abstract: Many web search improvements have been developed since the advent of the modern search engine, but one underrepresented area is the application of specific customizations to search results for educational web sites. In order to address this issue and improve the relevance of search results in automated learning environments, this work has integrated context-aware search principles with applications of preference based re-ranking and query modifications. This research investigates several aspects of context-aware search principles, specifically context-sensitive and preference based re-ranking of results which take user inputs as to their preferred content, and combines this with search query modifications which automatically search for a variety of modified terms based on the given search query, integrating these results into the overall re-ranking for the context. The result of this work is a novel web search algorithm which could be applied to any online learning environment attempting to collect relevant resources for learning about a given topic. The algorithm has been evaluated through user studies comparing traditional search results to the context-aware results returned through the algorithm for a given topic. These studies explore how this integration of methods could provide improved relevance in the search results returned when compared against other modern search engines. / Dissertation/Thesis / Masters Thesis Computer Science 2014

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The aim of this project was to examine how four music teachers work to create beneficial learning environments in music education in Swedish elementary schools. Data was collected through interviews and photography of music classrooms. Data was analysed in relation to research, the sociocultural perspective on learning and perspectives on aesthetics. Two concepts turned out to be central for the results: direction and interaction. Direction proved to be central in creating a specific learning environment, and learning environments proved to have the role of promoting different types of interaction.

Thesis (Ed.D.)--Boston University / This study aimed at refining one of the most influential and well-known theories of distance education - the theory of transactional distance (TD). TD theory was developed by Michael G. Moore based on correspondence forms of distance education. The study researched a distance learning environment that had not been investigated in relation to TD - synchronous Web-extended classrooms. In this unique format, live on- campus classes are delivered simultaneously to both in-class students on campus and remote students on the Web who attend synchronously via virtual classroom Web collaboration software. The research involved N=235 students enrolled in 14 graduate business courses. ANOVA tests, correlation and regression analyses were deployed on the 46-item "Scale of TD for synchronous Web-extended learning environments" questionnaire. The study compared perceived TD for three attendance groups: always in-class, always online, and mixed. It found no difference in TD among them. The learning environment enabled by using Saba-Centra Web collaboration software combined with other technologies provided a comparable learning experience for all three learner groups. The findings confirmed that four dimensions of dialogue, student-student, student-instructor, student-content, and student-interface interactions are significant in students' perceived TD and their engagement with learning. Moreover, their significance levels varied for different attendance groups. This research confirms the need to refine TD theory to view dialogue as a multidimensional construct. Furthermore, student-instructor and student-student interactions were significant factors that affected TD in all three learner groups. This study analyzed student satisfaction. The study not only found no difference in satisfaction by attendance type, but also it found that TD is strongly related to student satisfaction: the lower the TD, the more satisfied the students are with the learning environment, including interactions with the instructor, fellow students, course content, and the interface. For all attendance groups, interaction with other students was the common factor that affected satisfaction. The study demonstrated that the level of TD also affects students' perceived learning: the lower the TD, the higher the students' perceived learning. Thus, the study suggests that instructors plan activities that include interpersonal interactions between themselves and students, and also among students in all attendance groups.

