Cyberlearning has the ability to connect learners from diverse settings to educational resources regardless of the learners' proximities to traditional classroom environments. Prior research has shown that hybrid learning systems more effectively improve student learning than do either traditional or cyberlearning approaches used individually. The Online Watershed Learning System (OWLS) is an interactive cyberlearning system for use in hybrid education. It serves as the end user interface of the Learning Enhanced Watershed Assessment System (LEWAS), a watershed monitoring system for use in research and education. The LEWAS/OWLS has been integrated into 26 courses. Within the theoretical framework of situated learning, the OWLS uses data and imagery to situate users at the LEWAS site. The current research has the dual goals of developing the OWLS and evaluating its effectiveness within a hybrid learning environment as part of watershed monitoring education. Within goal 1, HTML5, CSS and JavaScript code (11,112 lines) were used to achieve platform independence, and student and faculty feedback suggests a hierarchy of cyberlearning interface features, where anywhere/anytime access is the most important class of features for these users followed by real-time data visualization, system background information and how-to-use information in descending order. For students at the community college freshmen, university senior and graduate levels, goal 2 investigated how much the OWLS increases student learning of environmental monitoring topics and motivates them to study these topics. For this goal, use of the LEWAS/OWLS increased learning and motivation for most students with the caveats that the these gains were not always statistically significant and that these gains may be caused by use of the LEWAS in general rather than by the OWLS component of it. Additional studies are needed to resolve these issues. Additionally, a pilot test of anonymous user tracking (11,231 page views) showed how it can be used to obtain general information about which groups of users are accessing a cyberlearning system, how they are accessing it, and how navigation through the system can be improved to better match user goals. The full results and their limitations are included along with areas for future work. / Ph. D. / Online learning has the ability to connect learners from diverse settings to educational resources regardless of the learners’ proximities to traditional classroom environments. The Online Watershed Learning System (OWLS), which runs in any modern web browser on desktops, laptops, tablets and smartphones, is an interactive online learning system for use in learning settings that combine online and traditional classroom components. The OWLS delivers integrated video, weather data and water quantity and quality data collected by the Learning Enhanced Watershed Assessment System (LEWAS) to users. The goals of this research were 1) to develop the OWLS and 2) to evaluate its effectiveness as part of watershed monitoring education. Within goal 1, student and faculty feedback suggests that anywhere/anytime access to the OWLS and near-current data availability are two of the OWLS most important features. For students at the community college freshmen, university senior and graduate levels, the results for goal 2 indicate that use of the LEWAS/OWLS increased learning and motivation for most students. However, the statistical results were not always conclusive and further research in this area is needed.

Laboratory experimentation plays a critical role in the education of engineers. With the increase of students choosing to obtain their education online through Distance Learning programs, something must be done to allow them to gain practice with experimental techniques. Remote Laboratories (RLs), or laboratory experiments specially constructed for remote use, have the potential to fill this void. In a "traditional" laboratory experiment, students physically interact with an apparatus to obtain experimental data. Remote Laboratories are meant to offer a similar learning experience that is equivalent to, or as close as possible to the physical one, by allowing a user to control the apparatus from a remote location using mechatronic control hardware, integrated with data acquisition software. Studies have shown there is no significant difference with regard to meeting educational outcomes between students who performed an experiment remotely versus those who carried out the same experiment in-person. The focus of this thesis is on the development of a framework for developing and implementing Remote Laboratories. To do this, this research introduces advances in the following areas: a) Identifying the educational differences between traditional and Remote Laboratories. b) Developing a method for comparing student perceptions about RLs and their laboratory reports through surveys and laboratory report grading. c) Creating a standard Information Technology protocol for hosting and conducting remote experiments. d) Investigating alternative uses for RLs. e) Proposing new methods to best mimic the physical interactions of traditional laboratories. f) Creation of functioning Remote Laboratories. g) Analyzing the findings of their use in a classroom setting. A comparison of surveys and laboratory reports between groups that conducted remote experiments and those which conducted traditional experiments over a period of 4 semesters suggest that RLs have the potential to be used to achieve the same educational outcomes as traditional laboratories.

