Education delivered through the Internet known as E-learning is growing tremendously and attracts researchers’ attention in terms of its pedagogical merits. It is in that context of investigating the use of Information and Communication Technology (ICT) for efficient learning that the current research was carried out. This study consists of a critical assessment at a Local Level of UNISA’s Virtual Learning Environment (VLE1) in terms of Diana Laurillard’s Pedagogical Conversational Framework. It focuses on assessing how the E-learning platform (called SAKAI) used by UNISA supports the learning process of online students staying in Rwanda. A qualitative approach was followed and documentary analysis along with a questionnaire was used to collect useful data. Research findings are presented and discussed under two themes: the requirements for effective online learning and the use of the local UNISA’s VLE to support effective online learning of students based in Rwanda. It is revealed that effective online learning is a function of different aspects that can be grouped under three critical factors: Pedagogical, Technological and Managerial. Although, I have argued that the Pedagogical factor should be considered as the most important and guide all E-learning projects, the three factors mentioned are interrelated and interdependent. Findings about the use of the local UNISA VLE to support the learning process show that it provides sufficient tools to support all activities necessary for learning activities, as summarized in the Conversational Framework. However, the tools provided by the E-learning platform are underused by participants. Some necessary learning activities are not carried out, even though the E-learning platform used provides tools which could support those activities. The under usage of available tools is caused by two factors: inadequate consideration given to some necessary learning activities and the lack of skills on both usage of and information on the capability of UNISA’s VLE. These handicap the effective online learning. The gaps found in VLE used by UNISA are also mentioned. The research report ends with recommendations for more effective E-learning in local UNISA VLE. Further studies in related areas are suggested. 1

<p>This project is associated with the field of Information Systems and more specifically with Virtual Learning Environments (VLEs). These environments are becoming very popular the last years, especially in higher education. However we decided to focus in lower level education since there is lack of these learning platforms and their spreading is limited.</p><p>More specifically our project will focus on the description of a Virtual Learning Environment for preliminary schools. The target age will be 5-8 years old. The design of our system is based on the guidelines of a preliminary schoolteacher in Spain, who is actually our stakeholder. Designing a system for so young students means that various aspects have to be taken into consideration such as their level of computer knowledge, their maturity, their not still developed studying abilities and the fact that it is their first approach to school as a learning environment. However we believe that if they can be integrated in the information society in such an early age, it will be beneficial for their future and the future of information technologies as well. We hope that through this project we will be able to contribute to computer based education and equip the young students with new ways and potentials of learning.</p><p>On a theoretical basis, we could say that our project contains two different parts: a theoretical part and a more practical one. In the theoretical part, all the related work of similar VLEs is presented in an effort to see what products already exist in the market and try to create a new, innovative system taking into consideration various educational aspects. In addition, a review of our literature research concerning computer based education and VLEs is included in order to provide the necessary theoretical background before starting to design our system. Finally, a summary of our research made including questionnaires and interviews as well as the analysis and the conclusions of this research are presented since before designing our system we tried to include the opinion of the different people involved in this system like the students and their parents, the teachers and the pedagogues. On the other hand, the second more practical part focuses on the description of the learning platform. The architecture of the system as well as the use cases is included here. A prototype of the system is also provided but we were not able to complete the whole implementation due to time limitations.</p>

Abstract Teaching in the university has been under pressure to change in recent years. On the one hand, there is financial pressure to decrease resources on the other, there is a need to keep quality and quantity of education offered high and to give due consideration to changes in technology and learning methods. One response to these pressures has been to study if it is possible to build a learning environment for Control Engineering that is available to students virtually. It could help to distribute materials and facilitate overall communication, from course information through student feedback. It could also make studying more efficient by enabling better follow-up of learning and use of interactive functions. The development of a Web-based learning environment for Control Engineering started from a simple model of learning theories and course content. This model was applied to that context, and an open learning environment was developed and implemented. The implementation is referred to as Control Web. Functions were added to Control Web and tuned according to student feedback. The probe method was utilised in the validation. Two courses were subjected to under full validation in order to carry out validation for the whole system. Student feedback, grades, and credits during the years 1993 to 2000 were analysed. According to the results, the system implemented has performed well. However, the explicit influence of using the Web-based learning environment can be seen in only few cases; there are too many variables in the overall learning situation. The results and experiences yield an enhanced model for developing a learning environment and a tool that indicates a need to change course parameters.

