Syftet med studien är att identifiera hur såväl framgångsrika förutsättningar som praktiska tillämpningarskapas av lärarutbildare när det gäller lärarstudenters digitala kollaborativa lärande i matematikundervisningpå distans. Studien genomfördes med utgångspunkt i ett aktionsforskningsarbete, därempirin inhämtades genom skriftliga reflektioner samt enkätfrågor av sluten och öppen karaktär. Iaktionsforskningsarbetet kombinerades ett konferensverktyg och en yta för samarbete online för attskapa en lärande gemenskap i matematikdidaktik inom högre utbildning. Med hjälp av ramverketcommunity of inquiry undersöktes studenters och lärarutbildares presence, närvaro, som uppstår iläromiljön online. När det gäller utvecklingen av kursdesign och innehåll går det att dra slutsatsen attcommunity of inquiry främst uppfyller cognitive presence medan teaching presence behöver förstärkas.När det gäller de känslor som lärarutbildare och studenter förnimmer vid kollaborativa kursmomenti matematikdidaktisk undervisning online går det att dra slutsatsen att både positiva och negativakänslor kan gynna lärandet. Det behövs insatser för att bemöta frustration i olika former hosbåde studenter och lärarutbildare. / The purpose of the study is to explore how helpful conditions such as practical applications are createdby teacher educators regarding student teachers' digital collaborative learning in online mathematicseducation. The study was carried out based on an action research project, where the empiricalevidence was obtained through written reflections and survey questions of a closed and open nature.In the action research a conference tool and an online collaboration surface were combined to createa learning community in mathematics didactics online in higher education. Using the community ofinquiry framework, the presence of students and teacher educators in the online learning environmentwas investigated. When it comes to the development of course design and content, it can beconcluded that the community of inquiry primarily fulfils cognitive presence while teaching presenceneeds to be strengthened. When it comes to the emotions that teacher educators and students feelduring collaborative course elements in online mathematics didactic teaching, it can be concludedthat both positive and negative emotions can benefit learning. Efforts are needed to respond to frustrationin various forms among both students and teacher educators.

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Our society is becoming more and more digital and the outbreak of COVID-19 has stressed this process even more. Thus, the need for online teaching and learning has increased and many new advancements in technology have been made. These advancements have enabled the use of Artificial Intelligence (AI), and recent years have consequently witnessed increased attention to the use of AI for educational experiences, not least in K-12 schools. However, today little is known about how students perceive AI-based teaching which makes this area interesting to explore further. This study investigated childrens’ perception and learning experience of videos of a human-looking AI instructor, in comparison to videos of a human instructor. If there would appear to be no negative effects on childrens’ learning experience of an AI instructor, this could be used as a basis for developing the growing field of online education applications for children. The study has undertaken a case study approach. Data were collected through user tests and interviews with six children. The respondents were given video instructions by an AI generated instructor and a human instructor in order to evaluate how their perceived learning experience differs between these two. Primary findings indicate that the respondents notice only small differences between the two instructors. However, the answers from the respondents were very diverse, indicating that some respondents preferred the AI instructor while some preferred the human instructor. A lot of interesting findings, such as that children do not seem to be very observant with small malfunctions, are being discussed, indicating that children's learning experience might at least not be negatively affected by an human-looking AI instructor instead of a human instructor. / Vårt samhälle blir allt mer digitaliserat och utbrottet av COVID-19 har påskyndat denna utveckling ännu mer. Således har behovet av onlineundervisning ökat, och likaså har många nya framsteg inom tekniken gjorts. Dessa framsteg har sedan möjliggjort användningen av artificiell intelligens (AI), och följaktligen har man på senare år sett en ökad uppmärksamhet kring användningen av AI inom utbildning, särskilt i grundskolor. Idag är det dock relativt outforskat hur elever uppfattar AI-baserad undervisning vilket gör detta område intressant att utforska vidare I denna studie undersöks barns uppfattning och lärandeupplevelse av videor med en AI-instruktör med mänskligt utseende i jämförelse med videor med en riktig mänsklig instruktör. Om det inte verkar finnas några negativa effekter på barns lärandeupplevelse av en AI-instruktör kan detta användas som en grund för att utveckla det växande området för onlineutbildning applikationer för barn. Studien genomfördes genom en fallstudie. Data samlades in genom användartester och intervjuer med sex barn. Respondenterna fick videoinstruktioner av en AI-genererad instruktör och en mänsklig instruktör för att utvärdera hur deras upplevda lärandeupplevelse skiljer sig mellan dessa två. Resultatet visade på att deltagarna märkte även små skillnader mellan de två instruktörerna. Svaren från deltagarna varierade dock mycket och antyder att vissa deltagare föredrog AI-instruktören medan andra föredrog mänskliga instruktören. Många intressanta insikter diskuteras i denna studie, t.ex., att barn tenderar att inte vara så observanta på små felfunktioner, vilket indikerar på att barns lärandeupplevelse åtminstone inte verkar påverkas negativt av en AI-instruktör med mänskligt utseende istället för en människa.

