Esta tese objetiva descrever a constituição e o papel de unidades fraseológicas presentes em tutoriais de ambientes virtuais de aprendizagem da Educação a Distância (EAD). O surgimento do ensino-aprendizagem mediado por ambientes virtuais de aprendizagem na internet foi um marco para o domínio da EAD, em que pese a mudança conceitual de sua terminologia. Desse modo, percebeu-se que, a partir da inclusão do computador e da internet, a EAD passou a criar, a adaptar e a tomar de empréstimo termos e fraseologias específicas de áreas correlatas, principalmente da informática. A pesquisa se apoia nos fundamentos teóricos da Teoria de Valências, especialmente na classificação sintático-semântica dos verbos proposta por Borba (1996), bem como na Fraseologia Especializada, considerando a denominação de Cabré, Estopà e Lorente (1996) e as concepções de Gouadec (1994), Desmet (2002) e Bevilacqua (2004). Partiu-se do entendimento basilar que as unidades fraseológicas especializadas correspondem aos modos de expressão essenciais de uma dada área de especialidade, visto que têm a função de transmitir conhecimento especializado. O corpus da pesquisa é constituído de tutoriais de ambientes virtuais de aprendizagem. Cumpre salientar que estes textos objetivam primordialmente a instrumentalização de professores, tutores e alunos para a utilização de um sistema informatizado baseado em conceitos da EAD. Executou-se a análise do corpus com o auxílio da ferramenta AntConc 3.2.3w, a fim de identificar e descrever os padrões lexicais, gramaticais e linguísticos dos dados. Em seguida, as informações foram armazenadas em fichas elaboradas em uma base de dados construída no programa Microsoft Access 2010. Mediante o desenvolvimento da investigação, pôde-se definir as unidades fraseológicas presentes em tutoriais como operacionais-pedagógicas, considerando as ações e procedimentos que elas expressam. Através desse resultado, foi possível estabelecer subcategorias para essas unidades fraseológicas especializadas, segundo seu grau de importância no ambiente virtual e sua utilização pelos usuários, o que possibilitou à proposição de um sistema classificatório. / This thesis aims at describing the composition and the role of phraseological units found in virtual environment tutorials of Distance Education (DE) courses. The emergence of education mediated by virtual learning environments on the Internet was a milestone for the DE field, in spite of the conceptual change of its terminology. Therefore, the widespread of computers and the Internet facilitated the expansion of DE and gave rise to the creation, adaptation and borrowing of specific terms and phraseologies from related areas, especially informatics. This research is grounded on the theoretical assumptions of the Valency Theory, and mostly the syntactic-semantic classification of verbs proposed by Borba (1996), as well as on Specialized Phraseology, considering the denomination found in Cabré, Estopà and Lorente (1996) and the concepts found in Gouadec (1994), Desmet (2002) and Bevilacqua (2004). The understanding that specialized phraseological units correspond to the essential modes of expression of a given specialty area was the point of departure for this study, as these units play an important role in transmitting expert knowledge. The corpus used for this research is comprised by tutorials found virtual learning environments. It is also relevant to note that the texts are primarily directed to the instrumentalization of professors, tutors and students for the utilization of a computerized system based on DE concepts. In order to identify and describe the lexical, grammatical and linguistic patterns found in the data, the corpus was analyzed with the aid of a tool called AntConc 3.2.3w. Afterwards, the data was stored in files in a database built using Microsoft Access 2010. By considering the actions and procedures which are expressed by the phraseological units present in the tutorials, the ones classified as operational-pedagogical were defined. Through this result, it was possible to establish subcategories for these specialized phraseological units according to their level of importance in the virtual environment and its utilization by the users, which, in turn, made it possible to propose a classification system. / El objetivo principal de esta tesis es describir la formación y el papel de las unidades fraseológicas presentes en los tutoriales de los ambientes virtuales de aprendizaje de la Educación a Distancia (ED). El surgimiento de la enseñanza – aprendizaje mediada a través de ambientes virtuales de aprendizaje en Internet constituyó un hito de la Educación a Distancia, a pesar del cambio conceptual de su terminología. Así, se observó que, a partir de la inclusión del computador e Internet, la ED comenzó a crear, adaptar y tomar prestados términos y unidades fraseológicas específicas de dominios afines, especialmente del dominio de la informática. Esta investigación se enmarca en los fundamentos de la Teoría de las Valencias, específicamente en la clasificación sintáctico-semántica de los verbos propuesta por Borba (1996), así como