This study was carried out to investigate the effect of introducing animated computer instructional aid (ACIA) in the learning of fluid mechanics. It was also intended as a means to evaluate the Constructionist Computer-Animated Instructional Model of Learning (CCAIML), which was developed and proposed for learning fluid mechanics. CCAIML includes the use of ACIA as a learning aid. Three theories underpins CCAIML learning model: the Constructionist learning theory, Media-Affects-learning hypothesis and Multiple representation principle. The study participants were the intact classes of first-time fluid mechanics’ students in Mechanical Engineering in four South African universities, who offer Bachelor of Engineering degrees in Mechanical Engineering. The study followed a mixed method approach: involving a static group design and a descriptive survey design. The control groups were the two consecutive, immediately preceding intact groups, who were taught fluid mechanics through the traditional lecturing method. The intervention groups were the non-randomized mechanical engineering students, who were taught by the same lecturer, who taught the control groups the same course material through a traditional approach, but taught the intervention group using the CCAIML learning approach. The findings of the study showed that: - ACIA facilitated the learning of the fluid mechanics module taught during the intervention, in CCAIML learning environment; - ACIA aroused the study participants’ interest in the learning of fluid mechanics module taught during the intervention; - The study participants understood the fluid mechanics module taught during the intervention better, in CCAIML learning environment, and were able to demonstrate this in the post intervention examination; - CCAIML learning approach encouraged classroom interaction, group and individual knowledge construction, practical demonstration of understanding of concepts and consequently improved classroom dynamics; - The majority of the study participants achieved higher scores in the fluid module taught during the intervention at the post intervention examination, by using CCAIML learning approach compared to the traditional approach; - No relationship was established between the level of study participants’ interest in the software used to aid learning ACIA and the study participants’ post-intervention achievement; and - Where the language medium of the instructional aid was different to that of the classroom medium of instruction, the learners’ achievement was affected. / Mathematical Sciences / Ph.D. (Mathematics, Science and Technology Education)

This study investigates the use of co-operative learning in the teaching of mapwork to Geography students in tertiary education. Diverse methods of teaching Geography mapwork and also theories of learning that are relevant to the teaching of mapwork are discussed. Co-operative learning, and how it can be employed in the teaching of mapwork is fully explained. The study revealed that co-operative learning method can help students to achieve higher marks in mapwork. It is an instructional method that uses small groups of students working together to meet educational goals. The approach relies on interaction and interdependence and thus is especially suited to higher level conceptual tasks requiring problem-solving and decision-making. / Psychology of Education / M. Ed. (Psychology of Education)

Significant changes have taken place in higher education over dte past ten years. Learners are more liberated and want to be acknowledged as individuals with differences, and not expected to adapt their individual characteristics to fit in with the specific environment of the learning situation. A new emphasis is placed upon creating and sustaining learning environments that accommodate Ieamer needs and dte process of effective learning. Learners' individual needs include their need to learn how to learn and an acceptance of their individual differences as expressed in learning styles. Active Ieamer participation in dte learning process is necessary for effective learning to take place. Only dten can the desired outcome be reached. For a Ieamer to actively participate in the learning process, the Ieamer must know how to learn, and how to function as an independent Ieamer. To reach these goals, sound knowledge of individual differences in learning st;ytes is necessary. The impact of individual differences on education and the way they affect educational practice, future learning and academic achievement places the emphasis even more strongly on constant awareness, updatlng or change, improvement and development of the educational environment. The educator, as one of the role players in the educational environment, is the facilitator of learning, and should be empowered with a strong knowledge base regarding individual differences among both learners and educators, thus becoming more innovative and creative. Qualitative non-empirical research was undertaken. The aim of this research was to analyse and explore the concept learning style as well as to promote learning style awareness through assessment of learning st;ytes, and to provide an organised frame of reference to guide the learning process and provide for systematic education. Based on insight and knowledge gained through Inductive and deductive reasoning, The Learning Style Assessment Tool and a model for learning style promotion in higher education were constructed. The instrument enables learners and educators to assess their own learning st;ytes and identify their learning characteristics and preferences. The model can serve as a basis for acknowledging and accommodating learning styles in higher education. The desired outcome of this research is effective learning and quality education. / Health Studes / D. Litt. et Phil. (Advanced Nursing Sciences)

