This thesis describes research investigating the learning environment of tertiary students undertaking their studies through a mixture of online learning management systems and traditional tertiary classroom delivery. A review of the literature examined traditional learning environments, pure online virtual environments and more recent literature pertaining to a blended environment. The examination of student and staff perceptions of learning environments in different contexts served to generate recommendations to help tertiary teachers optimise online and traditional teaching practices within a mixed-mode environment. Students' experiences of their learning environment were discovered through quantitative and qualitative methods. Quantitative data on students' experiences were gathered by using an adapted version of the Web-based Learning Environment Instrument (WEBLEI). Qualitative data on students' experiences were collected by discussion questions added to the WEBLEI survey. Qualitative data on the use of online and blended learning environment experiences by tertiary staff were gathered by email and supplementary interviews. The study synthesised results from these multiple sources within a tertiary institute environment and made recommendations and gave insight into optimal blended learning environments within the tertiary sector. Overall, the study provided a perspective on the psychology and strategic view of the learning environment for the future tertiary institute.

The adaptiveness provides uniquely identifying and monitoring the learner&rsquo / s learning activities according to his/her respective profile. The adaptive intelligent learning management systems (AILMS) help a wide range of students to achieve their learning goals effectively by delivering knowledge in an adaptive or individualized style through online learning settings. This study presents a multi-agent system, called MODA, developed to provide adaptiveness in learning management systems (LMS). A conceptual framework for adaptive learning systems is proposed for this purpose. The framework is based on the idea that adaptiveness is the best matching between the learner profile and the course content profile. The learning styles of learners and the content type of learning material are used to match the learner to the most suitable content. The thesis covers the pedagogical framework applied in MODA, the technical and multi-agent architectures of MODA, the TCP-IP based protocol providing communication between MODA and LMS, and a sample application of the system to an open source learning management system, OLAT. The study also discusses the possibilities of future interests.

There has been little research on assessment of learning management systems (LMS) within educational organizations as both a web-based learning system for e-learning and as a supportive tool for blended learning environments. This study proposes a conceptual e-learning assessment model, HELAM (Hexagonal e-Learning Assessment Model) suggesting a multi-dimensional approach for LMS evaluation via six dimensions: (1) system quality, (2) service quality, (3) information (content) quality, (4) learner perspective, (5) instructor quality, and (6) supportive issues. A survey instrument based on HELAM has been developed and applied to 374 learners. This sample consists of students at both undergraduate and graduate levels who are users of a web-based learning management system, U-Link, at Brunel University, UK and NetClass LMS at METU, Turkey. The survey instrument has been tested for content validity, reliability, and criterion-based predictive validity. The explanatory factor analysis shows that each of the six dimensions of the proposed model had a significant effect on the learners&amp / #8223 / perceived satisfaction. Confirmatory factor analyses used to assess the number of factors and the loadings of variables. The results of confirmatory factor analyses were overlapped with the proposed model. Structural Equation Modeling (SEM) statistical analysis was used to validate the research model. The analytical results strongly support the appropriateness of the proposed model in evaluating LMSs through learners&amp / #8223 / satisfaction. Additionally, individual case results were presented with descriptive statistics, Pearson&amp / #8223 / s Product Correlations outputs. Findings of this research will be valuable for both academics and practitioners of e-learning systems. The presented statistical results highlighted the importance of supposing a multidimensional analytical approach for e-learning system success evaluation. The proposed model provided several implications for e-learning effectiveness evaluation.

Through the rapid expansion of information technologies, Learning Management Systems have become one of the most important innovations for delivery of education. Successful implementation and management of these systems are primarily based on the instructors&#039 / adoption. However, too few researches have been conducted to evaluate instructors&rsquo / adoption towards e-learning system as taking higher education as base. This study aims to understand behavioral intentions of higher education instructors towards Learning Management Systems and further to identify the influencing factors. A research model has been proposed based on the belief variables of the Technology Acceptance Model. Additionally, Application Characteristics, Individual, Social and Technological dimensions were considered to identify the effects of key variables on behavioral intention of users. A survey instrument has been developed and conducted with 224 academicians after a pilot study through its reliability and validity has been assured. Although the items of the survey instrument were based on the literature, an explanatory factor analysis was performed to strictly determine which items belong to which factors. Then, in order to assess the measurement model Convergent validity and Discriminant validity were conducted via confirmatory factor analyses. After the required prior analyses, Component based Structural Equation Modeling (Partial Least Square - PLS) was used to validate the predictive power of the proposed research model. Consequently, relationships between the influencing factors were detected and the results showed that the factors related with Belief dimension directly influenced behavioral intention of instructors. Also, the factors under the Individual, Social and Technological dimensions indirectly affected behavioral intention of users towards learning management system use. Additionally, structured and informal interviews were performed with ten instructors and the findings of the research model were explained with the opinions of system users. The indications of this research will be valuable for implementation, management and continuous improvement of learning management systems.