With the wide adoption of mobile technologies, new opportunities exist with regard to how these technologies can be used to support teaching and learning. However, there is limited empirical evidence on the use of mobile learning (m-learning) frameworks that support adult students in online and blended learning environments and consider ways to support administrators, faculty, and students in the adoption of mobile technologies for teaching and learning. The goal was to develop and validate an m-learning framework capturing the administrative, communication, and instructional elements that must be considered when integrating m-learning technologies to support adult community college students. Using design and development research methods, an m-learning framework was constructed and validated. Based on the literature review and the results of the data analysis, the framework was developed and included three sections: major categories; needs within categories; and attributes of the needs. Each section is composed of at least one of those major categories: section 1 composed of Access and Security; section 2 composed of Applications and Instructional Materials; and section 3 composed of Control and Monitoring Systems. Combined, all three sections account for five major categories. The final m-learning framework was design to include specific guidelines to help administrators and faculty make decisions about the adoption of m-learning technologies to support teaching and learning in online and blended learning environments.

Improving student outcomes in community college online education requires understanding how institutional practices and student characteristics affect levels of student engagement in online courses. This study investigated community college online student engagement using an ex post facto quantitative methodology, reporting the results of an online survey administered to students enrolled in online courses at four community colleges and one statewide community college online consortium in the fall 2009 academic term. Online engagement levels were measured based on five constructs from the Community College Survey of Student Engagement (Active and Collaborative Learning, Student-Faculty Interaction, Academic Challenge, Student Effort, and Support for Learners) and a sixth construct from the literature (Presence). The study measured the engagement levels of 906 survey respondents taking classes exclusively online compared with 1,179 survey respondents taking classes both online and on-campus. Differences in engagement levels also were explored in terms of student characteristics including gender, race/ethnicity, age (traditional/nontraditional), enrollment status; experience in online classes, and veteran status. The results of this study revealed the following: Community college online students are less engaged than students taking courses both online and on campus.Enrollment status is a strong predictor of online student engagement; online students enrolled part-time are substantially less engaged than online students enrolled full-time. Experience with online learning is another strong predictor of engagement; as students gain experience in online courses, they become more engaged online learners. Student demographics appear to play less of a role in student engagement online than on campus. Although measurably less engaged, online students scored high on Student Effort, suggesting respondents found courses taught exclusively online required substantial individual effort. Online students are isolated relative to other students and faculty, and are unlikely to reach out to make connections within the college community without assistance. Based on their distinctive experiences and characteristics, online students should be tracked as a unique cohort within community college student populations. This study concludes with recommendations for further research and strategies that community colleges could implement to increase online student engagement, retention, and ultimately success. / text