Submitted by Fabio Sobreira Campos da Costa (fabio.sobreira@ufpe.br) on 2016-08-26T14:49:36Z No. of bitstreams: 2 license_rdf: 1232 bytes, checksum: 66e71c371cc565284e70f40736c94386 (MD5) DISSERTAÇÃO DEFINITIVA.pdf: 2841429 bytes, checksum: 7a2ab1e6670fc50edaf4f514819d3657 (MD5) / Made available in DSpace on 2016-08-26T14:49:36Z (GMT). No. of bitstreams: 2 license_rdf: 1232 bytes, checksum: 66e71c371cc565284e70f40736c94386 (MD5) DISSERTAÇÃO DEFINITIVA.pdf: 2841429 bytes, checksum: 7a2ab1e6670fc50edaf4f514819d3657 (MD5) Previous issue date: 2016-02-17 / CAPEs / O presente trabalho teve por objetivo identificar quais teorias de aprendizagem orientam o designdas tecnologias educacionais (ambientes, materiais didáticos e atividades) desenvolvidas para os cursos de Pedagogia oferecidos na modalidade a distância pelas universidades federais do Nordeste. Para tal, realizamos a revisão de literatura das principais teorias de aprendizagem dos séculos XX e XXI, de modo a identificarmos seus princípios mais importantes para o planejamento de tecnologias educacionais, tais princípios deram origem às nossas categorias de análise. Para a coleta dos dados em campo foram realizados os seguintes procedimentos: a) análise documental, como indicada por Gil (2008), dos Projetos Pedagógicos de Curso-PPCs; b) entrevistas semiestruturadas com professores/coordenadores dos cursos-alvo, e; c) observação sistemática das tecnologias empregadas em sete disciplinas de dois destes cursos. Para análise e interpretação dos dados foi adotada a técnica da análise de conteúdo, conforme orientada por Moraes (1999) e Gil (2008). Como resultado, identificamos que os PPCs apresentam forte viés escolanovista com significativa presença do Construtivismo e Socioconstrutivismo. Já as falas dos sujeitos são marcadamente behavioristas e cognitivistas, apresentando ainda uma ênfase leve ou moderada de princípios construtivistas e/ou socioconstrutivistas. Nas tecnologias propriamente ditas transparecem princípios coerentes com aqueles identificados nas falas dos sujeitos entrevistados, variando, contudo, a qualidade com que tais princípios são aplicados durante o processo de design, o que indica haver forte presença de senso comum orientando o planejamento das tecnologias educacionais. / This study aimed to identify which learning theories guide the design of educational technologies (environments, learning materials and activities) developed for teaching courses offered in distance education by federal universities in the Northeast region of Brazil. To this end, we conducted a literature review of the main theories of learning of XX and XXI centuries, in order to identify its most important principles for the planning of educational technologies. Such principles originated our analytical categories. To collect the field data, the following procedures were performed: a) document analysis of Pedagogical Projects Course -PPCs, as indicated by Gil (2008); b) semi-structured interviews with teachers/coordinators of the target courses, and; c) Systematic observation of the technologies employed in seven of two of these courses. For analysis and interpretation of data it was adopted the technique of content analysis, as guided by Moraes (1999) and Gil (2008). As a result, we identified that the PPCs have a strong bias of New School thought with a significant presence of constructivism and socio-constructivism. Yet, the participants' speech are markedly behavioral and cognitivist, and contains mild or moderate emphasis on constructivist or socioconstructivist principles. The technologies themselves transpire principles consistent with those identified in the statements of the interviewees, varying, however, the quality withwhich these principles are applied during the design process, which indicates that there is strong presence of common sense guiding the planning of the educational technologies.

