Thesis(M.S.)--Auburn University, 2006. / Abstract. Vita. Includes bibliographic references (p.115-120).

Thesis (M.S.)--Auburn University, 2008. / Abstract. Vita. Includes bibliographical references (p. 85-87).

Thesis (M.App.Sc.) - Carleton University, 2007. / Includes bibliographical references (p. 112-114). Also available in electronic format on the Internet.

Thesis (doctoral)--Technische Hochschule, Aachen, 1999.

Thesis (M.A.)--Brigham Young University. Dept. of Communications, 2003. / Includes bibliographical references (p. 109-120).

Thesis (Ph. D.)--University of Rhode Island, 2006. / Typescript. Includes bibliographical references (leaves 141-147).

Thesis (M.S. in Systems Technology (Command, Control and Communications (C3))--Naval Postgraduate School, June 2007. / Thesis Advisor(s): Thomas Housel. "June 2007." Includes bibliographical references (p. 79-82). Also available in print.

This research focused on a formal (theory based) approach to designing Intelligent Tutoring System (ITS) authoring tool involving two specific conventional pedagogical theories—Conversation Theory (CT) and Cognitive Apprenticeship (CA). The research conceptualised an Augmented Conversation and Cognitive Apprenticeship Metamodel (ACCAM) based on apriori theoretical knowledge and assumptions of its underlying theories. ACCAM was implemented in an Intelligent Learning Activity Builder System (ILABS)—an ITS authoring tool. ACCAM’s implementation aims to facilitate formally designed tutoring systems, hence, ILABS―the practical implementation of ACCAM― constructs metamodels for Intelligent Learning Activity Tools (ILATs) in a numerical problem-solving context (focusing on the construction of procedural knowledge in applied numerical disciplines). Also, an Intelligent Learning Activity Management System (ILAMS), although not the focus of this research, was developed as a launchpad for ILATs constructed and to administer learning activities. Hence, ACCAM and ILABS constitute the conceptual and practical contributions that respectively flow from this research. ACCAM’s implementation was tested through the evaluation of ILABS and ILATs within an applied numerical domain―the accounting domain. The evaluation focused on the key constructs of ACCAM―cognitive visibility and conversation, implemented through a tutoring strategy employing Process Monitoring (PM). PM augments conversation within a cognitive apprenticeship framework; it aims to improve the visibility of the cognitive process of a learner and infers intelligence in tutoring systems. PM was implemented via an interface that attempts to bring learner’s thought process to the surface. This approach contrasted with previous studies that adopted standard Artificial Intelligence (AI) based inference techniques. The interface-based PM extends the existing CT and CA work. The strategy (i.e. interface-based PM) makes available a new tutoring approach that aimed fine-grain (or step-wise) feedbacks, unlike the goal-oriented feedbacks of model-tracing. The impact of PM—as a preventive strategy (or intervention) and to aid diagnosis of learners’ cognitive process—was investigated in relation to other constructs from the literature (such as detection of misconception, feedback generation and perceived learning effectiveness). Thus, the conceptualisation and implementation of PM via an interface also contributes to knowledge and practice. The evaluation of the ACCAM-based design approach and investigation of the above mentioned constructs were undertaken through users’ reaction/perception to ILABS and ILAT. This involved, principally, quantitative approach. However, a qualitative approach was also utilised to gain deeper insight. Findings from the evaluation supports the formal (theory based) design approach—the design of ILABS through interaction with ACCAM. Empirical data revealed the presence of conversation and cognitive visibility constructs in ILATs, which were determined through its behaviour during the learning process. This research identified some other theoretical elements (e.g. motivation, reflection, remediation, evaluation, etc.) that possibly play out in a learning process. This clarifies key conceptual variables that should be considered when constructing tutoring systems for applied numerical disciplines (e.g. accounting, engineering). Also, the research revealed that PM enhances the detection of a learner’s misconception and feedback generation. Nevertheless, qualitative data revealed that frequent feedbacks due to the implementation of PM could be obstructive to thought process at advance stage of learning. Thus, PM implementations should also include delayed diagnosis, especially for advance learners who prefer to have it on request. Despite that, current implementation allows users to turn PM off, thereby using alternative learning route. Overall, the research revealed that the implementation of interface-based PM (i.e. conversation and cognitive visibility) improved the visibility of learner’s cognitive process, and this in turn enhanced learning—as perceived.

Thesis (M.S.)--Rochester Institute of Technology, 2007. / Typescript. Includes bibliographical references.

Limited research has been conducted on how system administrators actually can affect information systems (IS) after they have been implemented; hence, this study examines how system administrators can affect IS success in an implemented IS. The study identified a system administrator´s affect on the three IS quality dimensions in the DeLone and McLean IS success model. The empirical findings was based on a single case study where the data was collected through interviews with the system administrator and the system assistants, but also through a questionnaire answered by the users of the IS. The empirical findings suggested that the system administrator can affect IS success through the IS quality dimensions both directly and indirectly. The system administrator´s affect on IS success proved to be highly dependent on the external system vendor and the structure of the internal support unit.