This project is associated with the field of Information Systems and more specifically with Virtual Learning Environments (VLEs). These environments are becoming very popular the last years, especially in higher education. However we decided to focus in lower level education since there is lack of these learning platforms and their spreading is limited. More specifically our project will focus on the description of a Virtual Learning Environment for preliminary schools. The target age will be 5-8 years old. The design of our system is based on the guidelines of a preliminary schoolteacher in Spain, who is actually our stakeholder. Designing a system for so young students means that various aspects have to be taken into consideration such as their level of computer knowledge, their maturity, their not still developed studying abilities and the fact that it is their first approach to school as a learning environment. However we believe that if they can be integrated in the information society in such an early age, it will be beneficial for their future and the future of information technologies as well. We hope that through this project we will be able to contribute to computer based education and equip the young students with new ways and potentials of learning. On a theoretical basis, we could say that our project contains two different parts: a theoretical part and a more practical one. In the theoretical part, all the related work of similar VLEs is presented in an effort to see what products already exist in the market and try to create a new, innovative system taking into consideration various educational aspects. In addition, a review of our literature research concerning computer based education and VLEs is included in order to provide the necessary theoretical background before starting to design our system. Finally, a summary of our research made including questionnaires and interviews as well as the analysis and the conclusions of this research are presented since before designing our system we tried to include the opinion of the different people involved in this system like the students and their parents, the teachers and the pedagogues. On the other hand, the second more practical part focuses on the description of the learning platform. The architecture of the system as well as the use cases is included here. A prototype of the system is also provided but we were not able to complete the whole implementation due to time limitations.

No description available.

Yes / With the advancement of technology, significant changes have been introduced into the learning and teaching environment. The importance of enhancing the interest of learners is an on-going challenge for educators of all levels. In this respect, teaching and learning practices are adapting to students¿ exposure to technological and social trends. In this presentation, a case study of using technology to enhance the learners¿ environment for engineering-based subjects in higher education is presented. The approach consists of delivering interactive materials through a Virtual Learning Environment and integrating web application technologies to enhance the learners¿ experience. Due to the vast subject areas in engineering and the variety of content of each subject, a general methodology is first identified and adopted. This consists of stages that show the progress from initial development to deployment of the materials, followed by evaluation of the module and further improvements carried out on the module based on qualitative evaluation. The evaluation process consists of the application of electronic surveys for feedback on the distance learning module. In addition, monitoring of the students¿ usage of the materials is also carried out. The presentation concludes with the presentation of the initial results from a current e-learning module.

Master of Science / Department of Geology / Iris M. Totten / Problem-based learning in the sciences has been demonstrated to be a successful educational approach to engage students and increase content knowledge. However, the power of collaborative learning to engage students, increase content knowledge and develop problem-solving skills in the sciences has not yet been fully researched. Collaborative learning has an enormous potential not only to foster student learning, but also to increase interest in the sciences and promote cutting-edge education strategies worldwide. Collaborative learning tactics in this study take place within the virtual learning environment entitled “GeoWorlds.” GeoWorlds is an online educational gaming program within the Second Life 3-D Teen Grid. The curriculum was developed as a collaborative, investigative and engaging program to promote learning of Earth science content. The program allows students to be submersed-in and explore different geologic time periods; enabling them to observe species and geological structures while interacting with one another to complete tasks. This study investigates the educational impact, emotional response and overall feedback of the GeoWorlds virtual learning environment on Midwest ninth graders.

