Thesis (Ph. D.)--University of Missouri-Columbia, 1997. / Typescript. Vita. Includes bibliographical references (leaves 197-210). Also available on the Internet.

Thesis (M.S.)--Brigham Young University. School of Technology, 2007. / Includes bibliographical references (p. 87-89).

Thesis (Ed. D.)--Virginia Polytechnic Institute and State University, 1992. / Vita. Abstract. Includes bibliographical references (leaves 74-78). Also available via the Internet.

Yes / This project investigated the extent to which e-portfolio tools can be applied to final year engineering projects with a view to supporting the experience from the perspective of supervisor and student respectively. E-portfolio tools allow students to generate, store and share evidence, minute meetings and record reflections as well as helping them to develop generic professional engineering skills. The research methodology combined qualitative and quantitative techniques. Semi-structured face-to-face interviews with eight supervisors and online questionnaires completed by 13 supervisors and 31 students provided the basis for the research. Training on the university's e-portfolio tool was provided for 19 members of staff, while a seminar introducing the project to the final year cohort was attended by 33 students. To conclude, an e-portfolio application was made available to students. / Royal Academy of Engineering

As computers become more prevalent (and required) in engineering classrooms, it becomes increasingly important to address the dichotomy in our current understanding of their impact on student attention and learning. While some researchers report increased student learning, others report computers as a distraction to learning. To address this conflict, the research community must gain a fundamental understanding of how students use their computers in-class and how student attention is connected to learning and pedagogical practice. By gaining such an understanding, instructors\' design of classroom interventions aimed at increasing positive computer usage will be better informed. The purpose of this quantitative research study is to answer the overarching question "How do students use computers in technology-infused classrooms?" through an investigation of student attention. Based on the premise that one\'s senses must be oriented towards a stimulus to receive the stimulus, it is hypothesized that attention in a technology-infused classroom can be measured by monitoring a students\' top-most, active window (the Active Window Method). This novel approach mitigates issues with prior data collection methods, and allows researchers the opportunity to capture real-time student computer usage. This research serves the dual purpose of validating the Active Window Method and investigating applications of the method. The Active Window Method is validated by comparing real-time active window data with in-class observations of attention in engineering courses with large enrollments. The bootstrap resampling technique is used to estimate mean error rate. Post-tests are used to establish convergent validity by relating learning to active window data. Polytomous logistic regression is used to examine the probability of post-test score (response) over the range of attention levels (factor). Subsequent to validation, two applications of the Active Window Method were pursued. First, student computer use is characterized in multiple large lecture sections. Second, in answering calls to link student computer usage to pedagogical practices, an investigation into the relationship between pedagogy and attention is conducted by aligning time stamps of the active window record with technology-infused pedagogical activities identified in video recordings of lectures. An intervention time series analysis is employed to quantify the change in average attention due to pedagogical activities. Results demonstrate strong construct validity when directly comparing active window and attention. Convergent validity was weak when relating active window to learning. Results from the two applications illustrate that instructors\' use of technology and their pedagogical practices impact student computer use. Specifically, collecting student-generated content and polling question activities encourage on-task behavior. However, activities that include a website link encourage off-task behavior. / Ph. D.

As online learning rises in popularity, students are increasingly learning through technology and without regular guidance from teachers. These learning environments differ from traditional classrooms in many ways and deliver different experiences. In this study, participants’ learning environments were manipulated using two independent variables, each with two levels for a total of four conditions: study medium (text was presented either on paper or a screen) and prompt type (text was interspersed with prompts designed either to induce metacognitive processes or to be interacted with non-metacognitively). Ninety-two participants were each assigned to one of the four conditions in a between-subject design, read three expository texts, completed a comprehension test after each text, and responded to a survey at the end of the study. Participants who read text on paper tended to take more notes and spend more time studying than those who read from a screen, but performance was equal between the mediums. Participants receiving metacognitive prompts performed better than non-metacognitive participants on multiple-choice questions with an effect size comparable to those generated by educational interventions in existing literature; however, the performance difference was not statistically significant unless prompt response scores were controlled for. In addition, behavioral differences emerged between metacognitive participants (re-read more) and non-metacognitive participants (summarized more while reading). The results from this study can be used to inform dialogue about technology in classrooms and instructional design.