la Fraseología Especializada planteada por Cabré, Estopà y Lorente (1996) y los estudios realizados por Gouadec (1994), Desmet (2002) y Bevilacqua (2004). Esta investigación parte de la base de que las unidades fraseológicas especializadas corresponden a modos de expresión específicos de un dominio de especialidad, debido a que tienen la función de transmitir conocimiento especializado. Para llevar a cabo esta investigación, se recopiló un corpus de tutoriales de ambientes virtuales de aprendizaje. Cabe resaltar que los textos que conforman el corpus cumplen con el objetivo de instruir a profesores, tutores y estudiantes para utilizar un sistema informatizado basado en conceptos de la ED. El análisis del corpus se realizó con la ayuda de la herramienta AntConc 3.2.3w, con el fin de identificar y describir los patrones lexicales, gramaticales y lingüísticos de los datos, los cuales se organizaron en una base de datos elaborada con el programa Microsoft Access 2010. El desarrollo de la investigación permitió definir las unidades fraseológicas presentes en los tutoriales como operaciones pedagógicas, teniendo en cuenta las acciones y procedimientos que dichas unidades expresan. A partir de este resultado se establecieron subcategorías para las unidades fraseológicas especializadas, de acuerdo con su grado de importancia en el entorno virtual y su utilización por parte de los usuarios, lo cual permitió la propuesta de un sistema de clasificación.

Esta tese objetiva descrever a constituição e o papel de unidades fraseológicas presentes em tutoriais de ambientes virtuais de aprendizagem da Educação a Distância (EAD). O surgimento do ensino-aprendizagem mediado por ambientes virtuais de aprendizagem na internet foi um marco para o domínio da EAD, em que pese a mudança conceitual de sua terminologia. Desse modo, percebeu-se que, a partir da inclusão do computador e da internet, a EAD passou a criar, a adaptar e a tomar de empréstimo termos e fraseologias específicas de áreas correlatas, principalmente da informática. A pesquisa se apoia nos fundamentos teóricos da Teoria de Valências, especialmente na classificação sintático-semântica dos verbos proposta por Borba (1996), bem como na Fraseologia Especializada, considerando a denominação de Cabré, Estopà e Lorente (1996) e as concepções de Gouadec (1994), Desmet (2002) e Bevilacqua (2004). Partiu-se do entendimento basilar que as unidades fraseológicas especializadas correspondem aos modos de expressão essenciais de uma dada área de especialidade, visto que têm a função de transmitir conhecimento especializado. O corpus da pesquisa é constituído de tutoriais de ambientes virtuais de aprendizagem. Cumpre salientar que estes textos objetivam primordialmente a instrumentalização de professores, tutores e alunos para a utilização de um sistema informatizado baseado em conceitos da EAD. Executou-se a análise do corpus com o auxílio da ferramenta AntConc 3.2.3w, a fim de identificar e descrever os padrões lexicais, gramaticais e linguísticos dos dados. Em seguida, as informações foram armazenadas em fichas elaboradas em uma base de dados construída no programa Microsoft Access 2010. Mediante o desenvolvimento da investigação, pôde-se definir as unidades fraseológicas presentes em tutoriais como operacionais-pedagógicas, considerando as ações e procedimentos que elas expressam. Através desse resultado, foi possível estabelecer subcategorias para essas unidades fraseológicas especializadas, segundo seu grau de importância no ambiente virtual e sua utilização pelos usuários, o que possibilitou à proposição de um sistema classificatório. / This thesis aims at describing the composition and the role of phraseological units found in virtual environment tutorials of Distance Education (DE) courses. The emergence of education mediated by virtual learning environments on the Internet was a milestone for the DE field, in spite of the conceptual change of its terminology. Therefore, the widespread of computers and the Internet facilitated the expansion of DE and gave rise to the creation, adaptation and borrowing of specific terms and phraseologies from related areas, especially informatics. This research is grounded on the theoretical assumptions of the Valency Theory, and mostly the syntactic-semantic classification of verbs proposed by Borba (1996), as well as on Specialized Phraseology, considering the denomination found in Cabré, Estopà and Lorente (1996) and the concepts found in Gouadec (1994), Desmet (2002) and Bevilacqua (2004). The understanding that specialized phraseological units correspond to the essential modes of expression of a given specialty area was the point of departure for this study, as these units play an important role in transmitting expert knowledge. The corpus used for this research is comprised by tutorials found virtual learning environments. It is also relevant to note that the texts are primarily directed to the instrumentalization of professors, tutors and students for the utilization of a computerized system based on DE concepts. In order to identify and describe the lexical, grammatical and linguistic patterns found