Submitted by Luciana Ferreira (lucgeral@gmail.com) on 2017-11-13T12:02:56Z No. of bitstreams: 2 Dissertação - Felipe Augusto de Mello Rezende - 2017.pdf: 1633545 bytes, checksum: 2e91fc8e23125fe366083f252dcbaca6 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2017-11-13T12:03:25Z (GMT) No. of bitstreams: 2 Dissertação - Felipe Augusto de Mello Rezende - 2017.pdf: 1633545 bytes, checksum: 2e91fc8e23125fe366083f252dcbaca6 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2017-11-13T12:03:25Z (GMT). No. of bitstreams: 2 Dissertação - Felipe Augusto de Mello Rezende - 2017.pdf: 1633545 bytes, checksum: 2e91fc8e23125fe366083f252dcbaca6 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2017-08-15 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / From the first decade of the century it was noticed a significant increase in the quantity of games applied to the teaching of Chemistry, however, there are games without pedagogical objectives. In this sense, a documentary analysis was used (in the main periodicals of Chemistry Education/Teaching) a heuristic instrument in the light of the Gowin’s Epistemological V, which consists of analyzing the structure and process of knowledge construction, in order to identify possible theories of teaching and learning in the game construct, the results indicated the presence of Piagetian epistemology (48.14%) and Vigotskian (25.93%), with the predominance of conceptions related to Jean Piaget's Equilibrium Theory, which in most cases appeared implicitly. Among the works classified within the PHc, the predominance of the implicit Vigotsky reference was also identified, in which the researchers explore aspects related to ZDP/ZDI and to the Psychological Functions. In addition to the two referentials mentioned, about 25,93% of the articles were classified as Absence of Epistemological Referential, a matter of great concern, since the absence of theoretical/epistemological references hinders the construction of Chemical knowledge, and tends to make games strategies that exploit onlythe playful function. However, we identify the need for a deeper understanding of the references used, since most of the Piagetian articles explore only the question of ass summarizing the game to a tool to fix the concepts worked in the expository classes, as well as the Vygotskian articles, which use problematic references translated from North American versions, which do not fit the work of Vygotsky. Thus, the results obtained in the research indicate the imminence of the use of learning theories, and it is not possible to speak in an epistemology of the game, for even if we have identified the predominance of Piagetian epistemology, we are still slowly moving towards the use of teaching and learning theories. / A partir da primeira década do século XXI, percebeu-se um aumento significativo na quantidade de jogos aplicados ao ensino de Química, contudo, tem-se utilizado jogos sem objetivos pedagógicos. Neste sentido, realizou-se uma análise documental (nos principais periódicos de Educação/Ensino de Química) à luz do V Epistemológico de Gowin, que consiste em um instrumento heurístico para análise da estrutura e do processo de construção do conhecimento, com o intuito de identificar possíveis teorias de ensino e aprendizagem no construto dos jogos. Os resultados indicaram a presença da epistemologia Piagetiana (54,17%) e Vigotskiana (29,17%), sendo verificado a predominância de concepções relacionadas à Teoria da Equilibração de Jean Piaget, que na maioria dos casos apareceu de forma implícita. Dentre os trabalhos classificados dentro da PHC, identificou-se a predominância do referencial Vigotskiano implícito também, no qual os pesquisadores exploram aspectos relacionados à ZDP/ZDI e às Funções Psicológicas. Além dos dois referenciais mencionados, cerca de 16,66% dos artigos foram classificados como Ausência de Referencial Epistemológico, um dado bastante preocupante, visto que a ausência de referenciais teórico/epistemológicos dificultam a construção do conhecimento Químico, e tende a tornar os jogos estratégias que exploram apenas a função lúdica. Contudo, identificamos a necessidade de um maior aprofundamento acerca dos referenciais utilizados, pois a maioria dos artigos Piagetianos exploram apenas a questão da assimilação, resumindo o jogo a uma ferramenta de fixação dos conceitos trabalhados nas aulas expositivas, assim como os artigos Vigotskianos, que utilizam referenciais problemáticos traduzidos de versões norte- americanas, que não condizem com a obra de Vigotski. Desta forma, os resultados obtidos na pesquisa indicam a iminência da utilização de teorias de aprendizagem, não sendo possível ainda falar em uma epistemologia do jogo, pois mesmo que tenhamos identificado a predominância da epistemologia Piagetiana, ainda estamos caminhando lentamente no sentido da utilização de teorias de ensino e aprendizagem.

Learning Management Systems (LMSs), in a blended learning educational environment, support face to face education and enable enhanced communication and interaction among instructors and students as well as among students. However, Technology-Enhanced Learning (TEL), which improves the learning process, does not come without challenges. The aim of this research is double fold. Firstly, it aims to explore users’ –instructors and students- perceptions on how the LMS Open eClass, in TEI of Athens Greece, supports and facilitates their communication and interaction. Secondly, based on users’ needs and desires, the study aims to formulate suggestions for improving communication and interaction through the platform. The study adopts an interpretivist stance and is built upon an inductive qualitative approach. Firstly, users’ perceptions are solicited through semi-structured interviews and the collected data are analyzed through the thematic analysis method. Subsequently, the study adopts Soft Systems Methodology (SSM) to capture the complexity of the situation, derived from the different worldviews of instructors and students in their association with Open eClass and emerge suggestions for improvements. The results indicate that Open eClass is used to facilitate instructors convey material and information to students, while neither meaningful communication and interaction nor collaboration is performed adequately through the platform. However, the users have expressed a positive disposition towards utilizing these capabilities of the platform, as they recognize their fundamental importance to learning, especially during an economic crisis which constraints the physical presence of many students in classes. Therefore, the study proposes three, accommodating to all, systemically desirable and culturally feasible changes that could improve the situation, mainly based on pedagogy. Overall, this research contributes to existing knowledge about the usage of LMS regarding interaction and communication in a blended learning environment by providing a holistic view on users’ perceptions and identifying changes capable to bring about improvements.

