This dissertation explores the experiences of nineteen individuals assigned to six collaborative Massive Open Online Course (MOOC) development teams across four university sites. Based on an analysis of these semi-structured interviews and process artifacts, findings reveal that collaborative MOOC development teams are composed of members with cross-campus affiliations who possess distinct knowledge, skills, and attitudes that—when combined with specific resources—facilitate the interdependence needed to effectively collaborate on MOOC curriculum. This research suggests that process behaviors that cultivate empathy and expedite trust among members positively mediate states that emerge from the diversity of power and affiliations commonly found on MOOC teams. Further, these process behaviors and emergent states are found to have an impact beyond the MOOC itself, on faculty behaviors in the classroom, staff behaviors with regards to future curriculum collaborations, and institutional acceptance and promotion of cross-campus collaborations with regards to online learning and collaborative curriculum development. While existing MOOC research has focused on the historical, pedagogical, and technical aspects of MOOC curriculum development, this dissertation contributes to a better understanding of how MOOC teams effectively collaborate to develop curriculum that leverages existing scholarship. This research therefore has implications for advancing scholarship on effective teams, collaborative curriculum design, online learning, and MOOCs, as well as informing practical recommendations for stakeholders engaged in strategically composing and working within collaborative curriculum development teams.

The importance of access to quality physical education (PE) among children is well-documented. The onset of the COVID-19 pandemic, however, resulted in significant shifts in PE curriculum delivery alongside a rapid uptake by PE teachers of new technologies. Although some research about integrating technology into teaching does exist, there is very little data about virtual learning in elementary school, particularly in the context of physical education. There are also clear gaps in the literature about teaching PE virtually during a pandemic. As such and in this study, I sought to fill a critical gap in the existing literature by identifying what specific factors shaped elementary physical education delivery during the COVID-19 pandemic, as well as barriers and facilitators to successful curriculum delivery, and I drew implications for future emergency response needs.This mixed-methods study examined elementary physical education teachers’ perceptions of teaching virtually during the spring of 2020 and/or 2020-2021 school year. The study’s sample drew on PE teachers from urban, rural, and suburban settings across the US, which included diverse experiences to explore teachers’ perceptions of virtual teaching during the COVID-19 pandemic. Surveys and focus groups were utilized. Results from this study elucidated that physical education teachers were challenged by limited space, equipment, internet use, and distraction within the environment when teaching. However, teachers in this sample also discussed their tenacity to help their students stay active by delivering supplies to families, posting on social media, and teaching how to make alternative equipment. Teachers also reported that the more support they received (for example, via social emotional support and also specific technology support), the less stress they felt during remote teaching. At the same time, the higher the teacher perception on live lesson participation, the more efficacious the teachers felt. The expectations of PE teachers during COVID varied from region to region, and the ever-changing schedules made teaching PE that more difficult. Although there has been some research on teaching virtually, before the pandemic there was very little research about specifically teaching elementary PE virtually. The need to pivot to remote instruction is part of our future. The implication of this work helps support the need for further education of public health goals. The need for a platform that supports PE and elementary age children is needed to best support this work. Using technology as an enrichment and supplement for PE to help reach this goal could be a positive outcome of this pandemic. The use of virtual platforms will also help deliver PE content to families and allow for technology skill development through targeted practice for any future need to pivot to remote.

<p>Primenom teorija digitalnih komunikacija i sociologije veba i empirijskih dokaza, u doktoratu pažnja će biti posvećena pitanju mogućnosti primene internet tehnologija u oblasti visokog obrazovanja. Kroz kategorije nove društvenosti i umreženog zajedništva, procesi saradnje i interakcije su istraženi, i testirane su komunikacione mogućnosti internet zajednica u Srbiji. Biće analizirani i predstavljeni novi fenomeni koje se pojavljuju u praksama komunikacije i učešća u naprednim inteligentnim sistemima, kao što je visokoškolska zajednica.</p> / <p>By deploying theories of digital communications and sociology of web, as well as the empirical evidence - in the thesis attention will be paid to the issue of the possibilities of application of Internet technologies in the area of higher education. Through categories of new sociability and networked community, the processes of collaboration and interaction are explored, and communication possibilities in the internet communities in Serbia are tested. New phenomena that emerge in the communication and collaboration practices in an advanced intelligent system, such is a higher education community, will be analysed.</p>

Thesis ((M. A. (English Studies)) -- University of Limpopo, 2018 / This study explores the use of handheld mobile devices in the learning and teaching of English language. The problem is that students have to stand in long queues at computer laboratories because the space is limited and they have to take turns in using the computers. Second level English student educators participated in the study; they responded to a questionnaire and sat for test on the use of mobile handheld devices. The study is underpinned by the integration of the Activity Theory and Social Constructivism. The solution is that mobile handheld devices can be used to provide access to learning material and just-in-time information outside and inside the formal class time and space because findings of the study show that almost all second level student educators at the University of Limpopo possess and use handheld mobile devices.

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This research explored 19 higher education faculty members' perceptions of satisfaction with their online teaching work, identified elements that enhance or inhibit these higher education faculty members' online teaching satisfaction, and provided a theoretical framework, higher education faculty online teaching satisfaction a conceptual model, to understand the relationship among these elements. The study participants represented eight different university campuses, three academic disciplines, and 10 online programs. Data was collected from multiple sources including an online background questionnaire, semi-structured interviews, and public documents. Data was analyzed using the procedures for developing constructivist grounded theory proposed by Charmaz (2006). The researcher posits that the individual context component in this conceptual model affects, and is affected by the work context component as follows, online teaching work-related experiences are subjectively interpreted by individuals and groups of individuals, i.e., work-related perceptions, which affect, and are affected by individual(s) socially constructed and subjective interpretations of their online teaching work, i.e., individual(s) interpretations of work circumstances. The work-related perceptions and individual interpretations of the online teaching work circumstances reciprocally interact with each other, affecting and being affected by the first two components, individual context and work context, which also reciprocally interact and affect, and are affected by the faculty member(s) affective and cognitive evaluations of their online teaching work. These affective and cognitive evaluations result in a continuum of online teaching satisfaction. The resulting continuum of online teaching satisfaction can reciprocally affect, and be affected by any or all of the previously mentioned components of the conceptual model of this research.

