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The Global ETD Search service is a free service for researchers
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Networked Digital Library of Theses and Dissertations.
Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
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Showing 41 to 48 of 48 (0.059 seconds)Spelling suggestions: "subject:"1earning 1echnology"" "subject:"1earning fechnology""
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Faculty Perceptions and Utilization of a Learning Management System in Higher EducationChang, Chinhong Lim 18 July 2008 (has links)
No description available.
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Continuous speech recognition : an analysis of its effect on listening comprehension, listening strategies and notetaking : a thesis presented in part fulfilment of the requirements for the degree of Doctorate in Education, Massey UniversityMcIvor, Tom January 2006 (has links)
This thesis presents an investigation into the effect of Liberated Learning Technology (LLP) on academic listening comprehension, notetaking and listening strategies in an English as a foreign language context (L2). Two studies are reported: an exploratory study and subsequent main study. The exploratory study was undertaken to determine L2 and native speaker (L1) students' perceptions on the effectiveness of the technology on academic listening and notetaking. The main study took a more focused approach and as a result, extended the exploratory study that was done in an authentic lecture context in order to gather data to measure listening comprehension and notetaking quality. The participants in the main study comprised six L2 students: five of whom intended to go to university. The methodology was a multimethod one: data was gathered from notetaking samples, protocol analysis, email responses and a questionnaire. Results indicated that continuous speech recognition (CSR) has the potential to support the listening comprehension and notetaking abilities of L2 students as well as facilitate metacognitive listening strategy use and enhance affective factors in academic listening. However, it is important to note that as CSR is an innovative technology, it first needs to meet a number of challenges before its full potential can be realized. Consequently, recommendations for future research and potential innovative uses for the technology are discussed. This thesis contributes to L2 academic listening and notetaking measurement in two areas: 1. the measurement of LLP-supported notetaking; and, 2. the measurement of LLP-supported academic listening comprehension.
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A satisfa??o e a inten??o de continuidade de uso em serv?os de e-learning:valida??o emp?rica de um modelo aplicado no servi?o p?blicoPereira, Fernando Ant?nio de Melo 21 March 2013 (has links)
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FernandoAMP_DISSERT.pdf: 4889933 bytes, checksum: eb2490758c2015cbb2e20ab438824277 (MD5)
Previous issue date: 2013-03-21 / The present study aims to investigate the constructs of Technological Readiness Index (TRI) and
the Expectancy Disconfirmation Theory (EDT) as determinants of satisfaction and continuance
intention use in e-learning services. Is proposed a theoretical model that seeks to measure the
phenomenon suited to the needs of public organizations that offer distance learning course with
the use of virtual platforms for employees. The research was conducted from a quantitative
analytical approach, via online survey in a sample of 343 employees of 2 public organizations in
RN who have had e-learning experience. The strategy of data analysis used multivariate analysis
techniques, including structural equation modeling (SEM), operationalized by AMOS? software.
The results showed that quality, quality disconfirmation, value and value disconfirmation
positively impact on satisfaction, as well as disconfirmation usability, innovativeness and
optimism. Likewise, satisfaction proved to be decisive for the purpose of continuance intention
use. In addition, technological readiness and performance are strongly related. Based on the
structural model found by the study, public organizations can implement e-learning services for
employees focusing on improving learning and improving skills practiced in the organizational
environment / Este estudo busca investigar os construtos da Escala de Prontid?o Tecnol?gica (TRI) e da Teoria
da Desconfirma??o da Expectativa (EDT) como determinantes da satisfa??o e da inten??o de
continuidade de uso em servi?os de e-learning. ? proposto um modelo te?rico que busque
mensurar o fen?meno adequado ?s necessidades das organiza??es p?blicas que oferecem cursos
de capacita??o ? dist?ncia com uso de plataformas virtuais para seus funcion?rios. A pesquisa foi
desenvolvida a partir de uma abordagem anal?tica quantitativa, por meio de survey online em uma
amostra de 343 funcion?rios de 2 organiza??es p?blicas do RN que tiveram experi?ncia em elearning.
