<p>Развој&nbsp; проширене&nbsp; и&nbsp; виртуелне&nbsp; реалности&nbsp; у&nbsp; последњих неколико година створио је могућности за укључивање и примену ових технологија на свим нивоима образовања. Бројна истраживања истичу да&nbsp; имерзивне&nbsp; технологије&nbsp; могу&nbsp; позитивно&nbsp; утицати&nbsp; на исходе&nbsp; учења&nbsp; и&nbsp; мотивисаност&nbsp; ученика.&nbsp; Такође, географија&nbsp; се&nbsp; често&nbsp; издваја&nbsp; као&nbsp; предмет&nbsp; који посебно&nbsp; може&nbsp; да&nbsp; искористи&nbsp; те&nbsp; потенцијале&nbsp; за унапређење&nbsp; и&nbsp; осавремењавање&nbsp; наставне&nbsp; праксе. Међутим,&nbsp; поставља&nbsp; се&nbsp; питање&nbsp; спремности наставника&nbsp; и&nbsp; студената&nbsp; географије&nbsp; (наставног усмерења)&nbsp; да&nbsp; организују&nbsp; наставу&nbsp; са&nbsp; мобилним&nbsp; и имерзивним&nbsp; технологијама.&nbsp; Притом,&nbsp; неопходно&nbsp; је свеобухватно&nbsp; сагледати&nbsp; позитивне&nbsp; и&nbsp; негативне факторе који утичу или могу утицати на интеграцију ових технологија у географско образовање. Сходно<br />наведеном,&nbsp; ова&nbsp; дисертација&nbsp; разматра&nbsp; како,&nbsp; када&nbsp; и зашто користити проширену и виртуелну реалност у настави и учењу географије.</p> / <p>Razvoj&nbsp; proširene&nbsp; i&nbsp; virtuelne&nbsp; realnosti&nbsp; u&nbsp; poslednjih nekoliko godina stvorio je mogućnosti za uključivanje i primenu ovih tehnologija na svim nivoima obrazovanja. Brojna istraživanja ističu da&nbsp; imerzivne&nbsp; tehnologije&nbsp; mogu&nbsp; pozitivno&nbsp; uticati&nbsp; na ishode&nbsp; učenja&nbsp; i&nbsp; motivisanost&nbsp; učenika.&nbsp; Takođe, geografija&nbsp; se&nbsp; često&nbsp; izdvaja&nbsp; kao&nbsp; predmet&nbsp; koji posebno&nbsp; može&nbsp; da&nbsp; iskoristi&nbsp; te&nbsp; potencijale&nbsp; za unapređenje&nbsp; i&nbsp; osavremenjavanje&nbsp; nastavne&nbsp; prakse. Međutim,&nbsp; postavlja&nbsp; se&nbsp; pitanje&nbsp; spremnosti nastavnika&nbsp; i&nbsp; studenata&nbsp; geografije&nbsp; (nastavnog usmerenja)&nbsp; da&nbsp; organizuju&nbsp; nastavu&nbsp; sa&nbsp; mobilnim&nbsp; i imerzivnim&nbsp; tehnologijama.&nbsp; Pritom,&nbsp; neophodno&nbsp; je sveobuhvatno&nbsp; sagledati&nbsp; pozitivne&nbsp; i&nbsp; negativne faktore koji utiču ili mogu uticati na integraciju ovih tehnologija u geografsko obrazovanje. Shodno<br />navedenom,&nbsp; ova&nbsp; disertacija&nbsp; razmatra&nbsp; kako,&nbsp; kada&nbsp; i zašto koristiti proširenu i virtuelnu realnost u nastavi i učenju geografije.</p> / <p>In&nbsp; recent&nbsp; years,&nbsp; the&nbsp; development&nbsp; of&nbsp; augmented&nbsp; and&nbsp; virtual&nbsp; reality&nbsp; has&nbsp; created&nbsp; opportunities&nbsp; for&nbsp; integration and use of these technologies at all levels of&nbsp; education.Numerous&nbsp; studies&nbsp; showed&nbsp; that&nbsp; immersive&nbsp; technologies have the potential to improve student learning outcomes and&nbsp; motivation.&nbsp; Geography&nbsp; is&nbsp; also&nbsp; often&nbsp; indicated&nbsp; as&nbsp; a subject&nbsp; that&nbsp; can&nbsp; utilize&nbsp; these&nbsp; potentials&nbsp; to&nbsp; improve&nbsp; and modernize&nbsp; teaching&nbsp; practice.&nbsp; However,&nbsp; the&nbsp; integration raises the question of the readiness of geography pre- and in-service&nbsp; teachers&nbsp; to&nbsp; organize&nbsp; classes&nbsp; with&nbsp; mobile&nbsp; and immersive technologies. Also, a comprehensive overlook regarding the positive and negative factors that influence or&nbsp; may influence the integration of these technologies in geographic&nbsp; education&nbsp; is&nbsp; necessary.&nbsp; Accordingly,&nbsp; this dissertation&nbsp; examines&nbsp; how,&nbsp; when,&nbsp; and&nbsp; why&nbsp; to&nbsp; use augmented and virtual reality in geography teaching and&nbsp; learning.</p>

Τα σύγχρονα πληροφοριακά συστήματα μάθησης τα οποία υποστηρίζουν εξ’ αποστάσεως εκπαίδευση, επιτρέπουν τη συστηματική διαχείριση του εκπαιδευτικού υλικού και υποστηρίζουν τις εκπαιδευτικές διαδικασίες των μαθημάτων. Τα συστήματα αυτά έχουν λειτουργικότητες όπως: η ανάρτηση ψηφιακού υλικού, η διεξαγωγή συζητήσεων, η ανάρτηση ασκήσεων-εργασιών, η πραγματοποίηση εξετάσεων και πολλές άλλες. Στόχος της συγκεκριμένης εργασίας είναι η διερεύνηση του χώρου των συστημάτων μάθησης τα οποία υποστηρίζουν εξ’ αποστάσεως εκπαίδευση καθώς επίσης και η παρουσίαση και η εφαρμογή μεθόδου αξιολόγησης τους, αξιολογώντας τα συστήματα σύμφωνα με μια λίστα λειτουργικών απαιτήσεων. Στο 1ο κεφάλαιο της