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EFL learning/writing development in the Internet environment a case study from pre-medical students' perspectives /Muangsamai, Pornsiri, January 2003 (has links)
Thesis (Ph. D.)--Ohio State University, 2003. / Title from first page of PDF file. Document formatted into pages; contains xvi, 260 p. : ill. (some col.). Advisor: Keiko Samimy, College of Education. Includes bibliographical references (p. 224-234).
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The Development of e-Learning Courses for Elementary School Students¡GTake The ¡§Moodle¡¨ Learning Management System for Establishing ¡§Internet Literacy¡¨for ExampleChuang, Li-Jung 09 September 2009 (has links)
The purposes of this research are to development an e-Learning course based on the ¡§Moodle¡¨ learning management system, to discuss the possible strategies to combine teaching with e-Learning management system and to assess the learning effects from students after the teachers using e-Learning center as a teaching material. By learning these things, we hope to increase students¡¦ e-Learning interests and also to promote the instruct quality. This research uses¡¨ ADDIE¡¨ instructional systems design to design the ¡§Internet Literacy¡¨ and uses students from the fourth grade for our experiment to practice our seven weeks online courses. Moreover, we use the evaluations from professional teachers and students as a basis for revising our courses. The research result shows:
1. The first step to develop the e-Learning course is to analyze the learners¡¦ learning background and the learning contents of the courses. According to the learning background from the learners, we find out that though most students use internet very often, but they lack the learning experience of e-Learning courses. Thus, designers for e-Learning courses should focus more on learning service supports and the management of learning community. After analyzing the information education teaching materials for learners, we found out: The teaching material for current phase focuses more on cognitive teaching and skills simulation and it lacks the information for internet etiquette, internet safety interaction and internet information application; thus, it is a necessity to implementation ¡§Internet Literacy¡¨.
2. The design phase of ¡§Internet Literacy¡¨, designs for teaching doing assessment tools, designs for teaching strategies, plans for learning processes and plans for the learning community¡¦s managrment . Teachers need to edit and choose the e-Learning materials, and set-up an e-Learning management system and have the assessment of courses for the development phase for ¡§Internet Literacy¡¨. While designing e-Learning courses, teachers¡¦ workloads are heavier than the traditional way of teaching; however, it is more effective and more flexible while using the multimedia hyperlink, on-line tests, and discussion boards on¡¨ Moodle¡¨ learning management system .
3.The implementation phase of ¡§Internet Literacy¡¨:Teachers can handle students¡¦ individual learning progress and provide help for the students accordingly and it helps students to increase learning interests and it is more effective. Moreover, teachers can use the billboards, chat rooms and votes which are more interactive activities from the e-Learning center to increase students¡¦ interests on discussing internet-related topics and to help students exchanging their opinions, ideas and their feelings.
4. The assessment phase of ¡§Internet Literacy¡¨: By using online transcripts, online learning progresses and learning feedbacks, we know that this course is approved by most students. Additionally, students can reach their cognitive learning goals and skills after students take the learning tasks of Internet Literacy. However, it takes more time and more observations for emotional and attitude parts. The face-to-face teaching times are too less for this research project; thus, it is hard to understand whether the students¡¦ internet literacy has promote or not.
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An information literacy workshop for faculty development at the Cranbury SchoolNestor, Mark H. January 2007 (has links)
Thesis (Ed.D.)--University of Delaware, 2007. / Principal faculty advisor: Fred T. Hofstetter, School of Education. Includes bibliographical references.
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An Investigation of College Students' Reading Motivation and Internet LiteracyYu, Tien-chi 17 August 2012 (has links)
This study investigated the significant differences and correlations on college students¡¦ reading motivation and their internet literacy. A total of 950 college students were stratified randomly selected from 17 Taiwanese colleges. All participants completed ¡§Reading motivation¡¨ and ¡§Internet literacy¡¨ scales. In addition, 5 target students with highest scores on internet literacy were recruited for standardized test and follow-up interview. Independent t-test, one-way ANOVA, and canonical correlation assessed the similarities and differences between groups. The initial findings were as follows:
1.College students¡¦ reading motivation and internet literacy appear to have moderate performance.