The development of a nurse identity is known to be a gradual process which takes place by students through social interaction in both academic and clinical settings. It is a crucial element in retaining students within the nursing profession and enabling them to perform the nurse role competently and effectively. Constructing a nurse identity is a complex and individual process, but, it is recognised that it will contain universal traits such as caring and compassion. Failure to absorb a nurse identity by students is not well documented, but, it is thought to contribute towards the number of recruits who leave the profession prior to or on qualifying. This phenomenological study examines the ways in which student nurses construct and adopt a nurse identity whilst studying for the theoretical component of their nursing course. The lived experience of both traditional, classroom based student nurses and those studying by electronic learning (e-learning) is explored through in-depth interviews and participant observations. Elearning is being introduced into nurse education in place of traditional methods of teaching and the research examines the impact of this mode of learning on professional socialisation to the identity of a nurse. The study gathered data from in-depth interviews with six student nurses studying by traditional methods and, also, from six student nurses studying by e-learning; all students were in the third year of a Diploma in Nursing (Adult Branch) course (comparisons were made between the findings from the two groups of students, in order to discover if nurse identities and the ways in which these are formulated differ between traditional students and those studying by e-learning). Findings from the data disclosed similarities and differences between the two groups of students, however, definitive conclusions as to the effects of e-learning on the construction and adoption of nurse identities could not be made. The findings did disclose strengths and weaknesses in both types of education, and the overall conclusion was that e-learning could be a success in student nurse education only if it is introduced with sufficient funding and on a solid foundation of research and development, by nurse educators who are knowledgeable in this style of pedagogy.

O presente trabalho faz uma investigação através de experimentos práticos a respeito da infra-estrutura tecnológica de ferramentas computacionais que auxiliem o processo ensino aprendizagem e equipamentos utilizados na transmissão de aulas do Sistema de educação implantado no Estado do Amazonas denominado Presencial Mediado por Recursos Tecnológicos, tendo como cenário para experimentos o curso superior de Tecnologia em Análise e Desenvolvimento de Sistemas TADS da Universidade do Estado do amazonas UEA. / The present study is a research through practical experiments regarding the technological infrastructure of computational tools that assist the teaching and learning equipment used in transmitting lessons of education system introduced in the State of Amazonas called \"Face Mediated by Technology Resources\", taking as case study the college of Technology in Analysis and Systems Development - TADS State University of Amazonas-UES.

O presente trabalho faz uma investigação através de experimentos práticos a respeito da infra-estrutura tecnológica de ferramentas computacionais que auxiliem o processo ensino aprendizagem e equipamentos utilizados na transmissão de aulas do Sistema de educação implantado no Estado do Amazonas denominado Presencial Mediado por Recursos Tecnológicos, tendo como cenário para experimentos o curso superior de Tecnologia em Análise e Desenvolvimento de Sistemas TADS da Universidade do Estado do amazonas UEA. / The present study is a research through practical experiments regarding the technological infrastructure of computational tools that assist the teaching and learning equipment used in transmitting lessons of education system introduced in the State of Amazonas called \"Face Mediated by Technology Resources\", taking as case study the college of Technology in Analysis and Systems Development - TADS State University of Amazonas-UES.

In the West there has been a substantial quantity of scholarly work about the integration of learning technologies at tertiary institutions and these works have at times been assigned a noteworthy role in governmental policy development. Although generalised statements have been made on the need for the effective integration of learning technology at national institutions of higher education situated in the Middle East, the issues surrounding the practical adoption of such technology are often more varied and complex than is usually supposed. Indeed, no substantive discussion of the subject has yet been undertaken for an institution situated within the United Arab Emirates (UAE). Yet, there is a clear need for such an analysis which has the potential to influence government policy in the UAE, thereby improving teaching and learning at a time of dramatic political change. The purpose of this study is to evaluate, through detailed investigation, the factors associated with the integration of learning technologies as they relate to the teaching and learning environment of Zayed University (the University). It examines the background of the University and the role technology plays within its curriculum, placing it within the unique political, social, and religious contexts of the UAE. In particular, what are the critical issues involved in the effective integration of technology into such a culturally distinctive higher education environment? An answer to this question involves exploring: (i) the role of technology as expressed in the University's visions and goals; (ii) the outcomes-based curriculum model and the role technology plays in supporting it through an electronic portfolio (ePortfolio) model; and (iii) the level of technology integration within the professional practice of Faculty. Instrumental to the findings of this research is the researcher's design and implementation strategy for a technology integration portfolio (TIP) model. In sum, this thesis presents information, implications and recommendations obtained from an evaluation of the current practices relating to the integration of learning technology into the University curriculum. It is from this information that a clear picture emerges of the present role of technology, at the same time providing possible directions for the next stage of the University's evolution. Indeed, this work responds in a practical way to the possibilities and problems involved in the formulation, implementation and efficient working of further learning technology initiatives at the University. Moreover, the findings of this thesis could also be transferred to other higher educational settings in the UAE that share similar curriculum models and goals for technology integration.