The Architecture, Engineering and Construction (AEC) industry of the 21st century is undergoing significant changes to address issues such as economic integration, international partnering and globalization. These changes initiate challenges for the AEC industry in educating personnel to appropriately lead to the rapid changes. A needs-driven approach to mentoring recognizes the fact that employees in the workplace are required to engage in continuous learning to keep pace with changes taking place inside the organization. The foundation of this challenge focuses on how to facilitate learning organization and establish continuous human resource development throughout all levels of the organization. Organization has a great demand of transforming into learning organization. A quantitative research is adopted to achieve the following objectives: 1. To validate ‘learning organization’ concept in AEC industry in Hong Kong; 2. To explore the organization learning cultural profiles in AEC industry; 3. To evaluate implementation level of mentoring practice; 4. To determine the relationships among organization learning culture, mentoring practice and organizational commitment. A self-report questionnaire survey is designed and developed to collect individual employees’ perceptions of the variables about organization learning culture, mentoring practice and organizational commitment. The design of the questionnaire adopts three existing instruments based on solid theoretical foundations: Dimensions of Learning Organization Questionnaire (DLOQ), mentoring scale (MS) and organizational commitment scale (OCS), originally developed in western countries. The instruments are chosen to measure organization learning culture, mentoring practice and organizational commitment. Their contents are modified for the Hong Kong AEC context, and the formats of the three instruments are refined and merged into a single questionnaire. Exploratory factor analysis is used to assess the validity of the instruments in AEC industry in Hong Kong. Correlation analysis is used to examine the relationships among the variables. This empirical study, using western concepts and instruments, explores relationships among organization learning culture, mentoring practice and organizational commitment in Hong Kong AEC industry. The scope of this study is confined to young professionals working in Hong Kong AEC industry graduated from in local universities. The target group is set to have less than five years of working experiences. Despite the limitations of cultural nuances and narrowly geographically concentrated sampling, this study yields several important findings and contributes new knowledge in the literature. This study recognizes positive relations of organization learning culture, mentoring practice and organizational commitment in the AEC industry in Hong Kong. By confirming the applicability of the three instruments, this study also indicates that there is a high level of similarity between the HK AEC context and other contexts, e.g., Malaysia, Korea, Taiwan, and Mainland China. It also investigates the present status and differences among demographic groups in organization learning culture, organizational commitment and mentoring practice. The present study provides significant contribution to support the argument that young professionals working in organizations with a higher level of organization learning culture will have a higher level of appreciation in mentoring practice and organizational commitment. Therefore, the result would help managers and practitioners understand the impact of being a learning organization in AEC industry. / published_or_final_version / Real Estate and Construction / Master / Master of Philosophy

This thesis contributes to the quality of engineering education and the accessibility of education worldwide by promoting computer-enhanced teaching and learning. It uses the epistemology of John Dewey (1859-1952) and the action research methodology first advanced by Kurt Lewin (1890-1947). A mixed methods approach that combines qualitative case studies with quantitative research methods is used. In the first of three case studies engineering students working on their final degree projects participated. To elicit interaction, a learning management system (LMS) was used and the students were strongly encouraged to discuss various aspects of their work. The second case focused on the barriers to a wider utilization of educational software in engineering education. The case is delimited to lecturers at the School of Engineering at the University of Borås. The investigation focuses on the lecturers’ reluctance to use educational technology and the slow uptake of new pedagogical methods in engineering education. The third case study covers three subsets of participants. A course intended to improve lecturers handling skills and motivation to utilize educational software in a pedagogically sound manner was given in Cuba, Guatemala and Peru. The first case demonstrated that computer-enhanced collaborative learning can improve the learning experience and performance of engineering students. The second case showed that LMS tools that facilitate traditional methods are used routinely, whereas lecturers often refrain from using features intended to facilitate collaboration and the creation of communities of learners. The third case study investigated the use of a complete course package, with all course material and software contained on the same USB drive (LiveUSB Mediated Education, LUME). It is asserted that LUME can facilitate constructivist pedagogical methods and help overcome the reluctance of lecturers to utilize educational software in a pedagogical sound way.