A estrat?gia de an?lise de dados utilizou t?cnicas de an?lise multivariada, incluindo a
an?lise de equa??es estruturais (AEE), operacionalizada pelo software AMOS?. Os resultados
apontaram que qualidade, desconfirma??o da qualidade, valor e desconfirma??o do valor
impactam positivamente na satisfa??o, assim como a desconfirma??o da usabilidade, a
inovatividade e o otimismo. Da mesma forma, a satisfa??o mostrou ser determinante para a
inten??o de continuidade de uso. Em adi??o, a prontid?o tecnol?gica e o desempenho apresentam
forte rela??o entre si. Com base no modelo estrutural encontrado pelo estudo, as organiza??es
p?blicas podem implementar servi?os de e-learning para os funcion?rios se concentrando na
melhoria de aprendizagem e no aprimoramento de habilidades praticadas no ambiente
organizacional
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| 44 |
The integration of learning technologies in open distance learning at the North-West University / Hendrik Daniel (Hennie) EsterhuizenEsterhuizen, Hendrik Daniel January 2012 (has links)
North-West University in South Africa is committed to expanding use of learning technologies
for contact and distance education students by augmenting the existing NWU teaching and
learning policy with an e-learning policy. The School of Continuing Teacher Education at
North-West University is currently training about 24 000 in-service teacher students through
Open Distance Learning. Only a few students submit assignments in typed format and
seldom electronically. Students rarely use electronic technologies to augment their learning,
and the SCTE employs few to support students. This does not comply with the South African
Government’s policy on e-Education that demands information and communication
technology mastery in teacher training.
The aim of this research was integration of learning technologies in open distance learning at
SCTE NWU through recommendations compiled in a sociologically transformative emergent
implementation framework. The researcher followed a concurrent mixed-method
sociologically transformative approach, focussing on the use of technology for social
empowerment to cross the digital divide, through a theoretical lens of ICT for development.
The lived experience in the natural setting of distance education students, lecturers, and
involved stakeholders was used as initial data collection, informed by a continuous literature
study of emergent learning technology use.
Purposeful sampling was used during participant selection. The role of the researcher was
that of participant observer, interviewer, and human instrument, from a position of
methodological pragmatism as a method of inquiry. Using a design-based research
approach, the thesis addresses the main research question through five research papers;
each addressing one of the sub-questions as design-based research cycles, while
collectively addressing the research problem to address the main research question. Nonstandardised
measuring instruments were developed based on themes identified from
literature and the analysis of qualitative data. Significant barriers to population-wide ICT
adoption exist. Strong intentions of perseverance in attaining functional computer literacy
are evident. Support and enablement are required to promote trust to attempt using
computers, necessary to obtain self-confidence through accomplishment. In this way
perseverance to attain functional computer literacy may be cultivated.
The study presents a model for intention to use, confidence, trust and perseverance in
attaining computer literacy competence with statistically significant standardised regression weights. In terms of affective responses of students during computer literacy training, a twodimensional
model for computer literacy learning emotions is presented. Perceptions during
professional development produced a model for faculty development towards socially
transformative learning technology integration for open distance learning. The researcher
also presents a people-technology interaction in teaching and learning model in the fifth
paper. A distinction is made between reactionary interventions and pre-emptive unobtrusive
seamless support, based on requirements identified through bottom-up feedback listening to
latent requests of participants. Technology-enhanced learning integration should be
legitimised through visible commitment from the university as institution. Lecturer training,
innovative planning of time issues, acquisition of appropriate infrastructure, buying in from
the institution and IT support services, and support of teacher-students are all essential for
evolvement towards an e-mature organisation for the delivery of ODL to vast numbers of
newly industrialised context clients. / Thesis (PhD (Curriculum Development Innovation and Evaluation))--North-West University, Potchefstroom Campus, 2013
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| 45 |
The integration of learning technologies in open distance learning at the North-West University / Hendrik Daniel (Hennie) EsterhuizenEsterhuizen, Hendrik Daniel January 2012 (has links)
North-West University in South Africa is committed to expanding use of learning technologies
for contact and distance education students by augmenting the existing NWU teaching and
learning policy with an e-learning policy. The School of Continuing Teacher Education at
North-West University is currently training about 24 000 in-service teacher students through
Open Distance Learning. Only a few students submit assignments in typed format and
seldom electronically. Students rarely use electronic technologies to augment their learning,
and the SCTE employs few to support students. This does not comply with the South African
Government’s policy on e-Education that demands information and communication
technology mastery in teacher training.
The aim of this research was integration of learning technologies in open distance learning at
SCTE NWU through recommendations compiled in a sociologically transformative emergent
implementation framework. The researcher followed a concurrent mixed-method
sociologically transformative approach, focussing on the use of technology for social
empowerment to cross the digital divide, through a theoretical lens of ICT for development.
The lived experience in the natural setting of distance education students, lecturers, and
involved stakeholders was used as initial data collection, informed by a continuous literature
study of emergent learning technology use.
Purposeful sampling was used during participant selection. The role of the researcher was
that of participant observer, interviewer, and human instrument, from a position of
methodological pragmatism as a method of inquiry. Using a design-based research
approach, the thesis addresses the main research question through five research papers;
each addressing one of the sub-questions as design-based research cycles, while
collectively addressing the research problem to address the main research question. Nonstandardised
measuring instruments were developed based on themes identified from
literature and the analysis of qualitative data. Significant barriers to population-wide ICT
adoption exist. Strong intentions of perseverance in attaining functional computer literacy
are evident. Support and enablement are required to promote trust to attempt using
computers, necessary to obtain self-confidence through accomplishment. In this way
perseverance to attain functional computer literacy may be cultivated.