The push to further the use of technology in learning has broadened the attempts of many to find innovated ways to aid the new, technologically savvy generation of learners, in acquiring the knowledge needed for their education and training. A critical component to the success of these initiatives is the proper application of the science of learning (Cannon-Bowers and Bowers, 2009). One technological initiative that can benefit from this application is the use of synthetic learning environments (SLEs). SLEs are instructional systems embedded within virtual worlds. These worlds can be simulations of some task, for instance a simulation that may be completed as part of a military training to mimic specific situations, or they could be in the form of a video game, for example, a game designed to maintain the attention of school children while teaching mathematics. The important components to SLEs are a connection to the underlying task being trained and a set of goals for which to strive toward. SLEs have many unique characteristics which separate them from other forms of education. Two of the most salient characteristics are the instructorless nature of SLEs (most of the learning from SLEs happens without instructor interaction) and the fact that in many cases SLEs are actually fun and engaging, thus motivating the learner to participate more and allowing them to experience a more immersive interaction. Incorporating the latter of these characteristics into a model originally introduced by Davis (1989) and adapted by Yi and Hwang (2003) for use with web applications, an expanded model to predict the effects of enjoyment, goal orientation, ease of use, and several other factors on the overall use of SLEs has been created. Adapting the Davis and Yi and Hwang models for the specific use of SLEs provides a basis understanding how each of the critical input variables effect the use and thus effectiveness of learning tools based on SLEs. In particular, performance goal orientation has been added to the existing models to more accurately reflect the performance characteristics present in games. Results of this study have shown that, in fact, performance goal orientation is a significant factor in the SLE Use and Learning model. However, within the model it is important to distinguish that the two varieties of performance goal orientation (prove and avoid) play different roles. Prove performance goal orientation has been shown to have significant relationships with several other critical factors while avoid performance goal orientation is only accounted for in its significant correlation with prove performance goal orientation. With this understanding, training developers can now have a better understanding of where their resources should be spent to promote more efficient and effective learning. The results of this study allow developers to move forward with confidence in the fact that their new learning environments will be effective in a number of realms, not only limited to classroom, business, or military training.

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Submitted by Gilmar Barros (gilmargomesdebarros@gmail.com) on 2015-05-12T17:00:56Z No. of bitstreams: 1 Tese - Rafael Penna.pdf: 5494264 bytes, checksum: 3a53496319b33a5169c281e0bcb7a800 (MD5) / Rejected by Vitor de Carvalho (vitor_carvalho_im@hotmail.com), reason: - Sobrenomes de autor/orientador não podem estar em caixa alta; - Falta um dos sobrenomes da orientadora. on 2015-06-12T19:44:55Z (GMT) / Submitted by Gilmar Barros (gilmargomesdebarros@gmail.com) on 2015-06-15T15:33:55Z No. of bitstreams: 1 Tese - Rafael Penna.pdf: 5494264 bytes, checksum: 3a53496319b33a5169c281e0bcb7a800 (MD5) / Approved for entry into archive by Vitor de Carvalho (vitor_carvalho_im@hotmail.com) on 2015-06-22T18:57:30Z (GMT) No. of bitstreams: 1 Tese - Rafael Penna.pdf: 5494264 bytes, checksum: 3a53496319b33a5169c281e0bcb7a800 (MD5) / Made available in DSpace on 2015-06-22T18:57:30Z (GMT). No. of bitstreams: 1 Tese - Rafael Penna.pdf: 5494264 bytes, checksum: 3a53496319b33a5169c281e0bcb7a800 (MD5) Previous issue date: 2014 / O avanço tecnológico dos últimos anos ocasionou mudanças na maneira como as pessoas se relacionam. Dispositivos computacionais, sensores e atuadores se fazem presentes na vida das pessoas atualmente, de maneira que os mundos físico e virtual se misturam. Propostas de sistemas físico-cibernéticos (Cyber-Physical Systems ou CPS) surgem com o intuito de integrar os sistemas computacionais com objetos do mundo físico. Neste novo contexto, as discussões dos impactos tecnológicos nos ambientes escolares são importante, estabelecendo novas áreas de pesquisa, como ensino eletrônico, educação à distância, aprendizagem móvel e aprendizagem ubíqua. Dentro dessas áreas, os Ambientes Virtuais de Aprendizagem (AVAs), que são sistemas computacionais disponíveis na internet, destinados ao suporte de atividades mediadas pelas tecnologias de informação e comunicação, são bastante utilizados e estudados. Esses ambientes podem ser identificados por uma série de características que envolvem interação entre alunos e professores, oportunidades de socialização e concepção de informação, propostas pedagógicas, representação do espaço virtual, entre outras. No entanto, os AVAs costumam apresentar possibilidades restritas de lidar com as informações do mundo físico. Esta tese tem como foco a integração de elementos reais/físicos em AVAs, através de interfaces humano-computador avançadas. Para tanto, propõe-se a definição de Ambientes Físico- Virtuais de Aprendizagem, discutindo suas características e um modelo conceitual de referência. Por fim, a plataforma Toogle, proposta para implementação de sistemas físicocibernéticos, é aprimorada e utilizada no desenvolvimento desses novos espaços. / Technological advances in recent years has brought about changes in the way people relate. Computing devices, sensors and actuators are present in the in people's lives today, in a way that the physical and virtual worlds mix. Proposals of Cyber-Physical Systems (CPS) arise in order to integrate computer systems with the physical world objects.In this new context, discussions about technological impacts on school environments are important, establishing new areas of research, such as e-learning, distance education, mobile learning and ubiquitous learning. Within these areas, the Virtual Learning Environments (VLEs), which are computer systems available on the Internet, intended to support activities mediated by information and communication technologies, are widely used and studied. These environments can be identified by a number of features that involve interaction between students and teachers, socialization opportunities, educational proposals, representation of virtual space, among others. However, VLEs often have limited possibilities to deal with the information of the physical world. This dissertation focuses on the integration of real / physical elements in VLEs, through advanced human-computer interfaces. We propose the definition of Cyber-Physical Learning Environments, discussing their characteristics and a reference conceptual model. Finally, the Toogle plataform, proposed to implement cyber-physical systems, is enhanced and used to develop these new spaces.

