Presented at the Arizona Library Association Conference, November 2013,

Presented at the Arizona Library Association Conference, November 2013. / In the Fall of 2012, The Access and Information Services Team (AIST) at the University of Arizona Libraries instituted the use of a Course Management System (CMS) to effectively train both classified staff and student workers in a ubiquitous and self-paced eLearning environment. Through the use of the tools embedded in the CMS along with the creation of self-paced online tutorials and competency based quizzing, the AIST team has significantly reduced staff time allocated to in person training and increased efficiencies in providing uniform circulation, reference, and policy training that is available to students and staff on a 24/7 basis. The training sites provide an all-inclusive environment for both trainees in gaining competency in core skills needed to staff a 24 hour library, as well as for supervisors to be able to effectively track and manage staff and student progress.

This MA thesis presents the development of an online Pre-Missionary Training Centre (MTC) Teacher Training curriculum for missionaries of the Church of Jesus Christ of Latter-day Saints going to Mongolia to teach English. The thesis summarizes relevant literature on curriculum development and teacher preparation including a comparison of three prevalent curriculum development models - the ADDIE, Richards' principles, and Nation and Macalister. Thereafter, the process through which the online Pre-MTC Teacher Training was developed is outlined followed by the presentation of the curriculum. The implications, limitations and suggestions for improvement are then discussed.

This thesis is an examination of the backgrounds of twenty-five individuals who conducted a ‘jihad’ inspired terrorist attack within the United States between the years of 2001 and 2016 to determine if terrorists use physical training camps or online training camps as the main method of training to prepare for their attacks. The debate about the existence of online training camps is beneficial to the field of terrorism study. However, the question of what constitutes an online training camp must first be answered before it can be determined if terrorists are using online training camps. This thesis proposes a comprehensive definition for the term ‘online training camp;’ in an attempt to provide an analytical basis for the examination of U.S. based terrorist training to further the academic discussion. Additionally, it is suggested from the empirical examination of U.S.-based terrorist training backgrounds that terrorists appear to be engaging in supplemental self-directed online learning in combination with physical training, rather than a complete abandonment of physical training.

Event-related potential (ERP)-based brain-computer interfacing (BCI) is an effective method of basic communication. However, collecting calibration data, and classifier training, detracts from the amount of time allocated for online communication. Decreasing calibration time can reduce preparation time thereby allowing for additional online use, potentially lower fatigue, and improved performance. Previous studies, using generic online training models which avoid offline calibration, afford more time for online spelling. Such studies have not examined the direct effects of the model on individual performance, and the training sequence exceeded the time reported here.The first goal of this work is to survey whether one generic model works for all subjects and the second goal is to show the performance of a generic model using an online training strategy when participants could use the generic model. The generic model was derived from 10 participant's data. An additional 11 participants were recruited for the current study. Seven of the participants were able to use the generic model during online training. Moreover, the generic model performed as well as models obtained from participant specific offline data with a mean training time of less than 2. min. However, four of the participants could not use this generic model, which shows that one generic mode is not generic for all subjects. More research on ERPs of subjects with different characteristics should be done, which would be helpful to build generic models for subject groups. This result shows a potential valuable direction for improving the BCI system.

Event-related potential (ERP)-based brain-computer interfacing (BCI) is an effective method of basic communication. However, collecting calibration data, and classifier training, detracts from the amount of time allocated for online communication. Decreasing calibration time can reduce preparation time thereby allowing for additional online use, potentially lower fatigue, and improved performance. Previous studies, using generic online training models which avoid offline calibration, afford more time for online spelling. Such studies have not examined the direct effects of the model on individual performance, and the training sequence exceeded the time reported here.The first goal of this work is to survey whether one generic model works for all subjects and the second goal is to show the performance of a generic model using an online training strategy when participants could use the generic model. The generic model was derived from 10 participant's data. An additional 11 participants were recruited for the current study. Seven of the participants were able to use the generic model during online training. Moreover, the generic model performed as well as models obtained from participant specific offline data with a mean training time of less than 2. min. However, four of the participants could not use this generic model, which shows that one generic mode is not generic for all subjects. More research on ERPs of subjects with different characteristics should be done, which would be helpful to build generic models for subject groups. This result shows a potential valuable direction for improving the BCI system.

