link between complex thinking skills and the implementation of Web-based learning. The purpose of this study was to determine the effectiveness of instructional strategies employed in a Web-based learning model designed to develop complex thinking skills in post-graduate learners. To do this, it was necessary to establish a theoretical framework for the study. Through a literature study, the essential characteristics of complex thinking were examined and criteria derived; possible instructional strategies to enhance complex thinking were thoroughly researched and a set of criteria derived; the contribution of Web-based learning to the learning process was researched and a set of criteria derived. A Web-based learning course for post-graduate learners was then designed according to these criteria. Specifically this research sought to investigate the types of complex thinking skills evident while learners interacted in the Web-based learning environment; which instructional strategies employed in the learning programme enhanced complex thinking and learning; how the Web-based learning activities contributed to the learning process. The research took the form of an interpretive, qualitative study. The major methods of data collection were observation and documents retrieved from the Web of all the Web-based learning activities. Data were analysed using techniques of qualitative analysis recommended by Bogdan and Biklen, (1992:116), Creswell (1994:155), Marshall and Rossman (1995:85), Maxwell (1992:295), Miles and Huberman (1994:181) and Tesch (1990:97). The findings suggest that instructional strategies can be successfully incorporated for the facilitation of complex thinking. When implemented with all the criteria defined in the design, it appears to provide an effective framework for the design of a Web-based learning environment for the acquisition of complex thinking and learning.

Thesis (M.Info.Tech.-Res.)--University of Wollongong, 2006. / Typescript. Includes bibliographical references: p. i-xii.

Thesis (M.B.A.)--University of Hong Kong, 1998. / Includes bibliographical references (leaf 104).

Thesis (Ed. D.)--University of Tennessee, Knoxville, 2002. / Title from title page screen (viewed Feb. 26, 2003). Thesis advisor: Blanche O'Bannon. Document formatted into pages (x, 117 p. : ill.). Vita. Includes bibliographical references (p. 79-89).

challenges in effectively implementing ICT integrated teaching and learning. The aim of this study was to explore how ICT integrated teaching and learning was implemented in Textiles and Clothing programmes at one university of Science and Technology in Zimbabwe, with a view to developing a suitable model to enhance effective implementation. The study was informed by the Activity theory and triangulated by the Technological pedagogical content knowledge framework (TPACK) and the Functionality framework. The study made use of the interpretive research paradigm, the qualitative approach and intrinsic case study design, to generate the necessary data. The participants of the study were purposively and quota sampled from the Textiles and Clothing department of the selected university of Science and Technology, and consisted of seven lecturers, three administrators, two ICT technicians and thirty-two students. Four methods were used to generate data namely in-depth interviews, focus group interviews, participant observation, and document analysis. After coding, data were analysed for content using thematic analysis. The study established that there were no specific ICT hardware and software packages acquired by the universityfor the Textiles and Clothing programmes. Instead, general design related softwares such as CorelDraw, Photoshop, Adobe Illustrator and Mac Paints were used to support the implementation of ICT integrated teaching and learning. The findings of the study further revealed that lecturers lacked thorough technological pedagogical knowledge to apply a variety of ICT in the teaching and learning of students. The study established that there was lack of an effective mechanism for providing monitoring and evaluation as the peer review and evaluation mechanism that was used in the Textiles and Clothing programmes did not identify the specific indicators for the implementation of ICT integrated teaching and learning. Among the conclusions emanating from the findings were that the Textiles and Clothing programmes suffered serious shortage of suitable ICT hardware and subject-specific ICT software applications to facilitate the teaching of practical components thereby compromising the effective implementation of ICT integrated teaching and learning to foster effective skill acquisition in relation to ICT among students. It was also concluded that lecturers were finding difficulties in implementing ICT integrated teaching and learning as they lacked thorough technological-pedagogical-content knowledge and skills that would enable them to select appropriate technological resources and technological pedagogical strategies to teach students appropriate content. The study recommended that the Textiles and Clothing department, through the support of the university, should acquire subject related educational hardware and software like Gerber or Lectra to teach the practical courses of the programmes. The university should organise professional development programmes focussing on TPACK to assist lecturers to develop competences in ICT necessary for implementing ICT integrated teaching and learning. A model was proposed to enhance the effective implementation of ICT integrated teaching and learning into the Textiles and Clothing programmes at the University.

Investigates how teachers evaluate WebQuests in an effort to describe and identify a common, generalizable rubric that new users of WebQuests could use. The investigation included how often the teachers who were surveyed used WebQuests in the classroom, and what these teachers used to evaluate WebQuests. Examines whether teachers are using rubrics they had created themselves, or WebQuest rubrics that are provided for them.

published_or_final_version / Social Work and Administration / Doctoral / Doctor of Philosophy

published_or_final_version / abstract / Computer Science / Doctoral / Doctor of Philosophy