Global ETD Search

11	The development of a model to be utilized in the evaluation of the telephone as a vehicle for nutrition information Robbins, Jean C. 23 June 2010 (has links) The purpose of this study was to design a model to evaluate the influence of selected factors on the performance of a telephone delivery system for nutrition information and use the model to evaluate the performance of the Roanoke Dietetic Association Dial-A-Dietitian program. The Dial-A-Dietitian program was established to provide nutrition information to the public by Registered Dietitians. The model entailed a systems approach to evaluate the Roanoke Dietetic Association Dial-A-Dietitian program. The five phases of the model included Enabling Factors (inputs), the Interaction Process, Effort Factors (outputs), Performance (outcome), and Feedback. Feedback entailed the utilization of the results of the evaluation in the decision-making process for future Dial-A-Dietitian programs and their operation. The evaluation instruments, the Encounter Form and the Telephone Survey of clients, included reaction statements and attitude assessment of clients and dietitians. The data were analyzed with frequency distributions. Also the Chi Square Tests of Independence were computed to determine the relationship between the independent variables, Enabling Factors (Phase 1) and Effort Factors (Phase 3), and the dependent variable, Performance (Phase 4). The model was useful in the evaluation of the Dial-A-Dietitian program. The data analysis indicated that the Dial-A-Dietitian program was effective as measured by this model. / Ph. D. LD5655.V856 1981.R624
12	Distance education perceptions of satisfaction and critical thinking opportunities among graduate students / Hilgenberg, Cheryl S. Kennedy, Larry DeWitt, January 1997 (has links) Thesis (Ed. D.)--Illinois State University, 1997. / Title from title page screen, viewed June 2, 2006. Dissertation Committee: Larry Kennedy (chair), John Goeldi, Barbara Nourie, William Tolone. Includes bibliographical references (leaves 85-90) and abstract. Also available in print.
13	The use of mobile phones as educational devices : a case study of grade 7 learners at a Gauteng primary school Mbong Shu, Victorine 22 October 2014 (has links) M.A. (Fundamental Communications) / Mobile phones have penetrated every sphere of life, be it private or public. This is evident in the fact that they are found in people.s hands, bags, pockets, desks, and even on bedside tables. Their ability to be accessed everywhere, any time and for any reason has prompted information to be ubiquitous and has increased users. quests for information and knowledge. Their connectivity has also provoked people, including children, from all walks of life to depend on mobile phones in such a way that they feel as though they cannot do without them for many activities. The subject of this study is one of these activities. The aim of this research is to explore mobile phones as devices for learning and teaching in the primary educational setting. In order for this research to be comprehensive, a background as to why this study is vital in the first place is important. Cell phones - South Africa - Tshwane Educational technology
14	Optimising the usability of content rich e-learning material: an eye tracking experiment Mpofu, Bongeka 11 1900 (has links) This research was aimed at the optimisation of the usability of content-rich computer and mobile based e-learning material. The goal was to preserve the advantages of paper based material in designing optimised modules that were mobile and computer-based, but at the same time avoiding the pitfalls of converting traditional paper based learning material for use on screen. A mobile eye tracker was used to analyse how students studied similar course content on paper, and on mobile device. Screen based eye tracking was also used to analyse how participants studied corresponding content on a desktop screen. Eye movements which were recorded by an eye tracker revealed the sequences of fixations and saccades on the text that was read by each participant. By analysing and comparing the eye gaze patterns of students reading the same content on three different delivery platforms, the differences between these platforms were identified in terms of their delivery of content rich, text based study material. The results showed that more students read online content on a computer screen than on mobile devices. The inferential analysis revealed that the differences in reading duration, comprehension, linearity and fixation count on the three platforms were insignificant. There were significant differences in saccade length. This analysis was used to identify strong aspects of the respective platforms and consequently derive guidelines for using these aspects optimally to design content rich material for delivery on computer screen and mobile device. The limitations of each platform were revealed and guidelines for avoiding these were derived / Computing / M.A. (Computing) Distance education E-learning Learning theories On-screen reading Eye tracking Human computer interaction Usability Navigation Optimisation Duration Linearity 004.019 Human-computer interaction Eye tracking--Research Visual perception User interfaces (Computer systems) Telephone in education Mobile computing Educational innovations--South Africa Education, Higher--South Africa Educational technology--South Africa Open learning--Technological innovations
15	Using eye tracking to optimise the usability of content rich e-learning material / Optimising the usability of content rich e-learning material: an eye tracking experiment Mpofu, Bongeka 11 1900 (has links) This research was aimed at the optimisation of the usability of content-rich computer and mobile based e-learning material. The goal was to preserve the advantages of paper based material in designing optimised modules that were mobile and computer-based, but at the same time avoiding the pitfalls of converting traditional paper based learning material for use on screen. A mobile eye tracker was used to analyse how students studied similar course content on paper, and on mobile device. Screen based eye tracking was also used to analyse how participants studied corresponding content on a desktop screen. Eye movements which were recorded by an eye tracker revealed the sequences of fixations and saccades on the text that was read by each participant. By analysing and comparing the eye gaze patterns of students reading the same content on three different delivery platforms, the differences between these platforms were identified in terms of their delivery of content rich, text based study material. The results showed that more students read online content on a computer screen than on mobile devices. The inferential analysis revealed that the differences in reading duration, comprehension, linearity and fixation count on the three platforms were insignificant. There were significant differences in saccade length. This analysis was used to identify strong aspects of the respective platforms and consequently derive guidelines for using these aspects optimally to design content rich material for delivery on computer screen and mobile device. The limitations of each platform were revealed and guidelines for avoiding these were derived / Computing / M. Sc. (Computing) Distance education E-learning Learning theories On-screen reading Eye tracking Human computer interaction Usability Navigation Optimisation Duration Linearity 004.019 Human-computer interaction Eye tracking--Research Visual perception User interfaces (Computer systems) Telephone in education Mobile computing Educational innovations--South Africa Education, Higher--South Africa Educational technology--South Africa Open learning--Technological innovations

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