Avec le progrès technologique, de nouvelles technologies sont en cours de développement afin de contribuer à une meilleure expérience dans le domaine de l’éducation. En particulier, les laboratoires distants constituent un moyen intéressant et pratique qui peut motiver les étudiants à apprendre. L'étudiant peut à tout moment, et de n'importe quel endroit, accéder au laboratoire distant et faire son TP (travail pratique). Malgré les nombreux avantages, les technologies à distance dans l’éducation créent une distance entre l’étudiant et l’enseignant. Les élèves peuvent avoir des difficultés à faire le TP si aucune intervention appropriée ne peut être prise pour les aider. Dans cette thèse, nous visons à enrichir un laboratoire électronique distant conçu pour les étudiants en ingénierie et appelé «LaboREM» (pour remote laboratory) de deux manières: tout d'abord, nous permettons à l'étudiant d'envoyer des commandes de haut niveau à un mini-drone disponible dans le laboratoire distant. L'objectif est d'examiner les faces-avant des instruments de mesure électroniques, à l'aide de la caméra intégrée au drone. De plus, nous autorisons la communication élève-enseignant à distance à l'aide du drone, au cas où un enseignant serait présent dans le laboratoire distant. Enfin, le drone doit revenir pour atterrir sur la plate-forme de recharge automatique des batteries, quand la mission est terminée. Nous proposons aussi un système automatique pour estimer l'état de l'étudiant (frustré / concentré..) afin de prendre les interventions appropriées pour assurer un bon déroulement du TP distant. Par exemple, si l'élève a des difficultés majeures, nous pouvons lui donner des indications ou réduire le niveau de difficulté de l’exercice. Nous proposons de faire cela en utilisant des signes visuels (estimation de la pose de la tête et analyse de l'expression faciale). De nombreuses évidences sur l'état de l'étudiant peuvent être acquises, mais elles sont incomplètes, parfois inexactes et ne couvrent pas tous les aspects de l'état de l'étudiant. C'est pourquoi nous proposons dans cette thèse de fusionner les preuves en utilisant la théorie de Dempster-Shafer qui permet la fusion de preuves incomplètes. / With the technological advance, new learning technologies are being developed in order to contribute to better learning experience. In particular, remote labs constitute an interesting and a practical way that can motivate nowadays students to learn. The student can at any time, and from anywhere, access the remote lab and do his lab-work. Despite many advantages, remote technologies in education create a distance between the student and the teacher. Without the presence of a teacher, students can have difficulties, if no appropriate interventions can be taken to help them. In this thesis, we aim to enrich an existing remote electronic lab made for engineering students called “LaboREM” (for remote Laboratory) in two ways: first we enable the student to send high level commands to a mini-drone available in the remote lab facility. The objective is to examine the front panels of electronic measurement instruments, by the camera embedded on the drone. Furthermore, we allow remote student-teacher communication using the drone, in case there is a teacher present in the remote lab facility. Finally, the drone has to go back home when the mission is over to land on a platform for automatic recharge of the batteries. Second, we propose an automatic system that estimates the affective state of the student (frustrated/ confused/ flow..) in order to take appropriate interventions to ensure good learning outcomes. For example, if the student is having major difficulties we can try to give him hints or reduce the difficulty level. We propose to do this by using visual cues (head pose estimation and facial expression analysis). Many evidences on the state of the student can be acquired, however these evidences are incomplete, sometimes inaccurate, and do not cover all the aspects of the state of the student alone. This is why we propose to fuse evidences using the theory of Dempster-Shafer that allows the fusion of incomplete evidence.

This thesis is part of the on going work at BTH (Blekinge Technical University) to develop a remote lab for Sound and Vibration Experiments. The aim of this undertaking is to develop a Spectrum Analyzer that can simultaneously take inputs from 10 sensors and be able to measure the Power Spectral Density, Cross correlation, Frequency Response Functions (FRF) and coherence. The Interface and analysis algorithms are developed inLabview programming language. The thesis starts by introducing the overall aim of the project and its scope, the place of this particular thesis in the whole picture and the algorithms used for analysis are introduced. In the second part of the thesis the development of the software is explained and the main aim is to thoroughly document the software. This part of the thesis explains Labview programming concepts in detail to make it easier for other students who want to undertake theses to continue this work and who may not have experience of Labview programming.Two versions of the spectrum analyzer were developed. The third part explains theexperimental set up and results obtained and compares measurements to those obtained using other spectrum analyzers. An accurate Spectrum Analyzer Virtual Instrument has been developed and tested during this thesis project and it can be used as a component of the proposed Sound and vibration analysis laboratory and also for general Spectral Analysis tasks. / Good guide to learn Labview and sound and vibration analysis.. / fkul08@gmail.com Is my email and i can be contacted via messenger usually at farooq_kifayat@hotmail.com And i can also be contacted via skype using farooqkifayat as my name. I move around a lot so i have no permanent address that stays longer than half a year .