Since 1977 ten innovatory keyboard laboratories, which enable teachers to utilize group teaching methods in musical instrument instruction, have been set up in A.C.T. educational institutions. Reactions to this innovation have been varied, and its usefulness queried. However, there has been a lack of information and little evidence of systematic research in Australia on this topic, perhaps because there are very few areas outside the A.C.T. where keyboard laboratories are used in schools. The investigation reported here attempted to determine why the innovation spread so rapidly in the A.C.T., the uses to which it was being put, and the kinds of support mechanisms that were necessary to ensure its optimum use. An interview known as the Levels of Use Interview was selected as the main method of collecting data from teachers using keyboard laboratories, and by analysing these interviews in the context of the A.C.T. educational milieu it was possible to predict a future pattern of usage, and recommend appropriate action to be taken by administrators responsible for the organization of A.C.T. education. The findings of the study supported theories that innovations are adopted by members of social networks and that the size of the system and degree of administrative and financial support may positively affect the spread of an innovation. All teachers using keyboard laboratories were convinced of their value, although this perception varied according to factors such as promotional status and recency of teacher training. In addition, the LoU Interview was found to be a highly appropriate tool for a practising classroom teacher to use in an investigation of this kind.

Thesis (M.S.)--Ohio University, June, 2007. / Title from PDF t.p. Includes bibliographical references.

Thesis (Ed. D.)--Illinois State University, 2006. / Title from title page screen, viewed on April 27, 2007. Dissertation Committee: Paul Baker (chair), Dianne Ashby, Jeffrey Nelson, William Rau. Includes bibliographical references (leaves 206-213) and abstract. Also available in print.

“Tell me and I forget, show me and I remember, involve me and I understand.” - Chinese Proverb. Involvement in learning implies possessing skills and attitudes that permit students to seek resolutions to questions and issues while constructing new knowledge. Low enrollment in Plant Biology and Diversity and upper level plant science courses has been noticed at Western Kentucky University. In addition, graduating students performed below the national average on the senior assessment examination in the area of botany content knowledge offered by WKU’s Biology Department. This may be due to the fact that observation-based botany has been taught in a traditional way for biology majors at our university for many years. Traditional teaching methods include viewing prepared slides of plant sections, viewing live and herbarium specimens, and memorization of botanical terminology and illustrations. The goal of this study is to convert these existing traditional laboratories to investigative inquiry exercises without compromising the material covered by bringing observation-based labs into the twenty-first century. Various teaching strategies including inquiry, problem-based, case-based, and hands-on learning methods were implemented. Each exercise was reshaped around a central question or theme. These changes were expected to increase student learning and retention levels. Traditional teaching methods were used with the control group, while contemporary teaching strategies were used with the experimental set of students. Traditional assessments and anonymous surveys were statistically analyzed. The results of my analyses suggest that the experimental students were more challenged, interested, intellectually stimulated and less overwhelmed with contemporary teaching strategies and overall had higher learning retention demonstrated by their performance on assessments. Moreover, I predicted that an investigative approach will encourage larger numbers of students to take this restricted elective sophomore-level course for biology majors and further their study in plant biology.

No description available.

Laboratory experimentation plays a critical role in the education of engineers. With the increase of students choosing to obtain their education online through Distance Learning programs, something must be done to allow them to gain practice with experimental techniques. Remote Laboratories (RLs), or laboratory experiments specially constructed for remote use, have the potential to fill this void. In a "traditional" laboratory experiment, students physically interact with an apparatus to obtain experimental data. Remote Laboratories are meant to offer a similar learning experience that is equivalent to, or as close as possible to the physical one, by allowing a user to control the apparatus from a remote location using mechatronic control hardware, integrated with data acquisition software. Studies have shown there is no significant difference with regard to meeting educational outcomes between students who performed an experiment remotely versus those who carried out the same experiment in-person. The focus of this thesis is on the development of a framework for developing and implementing Remote Laboratories. To do this, this research introduces advances in the following areas: a) Identifying the educational differences between traditional and Remote Laboratories. b) Developing a method for comparing student perceptions about RLs and their laboratory reports through surveys and laboratory report grading. c) Creating a standard Information Technology protocol for hosting and conducting remote experiments. d) Investigating alternative uses for RLs. e) Proposing new methods to best mimic the physical interactions of traditional laboratories. f) Creation of functioning Remote Laboratories. g) Analyzing the findings of their use in a classroom setting. A comparison of surveys and laboratory reports between groups that conducted remote experiments and those which conducted traditional experiments over a period of 4 semesters suggest that RLs have the potential to be used to achieve the same educational outcomes as traditional laboratories.

Thesis (doctoral)--Technische Universität Berlin, 2000. / Includes bibliographical references (p. 266-273).

Thesis (M.S.)--California Polytechnic State University, 2009. / Title from PDF title page; viewed on December 17, 2009. Major professor: Brian Self, Ph.D. "Presented to the faculty of California Polytechnic State University, San Luis Obispo." "In partial fulfillment of the requirements for the degree [of] Master of Science in Mechanical Engineering." "November 2009." Includes bibliographical references. Also available on microfiche.

abstract / Medical Sciences / Master / Master of Medical Sciences

M. Tech. Business Administration / The key objective of the study was to identify and quantify factors that affect the perception held by the general public on the quality of services provided by dental practitioners in the Gauteng Province. It was based on a stratified random sample of size n=100 respondents who were selected from the dental industry in the Gauteng Province.