Thesis (M. Ed.(Educational psychology))-University of Pretoria, 2006. / Includes bibliographical references. Available on the Internet via the World Wide Web.

Main subjects of this thesis are distant learning and e-learning. It provides an overview of current state of distance learning in tertiary education in Czech republic, focusing mainly on informatics programs. It identifies limitations of standard e-learning systems regarding the requirements of courses on the Faculty of Informatics and Statistics at University of Economics, Prague. Practical part of this thesis is describing implementation and use of special application that provides functionality that is not provided by standard e-learning systems.

Thesis (Ed.D.)--University of Delaware, 2008. / Principal faculty advisor: Chrystalla Mouza, School of Education. Includes bibliographical references.

Thesis (Ph.D.)--Drexel University, 2008. / Includes abstract and vita. Includes bibliographical references (leaves 158-166).

Thesis (M. Ed.)--Memorial University of Newfoundland, 1997. / Bibliography: leaves 90-96.

Distributed learning is becoming an increasingly common method of further education in post-secondary institutions and programs across Canada and internationally. Academic libraries are not immune to this trend, and many are reviewing and revising their teaching methodology. All learners require information literacy instruction that is relevant, engaging, and embedded in curriculum; in a distributed learning environment, however, the design and delivery of that instruction may need to be adapted to respond to the challenges of instruction to distributed learners. Through a literature review of distributed learning models in academic libraries and consultation with faculty and librarians at the University of Saskatchewan, this research will assist in determining distributed learning models and instructional design best suited for the provision of information literacy instruction within this environment. Although this research focused on academic libraries, this session will be relevant to anyone who is interested in providing instruction outside of a classroom. / Slides from a presentation at the Saskatchewan Library Association annual conference in Saskatoon, SK, in May 2013. Notes from the presentation are included on the slides which were not part of the original presentation.

Distributed learning is becoming an increasingly common method of further education in post-secondary institutions and programs across Canada and internationally. Academic libraries are not immune to this trend, and many are reviewing and revising their teaching methodology. All learners require information literacy instruction that is relevant, engaging, and embedded in curriculum; in a distributed learning environment, however, the design and delivery of that instruction may need to be adapted to respond to the challenges of instruction to distributed learners. Through a literature review of distributed learning models in academic libraries and consultation with faculty and librarians at the University of Saskatchewan, this research will assist in determining distributed learning models and instructional design best suited for the provision of information literacy instruction within this environment, with a specific focus on reaching out to rural communities with emerging technological infrastructure. / This is a preprint of an article submitted for consideration in the Journal of Library and Information Services in Distance Learning, 2013, Tasha Maddison; Journal of Library of Information Services in Distance Learning is available online at http://www.tandfonline.com/loi/wlis20#.VJRmTwIYE.

Proceedings of International Summerworkshop Computer Science

There is a large demand for the use of e-learning tools to support student learning, in the form of distance or blended learning. The need for e-learning environment that encourages learners to learn independently or in groups in virtual settings is crucial. Some e-learning environments provide repositories of 'resources'. They neither facilitate a strategy for learning or teaching, nor they guide students through the resources, and tutors in constructing their courses. E-learning environments need to incorporate pedagogical practices which support and allow students to learn by removing any barriers that might inhibit their learning. Therefore, one of the most important aspects in developing e-learning environments is defining appropriate models where technology and pedagogy are integrated. This thesis provides such a framework for developing e-learning applications; it aims to make it easier for tutors to implement their lesson content and engage learners to achieve the course objectives. The proposed model incorporates constructive alignment, assessment and feedback and unlike other e-learning environments guides the tutor to construct lessons and help learners to use effective learning environment. Furthermore, the thesis investigates on how supported learning can help students adapt to the different approaches to learning. The empirical work undertaken investigates the role of constructing a well designed self-assessment and feedback unit within a learning environment.

There has been a significant increase in the level of remote or distance learning using the Internet, often referred to as e-learning or online education. E-learning is often combined with classroom instruction and on-the-job training and this is referred to as blended learning. The purpose of this research is to investigate the impact blended learning has in improving engineering training in the engineering field of industrial automation. This is especially in improving the reaction, achievement and return on investment of learners compared to that of only the traditional classroom or e-learning approaches. One of the gaps in current research is the examination of the impact of blended learning in improving engineering training. The research revealed significant growth in the use of e-learning for engineers and technicians. There would however appear to be a large number of engineers and technicians who were disappointed with their experiences of e-learning. Significant concerns were also identified in the efficacy of e-learning and the lack of hands-on experience in this form of training for engineers and technicians. Suggestions are made as a result of the research into addressing these issues.