M.Ed. / Die doel van hierdie studie is om te bepaal hoe effektief ’n interaktiewe leersisteem gedurende die Meesterskursus in Rekenaar gebaseerde onderrig te RAU, is. Ten einde hierdie navorsingsdoel te bereik, is die volgende doelwitte as riglyn vir die navorsing geformuleer: • om ’n literêre oorsig te verkry ten einde vas te stel hoe die effektiwiteit van leer bepaal kan word; • om ’n evalueringsinstrument op te stel wat die effektiwiteit van leer bepaal deur die gebruik van die Kirckpatrick-model vir leerevaluering; en • om te bepaal, deur middel van ’n evaluerings- gevallestudie, hoe effektief studente in hierdie ondersoek geleer het om ’n onderrigplan te ontwerp deur middel van ’n interaktiewe leersisteem. Die rasionaal van die studie het tot die volgende navorsingsvraag, gelei: “Hoe effektief het Meestergraad-studente in rekenaargebaseerde die ontwerp van ’n onderrigplan onder die knie gekry deur gebruik te maak van ’n interaktiewe leersisteem?” ’n Kwalitatiewe navorsingsbenadering is gevolg. Die navorsingsmetode wat vir hierdie studie gebruik is, is ’n gevallestudie wat ’n in-diepte begrip van die leerderondervinding en effektiwiteit van leer, geskep het deur gebruik te maak van WebCT. Metodes om data te versamel, om hierdie spesifieke navorsing uit te voer, bestaan uit ’n literatuurstudie (vir die daarstelling van die begrips- en teoretiese raamwerk) asook; en ’n gemengde data-versamelingsmetode wat insluit: waarnemings, vraelyste, onderhoude en die dokument-analise. ’n Kort inleiding van die data-analise, die strategieё wat gevolg is om die betroubaarheid van die studie te waarborg, en ’n beknopte beskrywing van die etiese aspekte wat in ag geneem is vir hierdie studie, is ingesluit. ’n Wye oorsig van die toepaslike literatuur vir hierdie navorsingsondersoek word voorsien. Om die navorsingsvraag te beantwoord, is die begrip leer, eerstens verken en verduidelik deur gebruik te maak van drie leerteorieё, naamlik, Gedragsteorie, Kognitiewe Teorie en Konstruksie-teorie. Tweedens, deur te fokus op die ondersoek van “hoe om die effektiwiteit van leer te meet”, is vier paradigmas en verskeie evalueringsmodelle bestudeer en bespreek. Laastens is Kirckpatrick se viervlak-evalueringsmodel ook bestudeer en bespreek. Hierdie model is gekies as ’n gepaste evalueringsmodel vir die betrokke studie. ’n Oorsig van die Meesterskursus en die onderrigprogram WebCT is gegee. Die werking en samestellende dele van WebCT, wat gebruik is vir hierdie kursus, word kortliks beskryf. Die gekose tema (Tema 5 - Die teorie oor die ontwerp van ’n onderrigprogram) wat gebruik is vir hierdie studie, is ook beskryf en bespreek. Die bevindinge van Vlak Een - Reaksie-evaluering wys dat die kursus se doelwitte bereik is en dat studente die verlangde leeruitkomste ten opsigte van Tema 5 bereik het. Die studente se oorsigtelike evaluering van die onderrigprogram, WebCT was oor die algemeen goed. Volgens die evaluering van die toepaslikheid van die inhoud van Tema 5, wys die bevindinge egter dat die ontwerp van ’n onderrigplan nie heeltemal van toepassing was op elke student se werk nie. Die bevindinge van Vlak Twee - Leerevaluering wys dat na die onderrig van Tema 5, die kennis en vaardighede van die studente oor die ontwerp van ’n onderrigplan aansienlik vermeerder het. Die meerderheid van die studente het ’n positiewe uitkyk gehad oor wat hulle geleer het uit Tema 5. Die bevindinge van Vlak Drie - Gedragsveranderings-/Oordrag van leer-evaluering wys dat die meerderheid studente hulle gedrag op ’n positiewe manier, ten opsigte van Tema 5, verander het. Die bevindinge van hierdie Vlakevaluering wys egter uit dat dit nodig is om die kennis en vaardighede wat gedurende die onderrig verkry is, deur gebruik in die werksplek te versterk. Die bevindinge van Vlak Vier - Resultate-/Organisatoriese invloed- evaluering wys dat die onderrig van Tema 5 nie ’n sterk invloed op die organisasie van studente gehad het nie.

