Submitted by Mariana Dornelles Vargas (marianadv) on 2015-06-12T18:18:09Z No. of bitstreams: 1 Lucas Monteiro Braz da Silva.pdf: 1409633 bytes, checksum: 4b22de3bf064561d7a0dcaca655b89fd (MD5) / Made available in DSpace on 2015-06-12T18:18:09Z (GMT). No. of bitstreams: 1 Lucas Monteiro Braz da Silva.pdf: 1409633 bytes, checksum: 4b22de3bf064561d7a0dcaca655b89fd (MD5) Previous issue date: 2012-03-19 / Nenhuma / Sites de redes sociais são ótimas ferramentas para agregar e aproximar pessoas, no sentido de que elas oferecem diversas formas de interação, provendo a seus participantes facilidade de comunicação e a possibilidade de criarem discussões, comentários e compartilharem recursos que considerem relevantes. A popularidade desses sites é indiscutível. Com milhares de novos usuários todos os dias, exercem bastante atração especialmente entre os mais jovens, que muitas vezes passam a incorporá-los ao seu cotidiano e os utilizam para discutir sobre os mais variados temas. Diante disso, muitos pesquisadores têm se dedicado a investigar se o uso desses sites no contexto de ensino formal seria benéfico. Embora as pesquisas nessa área sejam ainda bastante recentes, este trabalho defende a ideia de que os sites de redes sociais possuem grande potencial para expandir o ensino além das salas de aula e podem ser usados para desenvolver uma cultura de aprendizagem. O objetivo deste trabalho é apresentar um mecanismo para realizar a integração entre o Sistema de Gestão de Aprendizagem Moodle e diferentes sites de redes sociais (como Facebook e Twitter). A partir desse mecanismo o professor passa a dispor de uma nova forma de se comunicar com seus alunos, os quais podem utilizar uma ferramenta familiar e atraente e, possivelmente, se tornarem mais participativos no processo de ensino. / Social networking sites are great tools for aggregating and bringing people together, in the sense that they offer various forms of interaction, providing its participants the ease of communication and the ability to create discussions, comments and share resources they find relevant. The popularity of these sites is undeniable. Having thousands of new users every day, they attract especially younger people who often come to incorporate them into their daily life and use them to discuss various themes. Therefore, many researchers have dedicated themselves to investigate whether the use of these sites in the context of formal education would be beneficial. Although these studies are still fairly recent, this work defends the idea that social network sites have great potential to expand education beyond the classroom and they can be used effectively to develop a culture of learning. The objective of this work is to present a mechanism that integrates Moodle with distinct social network sites (such as Facebook and Twitter). From this mechanism, the professors have a new way to communicate with their students and the students can use a familiar and attractive tool and, possibly, become more participative in the learning process.

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.

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

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 .

The purpose of this study is to investigate the status quo of the integration of Information and Communication Technology (ICT) in Swaziland Mathematics and Science form four classrooms. The rationale is to understand the status in order to propose an appropriate strategy for policy and practice in education. The research design is a survey conducted in the Manzini region, the most central, largest region with the largest number of schools. The study focused on all schools that had computers for the purpose of education. There were 149 participants from 43 schools. All Mathematics, Science, and ICT teachers were included in the study, including head teachers. The study instruments were adapted from the Second Information Technology in Education Study (SITES) undertaken under the auspices of the International Association for the Evaluation of Educational Achievement. Permission to adapt South African instruments was granted through the Centre for Evaluation and Assessment at the University of Pretoria. Four types of questionnaires were adapted and used. The data was analysed using descriptive statistics. The study revealed that very little had been done by Swaziland to integrate ICT in Mathematics and Science classrooms. The status quo indicated that the Student Computer Ratio was very high (14:1). In terms of ICT literacy 67% of the ICT teachers were diploma holders, 72% of the Mathematics, 78% of the Science teachers had no ICT qualification and most of vi the learners were not competent. The computers were found old and out of date and lacking maintenance. The lack of School ICT policy as a possible factor that could explain the pedagogical use of ICT was found to be a major obstacle in the integration of ICT in the classrooms, and this was a major thematic area that has to be addressed. This is viewed as an obstacle by Mathematics, Science and ICT teachers together with their principals. The elimination of this obstacle could possibly ensure sufficient funding, appropriate knowledge and skills, efficient leadership, proficient teachers and competent students, and thereby give impetus to ICT integration in Mathematics and Science classrooms. It was then concluded that Mathematics and Science teachers do not integrate ICT in their practice, despite being core subjects. The channelling of more resources by government to ICT education was strongly recommended. / Dissertation (MEd)--University of Pretoria, 2013. / gm2014 / Science, Mathematics and Technology Education / unrestricted

Der Einsatz digitaler Medien hat in der nationalen Hochschullehre Tradition. Lernmanagementsysteme (LMS), E-Learning, Blended Learning, etc. sind Schlagwörter im Hochschulalltag. Allerdings stellt sich die Frage, was LMS und Blended Learning im Zeitalter digitaler Vernetzung und der herangewachsenen Generation der “Digital Natives” leisten (können bzw. sollen)? Die Verbreitung neuer Technologien im Zusammenhang mit neuen Lehr- und Lernkonzepten wie OER, MOOCS, etc. macht zudem die Entwicklung von Analytics-Instrumenten erforderlich. Das ist auch im nationalen Diskurs von großem Interesse und legt neue Handlungsfelder für Hochschulen offen. Doch es stellt sich die Frage, warum Learning Analytics (LA) bzw. Academic Analytics (AA) bisher nur in einem geringfügigen Maße an deutschen Hochschulen erfolgreich zum Einsatz kommen und warum eine Nutzung insbesondere in LMS, wie zum Beispiel OPAL, nicht ohne Weiteres realisierbar erscheint. Hierzu sollen Einflussfaktoren, die die Implementierung von LA- und AA-Instrumenten hemmen, identifiziert und diskutiert werden. Aufbauend darauf werden erste Handlungsfelder vorgestellt, deren Beachtung eine verstärkte Einbettung von LA- und AA Instrumenten in LMS möglich machen soll.