Abstract in English and Afrikaans / The learnability principle relates to improving usability of software, performance and productivity. It was formulated mainly for the adult user group. Children represent an important user group, but fewer guidelines exist for their educational and entertainment applications. This study compares these groups, addressing the question: “Does learnability of software interfaces have a different meaning for children and adults?”. A literature survey conducted on learnability and learning processes considered the meaning of learnability across generations. Users learning software systems were observed in a usability laboratory where eye tracking data could also be recorded. Insights emerged, from data analysis, showing different tactics when children and adults approached unfamiliar software and revealing aspects of interfaces they approached differently. The findings will help designers distinguish varying needs of users and improve learnability. An additional subprinciple of learnability, „engageability‟, is proposed. Factors that make products engaging for children are different from those engaging adults. / Die leerbaarheidsbeginsel hou verband met die verbetering van die bruikbaarheid van sagteware, werkverrigting en produktiwiteit. Dit was hoofsaaklik vir die volwasse gebruikersgroep geformuleer. Kinders verteenwoordig in belangrike gebruikersgroep, maar minder riglyne is vir hulle opvoedkundige en vermaaktoepassings beskikbaar. Hierdie studie vergelyk hierdie groepe en speek die volgende vraag aan: “Het leerbaarheid van sagtewarekoppelvlakke verskillende betekenisse vir kinders en volwassenes?” „n Literatuuroorsig oor leerbaarheid en leerprosesse is uitgevoer met in ag neming van die betekenis van leerbaarheid vir verskillende generasies. Gebruikers is waargeneem in „n bruikbaarheidslaboratorium terwyl hulle geleer het om sagetware te gebruik. Data in verband met oogbewegings op die skerm is ook opgeneem. Insigte wat uit die data-analise te voorskyn gekom het toon verskillende taktieke wanneer kinders en volwassenes met onbekende sagteware gekonfronteer word. Hulle benadering tot sekere aspekte van „n koppelvlak verskil. Die bevindinge sal ontwerpers help om te onderskei tussen wisselende gebruikersbehoeftes. „n Addisionele sub-beginsel van leerbaarheid, naamlik „engageability‟ word voorgestel. Faktore wat „n produk aantreklik maak vir kinders is verskillend van dit wat volwassenes aantrek. / Information Systems / M. Sc. (Information Systems)

This dissertation deals with the developing and development of EFL learners' communicative competence in writing in a blended learning course. The dissertation addresses issues related to the conceptualization of developing communicative competence and measuring learners' progress as well as using ICT in foreign language teaching. The underlying research question was whether learners' communicative competence changed after using a series of online discussion tasks, and if so, in what manner. The empirical research was conducted as a case study in which 18 learners in an EFL course at the CEFR A2 level participated in three discussion tasks conducted online, using asynchronous discussion forum. The discussions were built on social constructivist learning theories. Methods of data collection and analysis included pre- and post-tests, learner corpus compiled from the texts written by the students in two online discussions and its analysis, and a questionnaire survey. The results showed that learners' overall level of communicative competence in writing improved. Specifically, the syntactic complexity of learners' language produced at the beginning and at the end of the course increased and learners' perceived fluency in writing improved. These findings support the claim that learners' active participation in...

In this thesis, the central interest is to better understand how participatory methods applied during participatory processes in natural resources management can serve as nuclei for social learning. Thereby, the main focus is on learning via interaction in groups. My approach begins with the aim of developing an analytical framework which reflects the main processes that are effective within participatory methods. The framework presents an analytical tool, including proposed methods to monitor and compare the results of participatory approaches with respect to social learning. Building upon this framework, I develop an agent-based model to simulate and explore group dynamics. This model is intended to support a theoretical exploration of whether or not and if so, at what stage, personal views of a problem evolve into a shared understanding of a problem (which can be seen as a key element of social learning), and an assessment of how individual mental models and group properties relate to each other. Results of the model are interpreted to offer suggestions about factors hindering or fostering social learning during the application of participatory methods.

<p>Instructional theories often view the work of instructors from a psychological perspective while playing little emphasis on the communicative aspects. However, there are vital communicational influences on and implications for instructional practice and the instructional process as a whole. As such, this work begins with the position that instruction is, in its entirety, a communicative process. A comparison is made between the three basic models of communication (transmission, interaction and transaction) and three main educational theories (behaviorism, cognitivism and constructivism). This comparison shows that there are alignments between the transmission model of communication and behaviorism, the interactive model of communication and cognitivism, and the transactional model of communication and constructivism. These similarities are explored over three major instructional activities – lesson planning, lesson delivery and assessment. Subsequently, three real-life scenarios were presented to illustrate how the three basic models of communication are manifested in the classroom. Given the applicability of the models of communication to the instructional process, the practical utility of approaching instruction from a communicative perspective is discussed. Potential implications for educational practitioners and scholars are discussed afterwards.</p>