Mobile learning has the pedagogical potential to provide informal, context-based educational experiences that can teach practical and applicable workplace skills and behaviors. The goal of this study was to examine the learning experiences and outcomes of healthcare professionals as they participated in a mobile learning activity designed to teach them the technical and procedural skills for facilitating clinical consultations via videoconference. The primary research question was: How does the use of a curriculum framework to design mobile learning experiences impact the learning experiences and outcomes of healthcare professionals with regards to developing workplace skills and understanding clinical processes? Informed by a systematic review of the mobile learning literature, this dissertation proposed a conceptual framework to guide the implementation and evaluation of mobile learning based on five dimensions of instructional design: content, structure, delivery, usability and communities of practice. Physicians, nurses and healthcare administrators voluntarily participated in this pragmatic, mixed methods study. Their quantitative and qualitative feedback was utilized both to assess the validity of the proposed mobile learning experience conceptual framework as well as its quantitative and qualitative evaluation tools. The study found that informal, contextual mobile learning content can promote communication and collaboration among healthcare professionals, and provide them with hands-on learning experiences that can be easily situated in a specific workplace environment. Delivery was identified as perhaps the most critical element in increasing motivation and interactivity among participants, and communities of practice after the learning activity were found to increase collaboration and provide opportunities for problem-solving. The structure of embedding the informal mobile learning experience within a formal, didactic online learning course was also found by participants to provide the right mix of background knowledge and practical application to produce meaningful learning outcomes. Overall, the mobile learning experience conceptual framework synthesizes best practices in the literature and proposes innovative methods for the design and evaluation of effective mobile learning.

An experiment was designed and conducted to determine how knowledge diversity and assigned task roles for members in an online virtual collaborative group affects task performance and individual learning, and to explore the role of explanations as a mediating variable in these effects. The effects of knowledge diversity and assigned roles were examined in a collaborative network design-problem solving task, along with two control conditions to compare with individual work with and without self-explanations. Results show that explanations in dyadic discourse improve individual learning, and that groups with knowledge diversity tend to use more explanations than groups with assigned task roles. The results suggest that knowledge diversity and explanations are both important factors in determining how much individual learning occurs and how well it transfers from collaborative activities to similar, novel tasks.

Online learning has been widely adopted in higher education to reach students who typically would not have a chance to complete accredited courses (Kentnor, 2015). Massive open online courses (MOOC), which is a type of online learning, makes it easier for people to take university courses with internet access and a fraction of cost compared to traditional residential programs (Reich, 2020). MOOCs also become popular for those who want to increase their professional profile or advance their academic career (Pheatt, 2017). However, online learning has long been criticized for its universally low completion rates, high dropout rate and poor learning performance (Almeda et al., 2018). This phenomenon is more exacerbated in MOOC environments. Historical studies have attempted to support learner self-regulated learning (SRL) activities in order to enhance completion rates and academic outcomes. Prior studies have conducted pre-course questionnaires as inexpensive SRL interventions to prompt learners as SRL support(Kizilcec et al., 2017, Kizilcec & Cohen, 2017; Kizilcec et al., 2020; Yeomans & Reich, 2017). Yet, these one-time-only, short-term interventions only yield limited or no effects. This study implemented and evaluated the effectiveness of an alternative intervention, the self-regulated learning user interface (SRLUI), to support students' self-regulated learning (SRL) strategies in a MOOC environment. SRLUI is based on Zimmerman’s (2000) SRL model and develops learner’s SRL skills through longitudinal, recurring practice of multiple SRL dimensions activities (i.e., goal setting, self-evaluation, task planning, setting reminders) with content-specific information. The study utilized a randomized experimental design and implemented SRLUI in eight MOOCs with a total of 808 participants. The results indicated a higher usage rate of SRL support compared to the historical findings, which may be owing to the SRL support embedded into the learning activities throughout the course. Also, the study showed improved learning outcomes for a subgroup of participants, but there was no reduction in the number of dropouts. Based on the findings of this study, it is recommended that a personalized SRL tool featuring content-specific information should be embedded in online courses. The research design also recorded direct cognitive records of learners' SRL activities, which yield stronger validity compared to trace and survey data. The result suggested SRLUI might only benefit a subgroup of learners with passing grades. Thus, it is recommended that future research identify various subgroups of learner profiles in MOOC environments and to consider how to reach and support learners in different subgroups.

Der Bericht beschreibt die Evaluation des Blended Learning-Angebots TASKtrain. Im Zentrum steht eine benutzerorientierte Analyse des E-Learning-Angebots TASKtrain (siehe https://bildungsportal.sachsen.de/opal/auth/RepositoryEntry/6838648833?sess=true). Das E-Learning-Angebot wurde gemeinsam vom Medienzentrum der TU Dresden und von der Professur für Allgemeine Pädagogik der Universität Leipzig im Projekt TASKtrain - Kompetenzorientierte Qualifizierung von Hochschullehrenden zur Konzeption und Erstellung von E-Prüfungsaufgaben entwickelt und erprobt (siehe http://tu-dresden.de/die_tu_dresden/zentrale_einrichtungen/mz/weiterbildungen_schulungen/tasktrain). Dieses Projekt wurde mit finanzieller Unterstützung des SMWK realisiert.