διπλωματικής εργασίας γίνεται μια περιγραφή των βασικών εννοιών της εξ’αποστάσεως εκπαίδευσης καθώς επίσης και έννοιες που αφορούν τα συστήματα υποστήριξης μάθησης όπως:CBT, VLE, LMS, LCMS, CMS, Mobile Learning. Στο 2ο κεφάλαιο γίνεται μια επισκόπηση του χώρου των Συστημάτων Μάθησης Learning Course Management Systems (LCMS). Συγκεκριμένα γίνεται μία καταγραφή των χαρακτηριστικών των πιο δημοφιλών συστημάτων τόσο των εμπορικών όσο και των συστημάτων ανοικτού κώδικα με τη χρήση ενός κοινού template όπου καταγράφονται τα εξής στοιχεία: Κατασκευαστής, Σύντομη περιγραφή Λογισμικού, Πλεονεκτήματα (Δυνατά Σημεία ), Μειονεκτήματα (Αδυναμίες, Ελλείψεις), Πελατολόγιο, Τρέχουσα Έκδοση έτσι ώστε να μπορεί κάποιος εύκολα να τα συγκρίνει και να τα αξιολογήσει. Στο 3ο κεφάλαιο πραγματοποιείται ανάλυση απαιτήσεων ενός σύγχρονου συστήματος μάθησης έτσι ώστε να μπορεί να εφαρμοστεί η μεθοδολογία αξιολόγησης σε μια λίστα από χαρακτηριστικά-απαιτήσεις για τα συστήματα που παρουσιάζονται στο κεφάλαιο 2. Στο 4ο κεφάλαιο παρουσιάζεται η μεθοδολογία Αξιολόγησης των συστημάτων μάθησης η οποία στηρίζεται στη θεωρία της ασαφούς λογικής. Η συγκεκριμένη μεθοδολογία εφαρμόστηκε σαν μελέτη περίπτωσης για την αξιολόγηση συστημάτων εκπαιδευτικών δραστηριοτήτων προκειμένου να βρεθεί το πλέον κατάλληλο σύστημα για τις ανάγκες του Ελληνικού Ανοικτού Πανεπιστημίου. Τέλος στο κεφάλαιο 5 πραγματοποιείται η εφαρμογή της μεθοδολογίας αξιολόγησης μεταξύ των συστημάτων μάθησης και παρουσιάζονται τα αποτελέσματα- συμπεράσματα που εξάγονται από την εφαρμογή της μεθόδου ενώ στο τελευταίο κεφάλαιο (6ο ) παρουσιάζονται τα συμπεράσματα της εργασίας. / Modern learning information systems are designed to support distance education and have many features to support learning sequence such as: management of educational material, tools for uploading projects in several kinds (documents, multimedia files), many kinds of quizzes, grades management, forums, reports wiz and many others. The aim of this master thesis is the investigation of available learning course management systems(LCMS), requirements analysis for LCMS and presentation and implementation of an evaluation methodology for LCMS based on a requirements list. In the first chapter of this thesis, we describe the basic concepts and definitions of e-Learning, as well as concepts relating to learning support systems such as: CBT(Computer Based Training), VLE(Virtual Learning Environment), LMS(Learning Management Systems), LCMS(Learning Course Management Systems), CMS (Course Management Systems), Mobile Learning etc. The second chapter contains an investigation in the area of Learning Course Management Systems (LCMS). We used a common template in order to describe the features of the most popular LCMS (either Open Source or Commercial). The template contains features like: Small Description of any LCMS (Software Manufacturer and History, Active Users and Installations, Database Requirements, Web Server, Manufacturer Clients, Current Stable Version), Strengths of the Software, Weaknesses of the Software, Available Mobile Version. This features have been chosen in order to become easy the comparison and after that the evaluation of the systems. The third chapter contains requirements analysis of a modern learning course management system so that the evaluation methodology can be applied to a specified list of features-requirements for the systems presented in chapter 2. In the fourth chapter there is the presentation of the evaluation methodology which uses a multicriteria technical analysis which belongs to the field of methods of Multi-Criteria Group-based Decision Making Techniques, while uses methods of (intuitionistic) fuzzy logic. This method exports the results using a technique TOPSIS(Technique for Order Preference by Similarity to Ideal Solution). In this chapter there is the theoretical description of the methodology which has been implemented as a case study for evaluating learning management systems in order to find the most suitable system for the needs of the Hellenic Open University(HOU). In Chapter 5 we will find the implementation steps of the methodology in order to exclude the most suitable LCMS for HOU and the final results(list of Systems). We will also find the conclusions of the implementation of this method. Finally the last chapter (6th) presents the final conclusions of the whole thesis and the added value this thesis offers in this field of research .