Purpose: This research considers the design and operation of a non-modular professional doctorate to meet the needs of professionals working in the built environment who wish to obtain a doctoral qualification. It seeks to identify the essential components and support mechanisms to provide an alternative to other forms of doctorate which draws on their strengths while addressing some of their shortcomings. It answers questions regarding the suitability of a programme which can successfully operate within a reasonable timeframe. Research Design: The research is set in a real-life phenomenological paradigm concerning the experience and development of candidates registered for a professional doctorate. The conceptual framework governed both the design of the research and the design of a two-stage curriculum. Regular intervention and evaluation using action research methodology was used to improve practice. The research produced findings through multiple sources of evidence. Data were collected from course documentation, online discussion forums, focus groups, individual reflections and interviews. Findings: The work found that a community of practice consisting of candidates and staff, specifically focused on learning and the continuous development of candidates, provides a suitable vehicle for professional doctorate work. Candidates benefit from engaging in carefully constructed summative and formative assessment with prompt feedback. The assessment informed regular workshops containing an active learning format supplemented through additional support from a virtual learning environment. Crucially, all three components are required to support each other by drawing on their individual strengths. Conclusion: This action research project made a modest but significant contribution to curriculum development at doctoral level. The research developed a model which enabled academic practice to help candidates improve their professional practice. Self-motivated candidates with appropriate supervisory support can complete a professional doctorate within a realistic timeframe when there is carefully constructed synergy between their doctorate, its supporting mechanisms and their own professional practice.

Esta pesquisa aborda a questão da acessibilidade e da usabilidade em ambientes virtuais de aprendizagem que tem como foco o desenvolvimento da aprendizagem de estudantes surdos. O problema de investigação centra-se no seguinte questionamento: Que princípios um ambiente virtual de aprendizagem deve ter para que o estudante surdo possa desenvolver a aprendizagem? Temos como objetivo analisar o ambiente virtual de aprendizagem utilizado pela instituição lócus da pesquisa, bem como descrever e avaliar a efetividade do ambiente no desenvolvimento da aprendizagem do estudante surdo. Esta pesquisa possui uma abordagem qualitativa realizada por meio de revisão bibliográfica e de pesquisa empírica com base na análise de entrevistas semiestruturadas realizadas com estudantes surdos, os intérpretes de libras, a coordenação do Núcleo de acessibilidade da universidade lócus da pesquisa, como também a análise do ambiente virtual de aprendizagem utilizado pela universidade. No intuito de pesquisarmos a questão da acessibilidade e da usabilidade de ambientes virtuais de aprendizagem no que diz respeito ao desenvolvimento da aprendizagem de estudantes surdos, elaboramos quatro capítulos. Os conteúdos presentes nos capítulos dizem respeito à trajetória da educação à distância no Brasil e no mundo, os conceitos de acessibilidade e de usabilidade, bem como o perfil de acesso de estudantes surdos à educação, aspectos relacionados à educação de surdos, a identidade surda, aspectos da aprendizagem e a cognição visual como possibilidade de aprendizagem. Além disso, discutimos os ambientes virtuais de aprendizagem e como a acessibilidade e a usabilidade se constituem concretamente nesses ambientes, principalmente em relação à aprendizagem de estudantes surdos, enfatizando a linguagem visual como possibilidade para o desenvolvimento da aprendizagem de estudantes surdos e o percurso metodológico delineando os sujeitos da pesquisa, caracterizando o lócus da pesquisa e analisando os dados coletados nas entrevistas. Como considerações finais, são propostos delineamentos relativos às ações de acessibilidade e de usabilidade dos ambientes virtuais de aprendizagem; a utilização destes ambientes por estudantes surdos bem como no processo, desenvolvimento e efetivação da aprendizagem de tais estudantes no âmbito da educação a distância; a compreensão do papel da cognição visual na construção do conhecimento do sujeito surdo e a ações relacionadas ao protagonismo do sujeito surdo nas instituições de ensino considerando as necessidades deste grupo, advindas do próprio sujeito. / This research addresses the issue of accessibility and usability in virtual learning environments that focuses on the development of learning for deaf students. The research problem focuses on the following question: What principles should a virtual learning environment have in order for the deaf student to develop learning? We aim to analyze the virtual learning environment used by the research institution, as well as to describe and evaluate the effectiveness of the environment in the development of deaf student learning, This research has a qualitative approach carried out by means of bibliographical review and empirical research based on the analysis of semi-structured interviews with deaf students, the interpreters of pounds, the coordination of the Accessibility Center of the university locus of the research, as well as the analysis of the virtual learning environment used by the university. In order to investigate the accessibility and usability of virtual learning environments with regard to the development of learning of deaf students, we have elaborated four chapters. The contents present in the chapters relate to the trajectory of distance education in Brazil and in the world, the concepts of accessibility and usability, as well as the access profile of deaf students to education, aspects related to education of the deaf, deaf identity, aspects of learning and visual cognition as a learning possibility. In addition, we discuss the virtual learning environments and how accessibility and usability are concretely constituted in these environments, especially in relation to the learning of deaf students, emphasizing the visual language as a possibility for the development of the learning of deaf students and the methodological path delineating the research subjects, characterizing the research locus and analyzing the data collected in the interviews. As final considerations, proposals are outlined regarding the accessibility and usability actions of virtual learning environments; the use of these environments by deaf students as well as in the process, development and effectiveness of the learning of such students in the scope of distance education; the understanding of the role of visual cognition in the construction of knowledge of the deaf subject and actions related to the protagonism of the deaf subject in educational institutions considering the needs of this group, coming from the subject itself.