2.Female college students¡¦ mean score on ¡§reading motivation¡¨ was significantly higher than their male counterparts.
3.High academic achievement college students¡¦ mean score on ¡§internet literacy¡¨ was significantly higher than low academic college students.
4.College students who major in engineering, manufacturing domain¡¦s mean score on ¡§internet literacy¡¨, dimensions of ¡§information accessing¡¨, ¡§information sharing¡¨ were significantly higher than social sciences, business management domain¡¦s college students. And college students who major in liberal arts domain¡¦s mean score on dimensions of ¡§information creating¡¨ were significantly higher than agronomy major¡¦s college students.
5.College students with higher reading frequency¡¦s mean score on ¡§reading motivation¡¨ and ¡§internet literacy¡¨ were significantly higher than low reading frequency college students.
6.College students with higher book-borrowing frequency¡¦s mean score on ¡§reading motivation¡¨, dimensions of ¡§information creating¡¨ were significantly higher than low book-borrowing frequency college students.
7.College students consume more time on reading¡¦s mean score on ¡§reading motivation¡¨, dimensions of ¡§information creating¡¨ were significantly higher than these consuming less time on reading¡¦s participants.
8. College students with longer internet seniority¡¦s mean score on ¡§internet literacy¡¨, dimensions of ¡§information accessing¡¨, ¡§information evaluating¡¨ and ¡§information integrating¡¨ were significantly higher than less internet seniority¡¦s college students.
9.College students with higher educational expectation had significantly higher mean scores on ¡§reading motivation¡¨ and ¡§internet literacy¡¨ than these low educational expectation participants.
10.Canonical correlations between college students¡¦ ¡§reading motivation¡¨ and ¡§internet literacy¡¨ were found in this study.
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A case study of Korean American adolescents' identity construction through literacy practices on the InternetOk, Hyounjin 21 March 2011 (has links)
The purpose of this study was to provide a clearer understanding of current Korean American adolescents under the recognition that their stories are barely told in educational research. Based on the literature that has described identity as a core concept in understanding adolescence and literacy practice as a dominant tool for identity construction, this study focused on Korean American adolescents' identity construction through their self-directed Internet literacy practices. Four Korean American adolescents living in a mid-size city in the Southwest participated in this study for several months. Data sources included face-to-face interviews, literacy practice logs, participants' literacy products on the Internet, online chat logs, and emails. Collected data were analyzed based on the constant comparative method. Results showed that these youth are active meaning makers with agency, that they constructed multiple, fluid identities within their sociocultural context, and utilized the Internet to stage these identities strategically. The result of this study implies a successful pedagogy needs to begin with careful consideration of each student's changeability and complexity by removing the labels imposed on them related to their ethnicity, race, gender, class, and so forth. This study also implies that literacy researchers' contribution, as messengers of adolescents' literacy practices outside of school, is critical for the a clearer understanding of adolescents. Finally, this study suggests that Korean American community take more interest in diverse voices among Korean American adolescents in the era of globalization. / text
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Verifying web-based information detailed accounts of web use in real time /Overbey, David W. January 2007 (has links)
Thesis (Ph. D.)--Kent State University, 2007. / Title from PDF t.p. (viewed July 15, 2008). Advisor: Christina Haas. Keywords: Web use; Writing studies; Credibility studies; Media studies; Rhetoric. Includes survey instrument. Includes bibliographical references (p. 144-148).
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Exploration of Newcomers’ Access to Internet LiteracyAscenuik, Catrina 05 January 2012 (has links)
The purpose of this study was two fold: (1) to examine how the distribution of resources within and outside an Enhanced Language Training Program (ELT) affected a group of newcomers’ access to Internet literacy development; and (2) to discuss ensuing pedagogical and curricular implications for the ELT Program.
The relationship between the distribution of resources and a group of newcomers’ access to Internet literacy development was studied through a hybrid of two frameworks: van Dijk’s (2005) digital divide and Warschauer’s (2004) social inclusion.