Students in Open Distance Learning (ODL) face a myriad of challenges including a low proficiency in English. While research has identified vocabulary as important in improving language proficiency and the pertinent role of interaction in vocabulary development, there remains a dearth of research on how to enhance vocabulary in ODL, a context which is characterised by the distance between students and the institution. In searching for an intervention that would support vocabulary development, including interaction, while taking cognisance of the distance between students and lecturers, this study explored the use of mobile learning (mlearning). Because mlearning technologies offer ubiquitous flexibility and accessibility, they were deemed fit for purpose for ODL which is established on the principles of openness, flexibility and student‐centredness. Using the design‐based research (DBR) method within a pragmatic paradigm, this study designed, implemented and evaluated mobile‐based interventions for vocabulary development. The first phase of the study involved the analysis of the problem through a literature review. The literature and theoretical framework were used to ground the second phase of DBR, which included the development of the intervention prototype in the form of a mobile‐based vocabulary development app called VocUp. The intervention was implemented, tested and refined in three iteration stages, which formed the third phase of DBR. The iterations included a VocUp only stage, followed by a WhatsApp only stage, and ended with a VocUp plus WhatsApp stage. The last phase of DBR involved a reflection and a production of artefacts and guidelines for practice in ODL. Data were collected through interviews and WhatsApp chats from students registered for a first‐year English module. The results were 1) that vocabulary should be explicitly taught, allow for rehearsal opportunities and contain assessment while acknowledging the instrumental role of interaction; 2) mobile interventions should balance the pedagogic benefits with the technological qualities; and 3) the advantages and challenges of using WhatsApp and VocUp can be successfully combined into a hybrid model of both platforms. This study’s contribution to the body to knowledge includes the newly‐designed VocUp as an artefact; a revised model of the CoI theoretical framework called MODeL as well as principles guiding the application of the MODeL in authentic ODL contexts. / English Studies / D. Litt. et Phil. (English)

The aim of this study is to conduct a thorough theoretical study on mobile learning (mlearning) in order to achieve the primary objective of the study which is to develop a general framework to implement and manage mobile technologies in a higher education environment. The focus of the literature study was to research the state of mobile technologies and their relevance to teaching and learning. The literature study investigate the implications of mobile technologies for students, lecturers and thus for the institution and provided an overview of frameworks found in literature with the emphasis on the management of m–learning within the higher education institution. M–learning is part of a new mobile conception of society, with the mobility of the technologies impacting on the mobility of the students, the lecturers and ultimately on the mobility of higher education. Literature suggests that, while m–learning is proving to be innovative, the factors that most strongly impact on the ultimate success or failure of mlearning will depend on human factors, the balancing of technological ideals and pedagogical imperatives, and the successful management of the interface between human educational systems and technology systems. The proposed general framework focuses on addressing key issues related to m–learning from the perspective of the student, the lecturer and thus the institution. In order to remain competitive higher education needs to be diligent in maintaining the complex technology infrastructure that supports a thriving mobile culture that will meet and exceed the expectations of both lecturers and students. The empirical research conducted had as objectives to investigate the mobile technology assets of respondents with regard to the hardware and the software that they own, the mobile technology actions of respondents in regard to what they do with the mobile technology that they own and to investigate the respondent's attitude towards mobile technologies. A survey was designed and distributed to a sampling of the academic staff and students of the North–West University (NWU) in South Africa, specifically the Potchefstroom Campus. There is ample proof from the empirical study that there is a gap with regard to the level of accessibility, usage, and attitude with regards to the different interest groups in the higher education environment. Higher education institutions should invest in investigating these gaps further and in leveraging off the benefits of the effective management of these technologies to improve teaching and learning. The final chapter concludes with a summary of the secondary objectives researched in the literature (Chapter two) and empirical research (Chapter three) chapters in order to support recommendations towards the primary objective of this study. The rapid pace of adoption and advancement of mobile technologies creates opportunities for new and innovative services provided through such mobile devices. Higher education finds itself in the early innings of the mobile Internet pulling both lecturers and students towards the same place: smaller, faster, cheaper devices working together in a web of connectivity. Recommendations were made in this final chapter on how higher education institutions can leverage the benefits of the effective management of mobile technologies to improve teaching and