A Educação a Distância tem crescido de forma muito expressiva nos últimos anos. Com esse crescimento, a preocupação com a qualidade em cursos ofertados nessa modalidade tem aumentado. Para nortear gestores sobre o que é qualidade nessa modalidade de ensino, referenciais de qualidade foram criados pelo Ministério da Educação, objetivando orientá-los na concepção e na condução dos seus cursos. Um dos fatores abordado nesse referencial de qualidade se trata de que o estudante deve ser o centro do processo educacional, no qual os cursos devem prever vias efetivas de comunicação para que o estudante não se sinta isolado e consequentemente venha a abandoná-lo, diminuindo os índices de retenção dos estudantes e aumentando os índices de evasão. Portanto, o tema presença social, que é a forma com que o estudante se sente pertencente ao seu curso, contribui para o aumento da qualidade do mesmo. Diante disso, foi realizado um levantamento bibliográfico sobre o tema e seus benefícios para essa modalidade de ensino. Também foram apresentadas estratégias que podem ser utilizadas para fomentar a presença social, no que tange o ambiente virtual de aprendizagem quanto aos professores/tutores e estudantes. Porém, para que a presença social seja detectada é necessário que se tenha um instrumento válido e confiável. Diante disso, foram pesquisados instrumentos existentes que pudessem contribuir para atingir o objetivo desta pesquisa. Na pesquisa foi encontrado um instrumento validado num contexto educacional que se mostrou importante para esta pesquisa. Esse instrumento, para ser validado no contexto em que a pesquisa foi realizada, passou por tradução, consulta a especialistas e pré-teste, antes da sua aplicação. Posteriormente, o instrumento foi aplicado para estudantes de um curso de graduação de uma Instituição de Ensino Superior particular e para seus professores/tutores. Para verificar a confiabilidade do construto, foi utilizado o alfa de Cronbach e para a validade do construto foi utilizada a análise fatorial. As análises dos dados mostraram que o instrumento, resultado desta pesquisa, é confiável e válido, podendo contribuir efetivamente para mensurar presença social em cursos de graduação a distância e contribuir com estratégias para melhorar ações nos cursos. / Distance education has increased quite significantly in recent years and this growth has in turn heightened concern about the quality of courses offered in this mode. To guide course managers on what is quality in this type of education, quality guidelines were created by Brazils Ministry of Education in order to guide them in the design and conduction of their courses. One of the factors discussed in this quality referential regards that the student should be the center of the educational process. This means that the courses should provide effective means of communication so that the student does not feel isolated and as a result abandon the course, thereby decreasing students retention rates and increasing dropout rates. Therefore, the theme social presence, which is the way for a student to feel he belongs to his course, contributes to increasing the quality of the course. Therefore, a literature review was conducted on the subject and its benefits to this type of education. Additionally, strategies that can be used to foster social presence were presented both in terms of the virtual learning environment as well as teachers/tutors and students. However, for social presence to be detected it is necessary to have a valid and reliable instrument. Therefore, the existing instruments that could help achieve the goal of this research were investigated and an instrument validated in an educational context was found, which was vital for this research. For this instrument to be validated in the context in which the research was conducted, prior to its application, it was translated and experts were consulted and pre-test were performed. The instrument was then administered to undergraduate students in a private Higher Education Institution as well as to their teachers/tutors. Cronbach\'s alpha was used to verify the construct reliability and the factor analysis was used to verify the construct validity. The data analysis showed that the instrument, the result of this research, is reliable and valid and can effectively contribute to measure social presence in undergraduate distance courses as well as contribute with strategies to improve course activities.