The use of Learning Management Systems (LMSs) in higher education institutions is not a new tendency. Although this is an innovative way of implementing e-learning in the educational process, there are a few problems concerning these systems. Educators tend to apply traditional classroom ideas and pedagogy in computer-supported e-learning environments, assuming that because these environments allow the interaction that we see in the classroom, traditional pedagogy can be used. Although most of the pedagogical principles that apply to the traditional classroom-delivery method also apply to e-learning, the e-environment supports such interactions in a different manner. Traditional pedagogical principles should be adapted to accommodate the e-learning environment and should form the very basis for inclusion of features in LMSs. These principles should be integrated into the LMS where every feature included is accompanied by explicit guidelines on how to use the feature in such a way that it will effect pedagogically sound instruction. The aim of this study is to determine how an LMS could be used in order to enhance self-directed learning. In order to reach this aim a brief history of SDL was given and a number of SDL models were discussed. These models were analyzed in order to compile a list of guidelines to foster SDL. The first set of guidelines didn’t focus on any specific learning environment and it was necessary to refine these guidelines for an online environment. To be able to refine the guidelines for an online environment, LMSs in general were discussed and a few models for SDL in an online environment were reviewed. The SDL guidelines were further refined for implementation in eFundiTM. eFundiTM is the LMS used at the North-West University, Potchefstroom campus, South Africa. The nature of the AGLE 121 module (a literacy module for all first year students) and the specific functionalities of eFundiTM were discussed and taken in consideration when the final set of guidelines was compiled. The researcher did an empirical study to gather valid and reliable data. A mixed methods inquiry approach was used to obtain reliable evidence. The population consisted of all the students that were enrolled for the AGLE modules over 2 years. These students were divided into 2 groups, the AGLE 121 in 2010 (237 students) and the AGLE 121 (287 students) in 2011. The questionnaire that was used for the quantitative research in this study was based on the Fisher, King and Taque (2001) SDL readiness scale for nursing education. Semi-structured interviews were conducted with seven participants from each group in order get a better understanding of the data collected from the quantitative research, and to elaborate further on the students’ development of SDL. Findings indicated that the students from the second year of the study did not necessarily improve their SDL-skills. Most of the results from the quantitative data showed small practical significant differences. However, the qualitative data indicated that the SDL skills of the students improved in two of the three factors after they used the newly developed eFundiTM site, in the second year of the study and therefore the researcher is of opinion that the intervention had a positive impact on the students’ SDL skills. / Thesis (MEd (Computer Science Education))--North-West University, Potchefstroom Campus, 2012

The use of Learning Management Systems (LMSs) in higher education institutions is not a new tendency. Although this is an innovative way of implementing e-learning in the educational process, there are a few problems concerning these systems. Educators tend to apply traditional classroom ideas and pedagogy in computer-supported e-learning environments, assuming that because these environments allow the interaction that we see in the classroom, traditional pedagogy can be used. Although most of the pedagogical principles that apply to the traditional classroom-delivery method also apply to e-learning, the e-environment supports such interactions in a different manner. Traditional pedagogical principles should be adapted to accommodate the e-learning environment and should form the very basis for inclusion of features in LMSs. These principles should be integrated into the LMS where every feature included is accompanied by explicit guidelines on how to use the feature in such a way that it will effect pedagogically sound instruction. The aim of this study is to determine how an LMS could be used in order to enhance self-directed learning. In order to reach this aim a brief history of SDL was given and a number of SDL models were discussed. These models were analyzed in order to compile a list of guidelines to foster SDL. The first set of guidelines didn’t focus on any specific learning environment and it was necessary to refine these guidelines for an online environment. To be able to refine the guidelines for an online environment, LMSs in general were discussed and a few models for SDL in an online environment were reviewed. The SDL guidelines were further refined for implementation in eFundiTM. eFundiTM is the LMS used at the North-West University, Potchefstroom campus, South Africa. The nature of the AGLE 121 module (a literacy module for all first year students) and the specific functionalities of eFundiTM were discussed and taken in consideration when the final set of guidelines was compiled. The researcher did an empirical study to gather valid and reliable data. A mixed methods inquiry approach was used to obtain reliable evidence. The population consisted of all the students that were enrolled for the AGLE modules over 2 years. These students were divided into 2 groups, the AGLE 121 in 2010 (237 students) and the AGLE 121 (287 students) in 2011. The questionnaire that was used for the quantitative research in this study was based on the Fisher, King and Taque (2001) SDL readiness scale for nursing education. Semi-structured interviews were conducted with seven participants from each group in order get a better understanding of the data collected from the quantitative research, and to elaborate further on the students’ development of SDL. Findings indicated that the students from the second year of the study did not necessarily improve their SDL-skills. Most of the results from the quantitative data showed small practical significant differences. However, the qualitative data indicated that the SDL skills of the students improved in two of the three factors after they used the newly developed eFundiTM site, in the second year of the study and therefore the researcher is of opinion that the intervention had a positive impact on the students’ SDL skills. / Thesis (MEd (Computer Science Education))--North-West University, Potchefstroom Campus, 2012