learning. M–learning has the potential to increase the capacity of higher education through improving efficiency and productivity of teaching and learning. Mlearning could address challenges related to quality of teaching such as continuous professional training, lifelong upgrading, connecting with academics worldwide and communicating effectively with students. Higher education is discovering the potential of mlearning to promote student engagement and improving the quality of learning. Management of higher education institutions and systems, management of policymaking including storage and analysis of data, construction and assessment of policy scenarios, and tracer studies or academic tracking systems can be improved through the use of m–learning. Mobile technologies will continue to increasingly become an integral part of students' and lecturers' private and day to day lives and m–learning will be integral in educational content delivery. Additional research is required to study the effective and optimal implementation of m–learning. A better understanding of the benefits and leverage thereof is required and additional research should provide answers to these questions. / Thesis (M.B.A.)--North-West University, Potchefstroom Campus, 2012.

The aim of this study is to conduct a thorough theoretical study on mobile learning (mlearning) in order to achieve the primary objective of the study which is to develop a general framework to implement and manage mobile technologies in a higher education environment. The focus of the literature study was to research the state of mobile technologies and their relevance to teaching and learning. The literature study investigate the implications of mobile technologies for students, lecturers and thus for the institution and provided an overview of frameworks found in literature with the emphasis on the management of m–learning within the higher education institution. M–learning is part of a new mobile conception of society, with the mobility of the technologies impacting on the mobility of the students, the lecturers and ultimately on the mobility of higher education. Literature suggests that, while m–learning is proving to be innovative, the factors that most strongly impact on the ultimate success or failure of mlearning will depend on human factors, the balancing of technological ideals and pedagogical imperatives, and the successful management of the interface between human educational systems and technology systems. The proposed general framework focuses on addressing key issues related to m–learning from the perspective of the student, the lecturer and thus the institution. In order to remain competitive higher education needs to be diligent in maintaining the complex technology infrastructure that supports a thriving mobile culture that will meet and exceed the expectations of both lecturers and students. The empirical research conducted had as objectives to investigate the mobile technology assets of respondents with regard to the hardware and the software that they own, the mobile technology actions of respondents in regard to what they do with the mobile technology that they own and to investigate the respondent's attitude towards mobile technologies. A survey was designed and distributed to a sampling of the academic staff and students of the North–West University (NWU) in South Africa, specifically the Potchefstroom Campus. There is ample proof from the empirical study that there is a gap with regard to the level of accessibility, usage, and attitude with regards to the different interest groups in the higher education environment. Higher education institutions should invest in investigating these gaps further and in leveraging off the benefits of the effective management of these technologies to improve teaching and learning. The final chapter concludes with a summary of the secondary objectives researched in the literature (Chapter two) and empirical research (Chapter three) chapters in order to support recommendations towards the primary objective of this study. The rapid pace of adoption and advancement of mobile technologies creates opportunities for new and innovative services provided through such mobile devices. Higher education finds itself in the early innings of the mobile Internet pulling both lecturers and students towards the same place: smaller, faster, cheaper devices working together in a web of connectivity. Recommendations were made in this final chapter on how higher education institutions can leverage the benefits of the effective management of mobile technologies to improve teaching and learning. M–learning has the potential to increase the capacity of higher education through improving efficiency and productivity of teaching and learning. Mlearning could address challenges related to quality of teaching such as continuous professional training, lifelong upgrading, connecting with academics worldwide and communicating effectively with students. Higher education is discovering the potential of mlearning to promote student engagement and improving the quality of learning. Management of higher education institutions and systems, management of policymaking including storage and analysis of data, construction and assessment of policy scenarios, and tracer studies or academic tracking systems can be improved through the use of m–learning. Mobile technologies will continue to increasingly become an integral part of students' and lecturers' private and day to day lives and m–learning will be integral in educational content delivery. Additional research is required to study the effective and optimal implementation of m–learning. A better understanding of the benefits and leverage thereof is required and additional research should provide answers to these questions. / Thesis (M.B.A.)--North-West University, Potchefstroom Campus, 2012.