This study examined the perceptions of law enforcements officers employed by rural and small law enforcement agencies on the effectiveness of the use of distance education technology as a delivery system for training programs. Four research questions were designed to assess officers’ perceptions. This study used both quantitative and qualitative analysis of data to assess these questions. Quantitative data were collected through the use of a pretest and post-test, and a survey. Qualitative data were collected through observations of subjects’ interaction with the treatment, interviews with participants, reviews of survey comments, and analyses of budget documents. The results of this study suggested that officers found the use of distance education technology as a means for delivering training courses to be effective. Agencies should ensure that their technology is compatible with the modality in which the course is presented and that their officers are trained in the use of this technology. Course material should include core information and supplemental material similar to that found in traditional face-toace courses. Online courses should contain the same structure as found in traditional face-toace courses. The environment in which the learning occurs should be comfortable, distractionree, and suitable for engaging in online learning.

ITC/USA 2008 Conference Proceedings / The Forty-Fourth Annual International Telemetering Conference and Technical Exhibition / October 27-30, 2008 / Town and Country Resort & Convention Center, San Diego, California / Adaptive modulation is a communication technique capable of maximizing throughput while guaranteeing a fixed symbol error rate (SER). However, this technique requires instantaneous channel state information at the transmitter. This can be obtained by predicting channel states at the receiver and feeding them back to the transmitter. Existing algorithms used to predict single-input single-output (SISO) channels with recurrent neural networks (RNN) are extended to multiple-input multiple-output (MIMO) channels for use with adaptive modulation and their performance is demonstrated in several examples.

Relationship of Computer Self-Efficacy and Self-Directed Learning Readiness to Civilian Employees’ Completion of Online Courses. Joan M Lenahan-Bernard, 2014, Applied Dissertation, Nova Southeastern University, Abraham S. Fischler School of Education. ERIC Descriptors: Computer Self-Efficacy, Self-Directed Learning, E-Learning. This study investigated the relationship of computer self-efficacy (CSE) and self-directed learning readiness (SDLR) to civilian employees’ completion of online courses. A mixed methods design was used to answer five research questions: What is the relationship between CSE and federal civilian employees’ completion of online courses? What is the relationship between SDLR and federal civilian employees’ completion of online courses? What do civilian employees identify as the relationship between CSE and SDLR and their decision to complete or not complete online courses? What do civilian employees identify as the relationship between the workplace environment and their decision to complete or not complete online courses? What results emerge from comparing quantitative data and qualitative data regarding the relationship between CSE and SDLR and civilian employees’ decisions to complete online courses? Ninety-eight civilian employees completed the Self-Directed Learning Readiness Scale (SDLRS) and the Computer Users Self-Efficacy (CUSE) Scale. Archival data were used to measure course completion. Descriptive and inferential statistics were used to determine the relationship of CSE and SDLR to the completion of online courses Interviews were conducted to obtain insight into the relationship between CSE and SDLR and civilian employees’ decision to complete online courses. Qualitative data were organized according to the principles of SDLR theory and themes. A merged data display shows responses aligned with questionnaire scores and completion status. Findings showed no statistically significant relationship between the percentage of online courses completed and CSE (r=.04, p=.72, N=98) or between the percentage of online courses completed and SLDR (r=-.15, p=.15, N=98). The relationship between SDLR and CSE was statistically significant (r=.21, p=.035, N=98) which is supported in the literature. Qualitative analysis showed that civilian employees were frustrated by poor design, outdated nature, and irrelevance of most online courses and resources they were expected to use.

Training plays a key role in bridging employer skills needs and in raising the productivity of employees and individual firms. Many large organisations have long established in-house training programmes and the means for progressive personal development for employees. However, Smaller to Medium sized Enterprises (SMEs) have not mirrored the same. SMEs are less likely to provide off the job training to employees because of operational demands. There is a lack of structured approach to training within a SME. Despite the vast array of training programmes available to SMEs, very little has been done to tailor the training to the specific learning needs of SMEs. Web Based Training Environment (WeBTiE) is a tailored online training solution specific to a SMEs’ training needs. The portal within which online training is provided is the collaborative efforts of the Employer, Employee and Training Vendor. The portal encapsulates not only the learning content, but provides the learning support necessary to guide employees through the training and reinforce work-based practises with the use of a Community of Practice. Unlike many other training models the originality of this model is that it combines Pedagogy principles in the development of the training programme, along with e-learning model, Etivities for Structured On The Job Training. The generic nature of this model allows it to be adaptable for SMEs in a variety of industries and the tailoristic feature provides the flexibility necessary to permit the adaptability. This thesis focuses on the barriers SMEs face when attempting to train employees. By determining employee learning and training needs and establishing a ‘Learning Foundation’, can we move forward with the development of a training programme commissioned for SMEs. The work in this research is underpinned by learning theories and online learning and the application of these (adapted if necessary) in the context of the day-to-day constraints typical of SMEs.