Thesis (Ph.D.)--University of Wollongong, 2007. / Typescript. Includes bibliographical references: leaf 274-294.

Orientador: Vani Moreira Kenski / Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-05T04:03:30Z (GMT). No. of bitstreams: 1 Mebius_SoniaMariaCastriciniBiscacio_D.pdf: 2997614 bytes, checksum: 2ad4596956d50890cafa214c5141ce82 (MD5) Previous issue date: 2005 / Résumé: Cette étude est le résultat d'une recherche qui englobe des aspects théoriques, pratiques et de réflexion, à propos de la construction de la praxis pédagogique dans le domaine de l'éducation à distance, via le web. En partant des questions provocatrices: - 1. À quoi servent les pratiques des enseignants qui ont l'expérience du vécu, concernant à l'éducation à distance, par voie du web? 2. Sur quelles théories et méthodologies, qui offrent de l'appui et de l'orientation à la formation de ces mêmes enseignants, ces pratiques, sont-elles supportées? - mon hypothese de travail c'est que les expériences de l'éducation à distance, via le web, analysées et en processus, bien que débutantes, sont-elles, en fait, très importantes à trouver des indices pour améliorer, d'une façon remarquable, le profit du potentiel du web et à en obtenir de nouvelles possibilités et de meilleurs résultats, concernant l'Éducation. Pourtant, ça ne se fait pas sans réserve: il faut remarquer que la vraie apprentissage de cette nouvelle modalité d'éducation ne se fait qu'à travers la praxis pédagogique. En endossant cette Résumé: ligne de pensée, je soutiens que la formation de l'enseignant qui pratique l'éducation à distance, via le web, aussi que celle de l'enseignant qui pratique l'éducation en présence ont, toutes les deux, besoin d'être supportées sur une espèce de rationalité émancipatrice qui engage une effective articulation entre théorie, pratique et réflexion. En outre, il faut que tout cela se passe comme un processus de développement professionnel continu qui vise à transformer l'enseignant en chercheur toujours critique de sa propre pratique / Resumo: Este trabalho é resultado de uma investigação envolvendo aspectos teóricos, práticos e reflexivos sobre a construção da práxis pedagógica na educação a distância via web. Partindo das questões desencadeadoras - 1. Qual a importância das práticas vivenciadas por educadores que estão experimentando a educação a distância via web? 2. Que bases teórico-metodológicas propiciam apoio e orientam a formação do educador que assume a prática da educação a distância via web? -, a hipótese de trabalho que assumo é que as experiências de educação a distância via web em andamento, vivenciadas e analisadas, mesmo que incipientes, são importantes para encontrarmos indícios de uma melhor forma de aproveitar o potencial da web, para melhorar as possibilidades e os resultados da educação. Todavia, ressalto que a aprendizagem significativa dessa nova modalidade de educação se dá na práxis pedagógica. Assumindo essa linha de entendimento, acredito que tanto a formação do educador, que realiza a educação a distância, via web, como a do educador da modalidade presencial precisam estar apoiadas em um tipo de racionalidade emancipatória, que implique a articulação efetiva teoria?prática?reflexão. Além disso, torna-se imprescindível que seja um processo de desenvolvimento profissional contínuo, que faça do professor um pesquisador de sua prática / Abstract: This work is the result of investigation involving theoretical, practical and reflexive aspects about the construction of the pedagogical praxis in distance education via the web. This result is reached by means of the following questions - 1. What are the contributions could be given by educators with experience in distance education? 2. What are the theoretical and methodological bases that provide support for distance learning and support for the educator to be oriented to the practice of distance education teaching via the web? - the hypothesis I assume is that distance education via web experiments, analysis, and processes are incipient but important in finding evidence of a better way to make proper use of web potential therefore increasing possibilities and having better results in overall education. Nevertheless, I point out that the significance of learning in this new modality of education occurs in the pedagogical praxis. Assuming this line of understanding, I believe that both distance education via web and the classroom-based course must be supported by an emancipator rationality, which implies an effective theoretical-practical-reflexive articulation. Besides it is indispensable that it could happen in a continuous professional development, which could make the teacher a researcher in his practice / Doutorado / Politicas de Educação e Sistemas Educativos / Doutor em Educação

TITLE: Contemporary art at school - post internet age AUTHOR: Nikola Tora Dvořáková DEPARTMENT: Department of art education SUPERVISOR: Ph.Dr. Leonora Kitzbergerová, PhD. ABSTRACT: The thesis - Contemporary art at school - post internet age is about current arts occasions, concretely Post internet art. I try to state and define this kind of art and place post internet art to context with art education afterwards. Specific art pieces and their similarities in related zones of art are reflected in didactic transformations. The research is focused on difficulties, which can come into the art education lessons. It is realized with different methods, on different kind of school. In concluision my original art piece is bringing more comprehensive knowledge about post internet art. KEYWORDS: Contemporary art, post internet art, interpreter vs. consumer, new media

The scope of this project describes World Wide Graphics (WWG) a software package that provides instructors with the tools needed to present a web-based presentation to a group of students while having the ability of enhancing the prepared HTML slide with userdrawn graphics and highlighting.