Doctor of Philosophy / Curriculum and Instruction / Rosemary Talab / The purpose of this study was to investigate concerns regarding the adoption of online teaching as expressed by faculty and instructors in six departments in the College of Arts and Humanities at King Abdulaziz University. Additionally, it investigated faculty professional development needs in adopting online teaching. The data in this study were obtained from 147 faculty members (response rate 63.9%). A non-experimental, cross-sectional survey design was used, incorporating the Stages of Concern Questionnaire. The data were analyzed using quantitative measures (descriptive data analysis and inferential analysis). This study utilized the Concerns Based Adoption Model as its theoretical framework. King Abdulaziz University faculty Stages of Concerns findings showed a mean score percentile of 87% of them as Unconcerned. The Informational stage showed a mean score percentile of 72%, and the Personal stage was the third highest with a mean score percentile of 70%. Refocusing, Collaboration, and Management were the fourth, fifth, and sixth highest stages of concern. The Consequence stage was the lowest stage of concern. The Stages of Concern Questionnaire had concerns that were generally aligned to nonusers or users who sometimes implement parts of online teaching. The data analysis regarding the participants’ personal characteristics indicated that their concerns in adopting online teaching were not influenced by their age, country of graduation, or years of teaching experience. A statistically significant difference was found in the participant concerns in adopting online teaching by gender, p<.05. The significance differences were found in stage one (Informational) (p<.05), stage two (Personal) (p<.01), and stage six (Refocusing) (p<.001). Likewise, the data analysis regarding the participants’ contextual characteristics indicated that their concerns in adopting online teaching were not influenced by their department or academic rank. A statistically significant difference was found in the participants’ concerns in adopting online teaching based on administrative support, p<.05. The significances were found in stages zero (Unconcerned) (p<.05) and three (Management) (p<.01). The data analysis regarding the technographic characteristics also indicated a statistically significant influence of participants' prior instructional technology use and technology-related professional development on their use of technology in teaching. The significance values were .000, .006, .009, and .030. The study concludes with recommendations for King Abdulaziz University regarding faculty adoption of online teaching and recommendations for future studies focused on professional development programs and the adoption of online teaching in King Abdulaziz University as well as in other Saudi universities.

Massive Open Online Courses (MOOCs) hold the potential to open up educational opportunities and learning experiences to a global audience by combining recent technological advances with technology-enhanced learning. In general, MOOCs are considered online courses that require no prior qualifications for entry, can be accessed by anyone, and attract a diverse audience from a variety of learning and professional backgrounds. However, MOOC teams (including instructors and learning designers, among others) face several challenges when designing for learning in this context. In this work, two main challenges are investigated and approached, namely the lack of well-defined and validated learning design strategies to support practitioners in the MOOC development, and the poor pedagogical design models adopted in MOOCs, which are generally based on traditional classroom formats, such as teacher-centered approaches and content-based learning. Thus, the purpose of this work is to propose a learning design strategy, named Learning Design Framework for MOOCs (LDF4MOOCs), which is grounded on Software Engineering mechanisms and systematic procedures to ensure the standardization and the productivity of all the aspects involved in the MOOC development process. LDF4MOOCs consists of: (i) a MOOC Life Cycle process, which describes fundamental steps to plan, offer, and evaluate a MOOC; (ii) an Educational Design Pattern Language for MOOCs, which is based on problems and recurring solutions to solve the main activities described in the life cycle; and (iii) the related supporting resources. LDF4MOOCs is also pedagogically informed by Flipped Learning ideas, including active learning strategies, self-regulated learning, competency-based design, learner-centered learning, among others. LDF4MOOCs and its elements were evaluated through an experimental study, three case studies, and two expert reviews as internal evaluation methods. Additionally, a field evaluation with educators using the framework as a guide to design their MOOCs was considered as an external evaluation method. The obtained results indicated that LDF4MOOCs has a positive impact on the design for learning in MOOCs, suggesting that our strategy can be effectively applied to support and enhance MOOC development. / Cursos Online Abertos e Massivos (MOOCs) possuem o potencial de abrir oportunidades educacionais e experiências de aprendizado para um público global, combinando os avanços tecnológicos recentes e a aprendizagem mediada pela tecnologia. Em