In this thesis an overarching analysis is made of four articles published in refereed international journals. The articles are describing the development and implementation of learning support systems/learning support applications. The text which summarizes and retrospectively analyzes the projects described in the articles has been condensed into yet another article, which has been placed at the end of the thesis. This makes a total of five articles. In the analysis that is made of learning support applications the following questions are in focus: What results have the projects achieved and how have the experiences gained been utilized? What factors in the described projects have facilitated or hindered the idea, vision, design and implementation of the learning support systems? How have university intentions of supporting entrepreneurship and the commercialization of ideas and products benefited the projects? The results show that there are a great many similarities in the ideas and visions that have initiated and affected the learning support work. Improved communication and availability are expected from all the applications, as well as coordination, creating order and an overarching view. In spite of a large number of positive users, it has been difficult for the applications described to become integrated into the organizations. One possible reason for this is the bad anchoring of the projects in the management organization. Further, there was a lack of funding in the final phases of the projects, which considerably reduced the chances of establishing and continuing operating them. In the gap arising between the end of the implementation phase and the possible application for and granting of new funding, the project dies out of itself. One way of reversing this trend is to grant means for continued work and to get the organization and administration to upgrade the value of a learning application that has become established in the organization.

Η εισαγωγή των νέων Τεχνολογιών της Πληροφορίας και των Επικοινωνιών (ΤΠΕ) στην εκπαίδευση αποτελεί πλέον γεγονός παγκοσμίως συμβάλλοντας ουσιαστικά στη βελτίωση των διαδικασιών διδασκαλίας , μάθησης και απόκτησης γνώσεων αλλά και δημιουργώντας περιβάλλοντα για την ανάπτυξη ιδιαίτερων δεξιοτήτων . Καθοριστικό ρόλο στην πραγματικότητα αυτή έχει διαδραματίσει η ραγδαία ανάπτυξη του διαδικτύου και οι επιμέρους εφαρμογές του . Τα τελευταία χρόνια η πρόσβαση στον παγκόσμιο ιστό δεν περιορίζεται στους επιτραπέζιους υπολογιστές αλλά πλέον περιλαμβάνει τα κινητά τηλέφωνα , τα PDAs και γενικότερα κάθε είδους κινητή συσκευή . Μάλιστα στις αναπτυσσόμενες χώρες ο αριθμός των χρηστών που πλοηγούνται στον παγκόσμιο ιστό είναι μεγαλύτερος από τον αντίστοιχο αυτών που πλοηγούνται μέσω επιτραπέζιων υπολογιστών . Τα παραπάνω γεγονότα έχουν ως φυσικό επακόλουθο την δημιουργία και συνεχή ανάπτυξη ενός νέου είδους εκπαίδευσης : την κινητή ηλεκτρονική μάθηση (mobile e-learning) , η οποία βασίζεται στην ιδέα της μάθησης μέσω κινητών συσκευών οπουδήποτε οποιαδήποτε στιγμή θα χαρακτηρίσει τις νέες στρατηγικές, τις πρακτικές , τα εργαλεία , τις εφαρμογές , και τους πόρους για να εκπληρώσει την υπόσχεση της πανταχού παρούσας, προσωπικής, και συνδεδεμένης εκμάθησης, Στόχος της διπλωματικής εργασίας είναι να μελετήσει και να συγκρίνει τις διαθέσιμες εφαρμογές , εργαλεία , Συστήματα Διαχείρισης Μάθησης (ΣΔΜ) & Λειτουργικά Συστήματα κινητών συσκευών ώστε να αξιολογήσει τις εκπαιδευτικές δυνατότητες τους και να καθορίσει αν μπορούν να συμβάλλουν στην παροχή αποτελεσματικής κινητής ηλεκτρονικής μάθησης στους χρήστες τους . / The integration of the Information and Communication Technologies (ICT) in the field of education is nowadays a fact worldwide contributing in improving the teaching methods , learning and knowledge gaining as well as creating environments which facilitate the development of special skills . The vast development of the Web and its applications have played a key role establishing the current reality. During the last years the access to the Web , not only from desktop PCs but from mobile devices too , such as mobile phones and PDAs , is a fact. Furthermore , in developing countries the number of users that browse the Web through mobile devices is larger than the number of users that browse the web from desktop PCs . As a natural consequence of the above facts a new kind learning has emerged and constantly been developed ever since : Mobile e-learning , based on the idea of learning with mobile devices anywhere at any time , which will feature new strategies , practices , tools, applications and resources to fulfill the promise of ubiquitous , personal and connected learning . The aim of this thesis is to study and compare the available applications, tools, Learning Management Systems and mobile Operating Systems in order to evaluate their educational potentials and to determine whether they are capable of contributing to providing effective mobile e-learning to their users .