The key findings were that the distribution of resources affected access four ways: (1) resources affected multiple types of access, (2) the effect of resource distribution on access was both cumulative and successive, (3) distribution of resources could either facilitate or impede access, and (4) Internet literacy development could potentially increase or decrease the resources. The findings resulted in implications for the ELT program and teaching.
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Exploration of Newcomers’ Access to Internet LiteracyAscenuik, Catrina 05 January 2012 (has links)
The purpose of this study was two fold: (1) to examine how the distribution of resources within and outside an Enhanced Language Training Program (ELT) affected a group of newcomers’ access to Internet literacy development; and (2) to discuss ensuing pedagogical and curricular implications for the ELT Program.
The relationship between the distribution of resources and a group of newcomers’ access to Internet literacy development was studied through a hybrid of two frameworks: van Dijk’s (2005) digital divide and Warschauer’s (2004) social inclusion.
The key findings were that the distribution of resources affected access four ways: (1) resources affected multiple types of access, (2) the effect of resource distribution on access was both cumulative and successive, (3) distribution of resources could either facilitate or impede access, and (4) Internet literacy development could potentially increase or decrease the resources. The findings resulted in implications for the ELT program and teaching.
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Rediscovering web credibilityDochterman, Mark. January 2004 (has links)
This heuristic study of web credibility, considered education as a previously determined demographic to compare the user based data of this study to previous findings in the literature of web credibility and source credibility. By conducting focus groups of college undergraduates, graduate students, and faculty and using grounded theory analysis, 12 categories emerged from the data. These twelve factors were used in developing a process model of web credibility to explain the data in this study. After comparing this data and model to previous findings, several implications and suggestions for future research emerged. The most significant finding was that authority may be highly undervalued in the web credibility literature. Also the data in this study shows that undergraduates reacted much differently in terms of web credibility than did the more educated participants. The data furthermore implies that the disparity between groups hinges more on training in web development than education. / Department of Communication Studies
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Integrating new literacy instruction to support online reading comprehension : an examination of online literacy performance in 5th grade classroomsKingsley, Tara L. 05 August 2011 (has links)
This quantitative study explored the effect of intervention lessons on online
reading skills in fifth grade classrooms. First, it sought to examine the relationships
among demographic variables including gender, ethnicity, and socioeconomic status and
self-reported Internet use and Internet ability. Second, this study was designed to
investigate which variables best predict performance on a measure of online reading.
Third, the effect of lessons designed to improve online reading comprehension was
explored to determine the efficacy of targeted classroom-based instruction on learned
skills.
Three theoretical frameworks underpinned this study: 1) a new literacies
framework (Leu, Kinzer, Coiro, & Cammack, 2004), 2) transactional model (Rosenblatt,
1978), and 3) socioconitive model (Ruddell & Unrau, 2004a). The study was conducted
in a Midwestern, suburban school over a 12-week time period with 443 fifth grade
students. The repeated measures quasi-experimental research design allowed a
quantitative investigation of online reading comprehension instruction to provide a
reliable and valid assessment of the impact of online reading comprehension instruction
on changes in student performance on an established measure of online reading
comprehension. Additional attention to common variables known to influence outcomes
in reading and technology performance (e.g., demographic variables, prior reading
achievement scores) strengthened the design by allowing a more refined analysis of the
isolated impact from the instructional activities.
A regression analysis revealed prior achievement on norm-referenced measures of
English/Language Arts as well as reported Internet use accounted for a significant
amount of variance on online reading comprehension performance. Statistical analyses
revealed significant differences between the experimental and control groups in online
reading performance growth. Results from the subskill analysis show students in the
experimental group demonstrated significant improvement over the control group on two
of the three subskills (locating and synthesizing). No significant differences in group
growth were observed for the Web evaluation task.
Findings from this study indicate teachers varying in experience and Internet
familiarity can effectively teach online reading in a classroom setting, and that students
who received this instruction developed these skills at a greater rate. This work can
inform future efforts as to how to best teach the skills and strategies of online reading. / Department of Educational Psychology
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