geral, eles são considerados cursos virtuais que não exigem qualificações prévias para a entrada, podem ser acessados por qualquer pessoa e atraem um público diversificado, com uma variedade de experiências e qualificações profissionais. No entanto, equipes responsáveis por desenvolverem MOOCs (incluindo instrutores e projetistas de aprendizagem, entre outros) deparam-se com vários desafios ao projetar para a aprendizagem nesse contexto. Neste trabalho, duas lacunas principais são investigadas e abordadas: a falta de estratégias de projeto de aprendizagem bem definidas e validadas para apoiar os profissionais no desenvolvimento de MOOCs; e as limitações nos modelos de projeto pedagógico adotados, geralmente baseados em formatos tradicionais de sala de aula, tais como abordagens centradas no professor e a aprendizagem baseada em conteúdo. O objetivo deste trabalho é propor e validar uma estratégia de projeto de aprendizagem denominada Learning Design Framework for MOOCs (LDF4MOOCs), baseada em mecanismos de Engenharia de Software e procedimentos sistemáticos para garantir a padronização e a produtividade de todos os aspectos envolvidos no processo de desenvolvimento de MOOCs. LDF4MOOCs consiste em: (i) um processo do ciclo de vida para MOOCs, que descreve etapas fundamentais para planejar, oferecer e avaliar um MOOC; (ii) uma Linguagem de Padrões de Projeto Educacional para MOOCs, baseada em problemas e soluções recorrentes para resolver as principais atividades descritas no ciclo de vida; e (iii) recursos de apoio relacionados. LDF4MOOCs também é pedagogicamente informado pelas ideias de Flipped Learning, incluindo estratégias de aprendizagem ativa, aprendizado autorregulado, projeto baseado em competências, aprendizado centrado no aluno, entre outros. O framework e seus elementos foram validados internamente por meio de um estudo experimental, três estudos de caso e duas revisões por especialistas. Adicionalmente, um estudo de campo envolvendo educadores que usaram o LDF4MOOCs como uma guia para desenvolver seus MOOCs foi utilizado como método de validação externa. Os resultados obtidos indicam que LDF4MOOCs apresenta um impacto positivo no projeto de aprendizagem para MOOCs, sugerindo que tal estratégia pode ser efetivamente aplicada para apoiar e melhorar o desenvolvimento de MOOCs.

Orientador: Vânia de Fátima Martino / Resumo: O ensino a distância - EaD vem crescendo nos últimos anos e tornou-se uma alternativa de estudos em que o aluno pode, através das tecnologias, ter um acesso mais flexível à educação, podendo gerenciar com autonomia o seu horário e local de estudo. A massificação destas tecnologias possibilita o ensino a distância online pela capacidade de comunicação, disponibilidade de informações, agilidade de acesso aos dados e interação que a internet e suas aplicações proporcionam. Essas aplicações ou como são chamadas, ferramentas interativas, propiciam ao aluno um maior contato com os professores, o que pode facilitar essa interação e a aprendizagem. Existem, atualmente, diversas ferramentas interativas: ambientes virtuais, videoaulas, áudios, videoconferências, fóruns, chats, bibliotecas virtuais entre outras. Nesse contexto, o professor do ensino a distância, que utiliza estas ferramentas para o desenvolvimento de sua disciplina, tem um papel fundamental, onde além de preparar e organizar os conteúdos e atividades propostas, e deve atuar como o motivador neste ambiente de aprendizagem, promovendo a construção constante de conhecimento, através de um papel dinâmico, cooperativo e interativo. No aspecto metodológico, esta pesquisa utilizou uma abordagem qualitativa, em sua análise, realizada no Instituto Federal de Educação, Ciência e Tecnologia do Sul de Minas Gerais, IFSULDEMINAS - Campus Passos e teve como objetivo analisar como os docentes estão sendo preparados para atuar no ensin... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: Distance education, DE, has been growing in recent years and has become an alternative for studies where the students can, through the technologies, have a more flexible access to education, being able to autonomously manage their schedule and place of study. The massification of these technologies enables online distance learning through the ability to communicate, availability of information, agility of data access and interaction that the Internet and its applications provide. These applications, or as they are called, interactive tools, allow the student greater contact with the teachers which can facilitate this interaction and learning. There are currently several interactive tools: virtual environments, videotapes, audios, videoconferences, forums, chats, virtual libraries, among others. In this context, the