The purpose of this investigation was to evaluate the impact of an individualized motor activity program on the level of motor development, perceptual-motor development, physical fitness, self-concept, and academic achievement of learning disabled elementary school children. The participants for this investigation were learning disabled children (N=37), CAs 7 to 12 years, with a mean IQ of 98. They were all drawn from self-contained learning disabled classes in three elementary schools. A three factorial design, treatment (E/C) X age (younger/older) X test (pre/post), with repeated measures on the third factor was used to examine the effects of the intervening treatment on all dependent variables. A multivariate analysis of variance (MANOVA) statistical analysis technique was used to analyze the total effect of the program on the learning disabled children. The instruments used for pre and posttesting were: (1) Project ACTIVE Motor Ability Test, Level III; (2) Project ACTIVE Physical Fitness Test, Level III; (3) Piers-Harris Self-Concept Scale; (4) Thomas' Teacher Rating Scale; and (5) Shape-O Ball Test. The control group participated in a 30 minute traditional physical education program each day for 5 days per week during the 18 weeks of the study. For 5 days per week during the 18 weeks of the study, the experimental group received an individualized motor activity program based on the needs of each individual student. At the completion of the intervention program, the parents and teachers of the children involved in the experimental group were interviewed concerning their views of the impact of the program on the children. When all 12 variables were assessed simultaneously, the MANOVA indicated that there were significant multivariate main effects for age, treatment, and test (p< .05), as well as treatment X test and treatment X age interaction effects (p<.05). The post hoc procedures indicated significant (p <.05) treatment X test interaction which favored the experimental group on all the physical fitness, motor ability, and perceptual-motor variables. Significant treatment X age interaction effect (p <.05) was found on balance, eye-hand coordination, and sit-ups. The results of the teacher and parent interviews demonstrated that they felt that overall the individualized program was very beneficial to those children who participated. It was concluded: (1) the level of physical fitness, motor ability, and perceptual-motor development can be enhanced through participation in an individualized motor activity program; (2) it appears that the global self-concept and academic achievement of learning disabled children cannot be significantly improved through an individualized motor activity program; and (3) the learning disabled child's self confidence as it relates to physical activities as well as social-emotional growth can be enhanced through participation in an individualized motor activity program. / Ed. D.

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This dissertation investigates the problem of how variations in the intensity of three selected constructs—multimedia signaling, speed and pacing, and cognitive engagement prompts—affect attention and learning outcomes in online learning environments. The study explores the intersecting cognitive theories of cognitive load, higher order thinking skills, and Mayer’s principles of multimedia learning, with specific focus on his signaling principle. Through the use of eye-tracking technology, the study measures focal attention, while immediate and delayed knowledge retention tests assess learning outcomes. Employing a robust experimental design, the research utilizes eye-tracking technology to directly measure focal attention, alongside both immediate and delayed knowledge retention tests to evaluate learning outcomes. The methodological framework modulates the intensity of selected constructs across low, optimal, and high conditions, enabling a comprehensive assessment of their impacts. The findings reveal statistically significant effects for multimedia richness and speed, indicating optimal levels that enhance learner engagement. This research concludes that carefully calibrated multimedia signals can substantially benefit online learning environments, offering educators and content creators actionable insights for designing more effective and engaging educational experiences.

Given that (a) student-centered active learning experiences can inspire deeper learning than traditional lectures; (b) high school Advanced Placement (AP) Art History curriculum requirements have changed significantly in the past, creating more room for teacher flexibility; and (c) there is no documentation of how teachers are utilizing student-centered active learning in response to the curriculum changes, this dissertation examined how AP Art History teachers interested in student-centered active learning reacted to the major College Board curriculum changes in the past. In addition, this dissertation examined how these teachers have adapted to the AP Art History curriculum changes, including a required set of 250 images spanning 10 Global Content areas, and how they describe incorporating student-centered active learning experiences through their selection of content and teaching methods and approaches in their AP Art History classes. The rewards and challenges these teachers find in adopting these approaches are explored. In addition, the experiences that helped AP Art History teachers learn how to incorporate student-centered active learning experiences within their teaching are covered. Through the use of a qualitative research approach consisting of a survey and in-depth interview process to collect data and analyze the findings, this dissertation answered these research questions and offers suggestions for educational implications and potential additional future studies.

This dissertation investigates how collective process-oriented documentation tools, combined with Natural Language Processing (NLP) techniques, can enhance knowledge construction in hands-on, open-ended learning environments, such as makerspaces. Through a three-year design-based research, the study developed and tested a collective documentation interface and an NLP-powered learner-facing analytics dashboard to track and visualize students' knowledge construction throughout their making processes. Key contributions of this work include the design of tools that support both individual and collective knowledge construction by enabling students to reflect on their learning and observe others’ processes, fostering collaborative learning communities. Natural language processing (NLP) techniques were applied to student documentation, extracting core concepts and visualizing their development over time, thus providing insights into the knowledge-building trajectories within the class. Additionally, the research examined student perceptions of AI-generated learning suggestions and their reactions to the dashboard, emphasizing the need for thoughtful and careful integration of AI in educational practices. The findings offer practical implications for the design of educational tools and environments that facilitate both immersive engagement and reflective oversight, in alignment with Edith Ackermann’s idea of “dwelling in” and “stepping back” (Ackermann, 2001). These insights are critical for educators, researchers, and designers working to enhance the learning potential of maker education and project-based learning, especially considering the integration of Artificial Intelligence tools.