Syftet med studien är att undersöka hur den pedagogiska, fysiska och sociala miljön påverkar undervisningen i fritidshemmet samt lärarnas upplevelser av de olika miljöerna. Vilka möjligheter och hinder upplever lärare i fritidshem för att anpassa miljön för alla elever? Studien bygger på semi-struktuerade intervjuer samt ett observationsschema där den fysiska och pedagogiska miljön studerades. Vi har intervjuat sex lärare i fritidshem på tre olika skolor. Resultatet visar att miljön har stor påverkan för hur undervisning kan bedrivas i fritidshemmet. Framförallt lyfts den fysiska miljöns betydelse för undervisningens roll i fritidshemmet. Resultatet visar att det ser väldigt olika ut på fritidshemmen och att det i sin tur påverkar kvalitén. I resultatet synliggörs vilka möjligheter och hinder lärarna upplever i den fysiska, pedagogiska och sociala miljön.

Previous research suggests that the optimal time of day (TOD) for cognitive function for young adults occurs in the afternoon and evening times (Allen, et al. 2008; May, et al. 1993). The implication is college students may be more successful if they schedule classes and tests in the afternoon and evening times, but in asynchronous learning environments, “class” and tests take place at any TOD (or night) a student might choose. The problem is that there may be a disadvantage for students choosing to take tests at certain TOD. As educators, we need to be aware of potential barriers to student success and be prepared to offer guidance to students. This research study found a significant negative correlation between TOD and assessment scores on tests taken between 16:01 and 22:00 hours as measured in military time. While this study shows that academic performance on asynchronous assessments was high at 16:00 hours, student performance diminished significantly by 22:00 hours. When efforts were taken to mitigate the extraneous variables related to test complexity and individual academic achievement, the effect TOD had on assessment achievement during this time period was comparable to the effect of test complexity on that achievement. However, when analyzed using a small sub-set of the data neither GPA nor TOD could be used to predict student scores on tests taken between 16:01 and 22:00 hours. Finally, individual circadian arousal types (evening, morning and neutral) (Horne & Ostberg, 1976) and actual TOD students took tests were analyzed to determine if synchrony, the match between circadian arousal type and peak cognitive performance, existed. The synchrony effect could not be confirmed among morning type students taking this asynchronous online course, but evidence suggests that synchrony could have contributed to student success for evening types taking this asynchronous online courses. The implication of this study is that online instructors, instructional designers and students should consider TOD as a factor affecting achievement in asynchronous online courses. Results of this research are intended to propose further research into TOD effects in asynchronous online settings, and to offer guidance to online students as well as online instructors and instructional designers faced with setting deadlines and advising students on how to be successful when learning online.