The study presents a model for intention to use, confidence, trust and perseverance in
attaining computer literacy competence with statistically significant standardised regression weights. In terms of affective responses of students during computer literacy training, a twodimensional
model for computer literacy learning emotions is presented. Perceptions during
professional development produced a model for faculty development towards socially
transformative learning technology integration for open distance learning. The researcher
also presents a people-technology interaction in teaching and learning model in the fifth
paper. A distinction is made between reactionary interventions and pre-emptive unobtrusive
seamless support, based on requirements identified through bottom-up feedback listening to
latent requests of participants. Technology-enhanced learning integration should be
legitimised through visible commitment from the university as institution. Lecturer training,
innovative planning of time issues, acquisition of appropriate infrastructure, buying in from
the institution and IT support services, and support of teacher-students are all essential for
evolvement towards an e-mature organisation for the delivery of ODL to vast numbers of
newly industrialised context clients. / Thesis (PhD (Curriculum Development Innovation and Evaluation))--North-West University, Potchefstroom Campus, 2013
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| 46 |
Workshop: INFRASTRUKTUR DER ¨DIGITALEN UNIVERSIAET¨Huebner, Uwe 09 August 2000 (has links)
Gemeinsamer Workshop von Universitaetsrechenzentrum und
Professur Rechnernetze und verteilte Systeme (Fakultaet fuer
Informatik) der TU Chemnitz.
Workshop-Thema: Infrastruktur der ¨Digitalen Universitaet¨
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| 47 |
Workshop: INFRASTRUKTUR DER ¨DIGITALEN UNIVERSIAET¨09 August 2000 (has links)
Gemeinsamer Workshop von Universitaetsrechenzentrum und
Professur Rechnernetze und verteilte Systeme (Fakultaet fuer
Informatik) der TU Chemnitz.
Workshop-Thema: Infrastruktur der ¨Digitalen Universitaet¨
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| 48 |
Prestation, intresse, engagemang, uppskattning : Skillnader i upplevelse av en virtuell lärmiljö mellan matematiskt hög- och lågpresterande eleverLjunglöv, Robin January 2011 (has links)
Digitala läromedel blir ett vanligare inslag i skolgången då ny teknologi erbjuder tidigare okända pedagogiska möjligheter. Denna uppsats undersöker hur elever som använder ett digitalt läromedel i form av en virtuell lärmiljö för matematiklärande upplever denna lärmiljö. Dessutom undersöks elevernas prestation i lärmiljöns matematiska uppgifter. Skillnader mellan elever i olika årskurser samt elever som är matematiskt låg- eller högpresterande studeras. Matematisk prestation beskrivs utifrån Goods (1981) passivitetsmodell som innebär att lågpresterande elever är mindre risktagande i klassrumsmiljön. Elevernas upplevelse av digitala läromedel studerades i en virtuell lärmiljö bestående av två moduler, en spelmodul och en modul för skriven dialog. Upplevelsen av lärmiljön undersöktes genom att studera hur intressant eleverna tyckte att spelet var, huruvida eleverna tyckte att agenten gjorde att de brydde sig mer när de spelade, samt om de gillade den skrivna dialogen. Tidigare insamlad data från elever i årskurs 6-8 som använt den virtuella lärmiljön undersöktes med kvasiexperimentell metod och analyserades med ANOVA. Analysen påvisade en skillnad mellan låg- och högpresterande elever i hur mycket de tycker att en pedagogisk virtuell agent engagerar dem i en virtuell lärmiljö. Matematiskt högpresterande elever anser att agenten gör dem mer engagerade än vad matematiskt lågpresterande elever anser. Detta kan tyda på att lågpresterande elevers passivitet utöver traditionell klassrumspedagogik också påverkar elevernas upplevelse av digitala läromedel. I vidareutvecklingen av den virtuella lärmiljön och skapandet av andra virtuella lärmiljöer är det viktigt att se till att elever både lär sig och engageras av lärmiljön. Utvecklare bör också ta hänsyn till de skillnader som finns mellan låg- och högpresterande elevers upplevelse av lärmiljön. Detta kan exempelvis ske genom att den virtuella lärmiljön görs anpassningsbar för att passa elever oberoende av prestationsnivå. Detta är en viktig målsättning för att se förbättra lågpresterande elevers möjligheter i skolan, något som virtuella lärmiljöer och digitala läromedel i allmänhet kan utgöra ett kraftfullt medium för.
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