distance learning teacher, who uses these tools for the development of his or her discipline, plays a fundamental role, in which besides preparing and organizing the proposed contents and activities, he or she should act as the motivator in this learning environment, promoting continuously knowledge construction through a dynamic, cooperative and interactive role. In the methodological aspect, this research used a quantitative approach, in its analysis, carried out at the Federal Institute of Education, Science and Technology of Southern Minas Gerais, IFSULDEMINAS, campus of Passos, and had as objective to analyze how the teachers are being prepared to work on the ... (Complete abstract click electronic access below) / Mestre

O presente trabalho tem como objeto de estudo a educação online, apresentando os principais elementos do ensino online colaborativo, com intuito de problematizar as características de virtualização, interação, colaboração e mediação, que representam fatores essenciais para a compreensão teórica e empírica dessa modalidade de ensino. Nesse contexto, a tese contribui com o debate sobre o tema em seus aspectos teórico-metodológicos, buscando compreender como essa modalidade pode amparar o ensino de maneira adequada e significativa, por meio de discussões acerca das tecnologias utilizadas, bem como às competências necessárias do professor mediador. Para isso, foi realizada uma pesquisa bibliográfica a respeito dos elementos essenciais à educação online colaborativa e das teorias de aprendizagem interacionistas associadas a essa modalidade. Em seguida, o trabalho apresenta um estudo de caso, desenvolvido a partir de uma análise estatística de correlação, extraída por meio de um questionário fechado aplicado em estudantes do ensino superior. Além disso, o estudo de caso traz também uma análise qualitativa, pautada nas respostas abertas dos estudantes. Dos resultados desta investigação, o que se pôde abstrair foi que existem algumas premissas fundamentais para o êxito dessa modalidade educacional. Dentre as principais, estão os recursos que o ambiente virtual do curso oferece, bem como a interação e colaboração entre os alunos e o papel desempenhado pelo professor nesse ambiente. Esses elementos constituem o alicerce da educação online, pois é por meio deles que ocorre a ação educativa. Dessa harmonia entre a tecnologia disponível e o papel do professor resulta o grande trunfo da educação online, que é a interação entre os agentes do ensino. Essa forma de organização possibilita a criação de uma comunidade virtual, que tem como base as teorias de aprendizagem interacionistas, fundamentando aspectos essenciais da educação online, como a presença social e a construção coletiva de conhecimento. / The present paper has as object of study online education, presenting the main elements of collaborative online education, aiming at questioning the characteristics of virtualization, interaction, collaboration and mediation, which represent key factors for theoretical and empirical understanding of this modality of teaching. In this context, this thesis contributes to the debate on the subject in its theoretical and methodological aspects, seeking to understand how this method can support the teaching in an appropriate and significant way, through the discussions on the technologies used, as well as the necessary skills of the teacher mediator. For this, we performed a literature search regarding the elements essential to collaborative online education and theories of interactional learning associated with this modality. Then, the paper presents a case study, developed based on a statistical analysis of correlation, extracted through a closed questionnaire applied to higher education students. Moreover, the case study also brings a qualitative analysis, based on the open-ended responses of the students. Based on the outcomes of this study, we could conclude that there are some basic requirements for the success of this educational modality. Among the main requirements are the resources the virtual education environment offers, as well as the interaction and collaboration between students and the role the teacher plays in this environment. These elements constitute the foundation of online education, because they represent the means for educational action to occur. From this harmony between the available technology and the role of the teacher comes the trump card of online education, which is the interaction between the agents of education. This form of organization allows the creation of a virtual community that is based on the theories of interactional learning, supporting key aspects of online education, such as social presence and collective construction of knowledge.