in the data, the corpus was analyzed with the aid of a tool called AntConc 3.2.3w. Afterwards, the data was stored in files in a database built using Microsoft Access 2010. By considering the actions and procedures which are expressed by the phraseological units present in the tutorials, the ones classified as operational-pedagogical were defined. Through this result, it was possible to establish subcategories for these specialized phraseological units according to their level of importance in the virtual environment and its utilization by the users, which, in turn, made it possible to propose a classification system. / El objetivo principal de esta tesis es describir la formación y el papel de las unidades fraseológicas presentes en los tutoriales de los ambientes virtuales de aprendizaje de la Educación a Distancia (ED). El surgimiento de la enseñanza – aprendizaje mediada a través de ambientes virtuales de aprendizaje en Internet constituyó un hito de la Educación a Distancia, a pesar del cambio conceptual de su terminología. Así, se observó que, a partir de la inclusión del computador e Internet, la ED comenzó a crear, adaptar y tomar prestados términos y unidades fraseológicas específicas de dominios afines, especialmente del dominio de la informática. Esta investigación se enmarca en los fundamentos de la Teoría de las Valencias, específicamente en la clasificación sintáctico-semántica de los verbos propuesta por Borba (1996), así como la Fraseología Especializada planteada por Cabré, Estopà y Lorente (1996) y los estudios realizados por Gouadec (1994), Desmet (2002) y Bevilacqua (2004). Esta investigación parte de la base de que las unidades fraseológicas especializadas corresponden a modos de expresión específicos de un dominio de especialidad, debido a que tienen la función de transmitir conocimiento especializado. Para llevar a cabo esta investigación, se recopiló un corpus de tutoriales de ambientes virtuales de aprendizaje. Cabe resaltar que los textos que conforman el corpus cumplen con el objetivo de instruir a profesores, tutores y estudiantes para utilizar un sistema informatizado basado en conceptos de la ED. El análisis del corpus se realizó con la ayuda de la herramienta AntConc 3.2.3w, con el fin de identificar y describir los patrones lexicales, gramaticales y lingüísticos de los datos, los cuales se organizaron en una base de datos elaborada con el programa Microsoft Access 2010. El desarrollo de la investigación permitió definir las unidades fraseológicas presentes en los tutoriales como operaciones pedagógicas, teniendo en cuenta las acciones y procedimientos que dichas unidades expresan. A partir de este resultado se establecieron subcategorías para las unidades fraseológicas especializadas, de acuerdo con su grado de importancia en el entorno virtual y su utilización por parte de los usuarios, lo cual permitió la propuesta de un sistema de clasificación.

The use of online courses continues to increase despite the small amount of research that exists on the effectiveness of online educational environments. The little research that has been conducted has focused on evaluating factors taken into consideration during the adoption of online learning environments. One notable benefit often cited is the ability to incorporate multimedia such as video games. Although game researchers and developers are pushing for the use of video games for educational purposes, there is a lack of research on the effectiveness of serious video games. When paring the increasing use of online educational environments, the push to use serious video games, and the lack of research on the effectiveness of online learning environments and video games, there is a clear need for further investigation into the use of serious video games in an online format. Based on current literature, no other known study has conducted an analysis comparing a serious game-based and non-game based online course; making this a unique study. The purpose of this study was to compare student learning experiences and outcomes between a serious game-based and non-game based online American History course. The data sources were data provided from Florida Virtual School (FLVS) and student and teacher interviews. Random samples of 92 students were statistically analyzed. A group of 8 students and 4 teachers were interviewed. FLVS data provided were analyzed using an independent t-test and the Mann-Whitney test and the student and teacher interview were analyzed using thematic analysis. Results of an independent t-test revealed that there was a significant (p > .01) difference in the mean number of days necessary to complete the course (MGB = 145.80, SDGB = 50.64, MNGB = 112.63, SDNGB = 49.60). The Mann-Whitney results indicated a significant difference between course performance and the type of American history course (Z = -5.066, p > .01); students in the serious game-based online course had an A average whereas students in the non-game-based online course had a B average. The thematic analysis of the relationship between student performance and motivation in both courses indicated that students and teachers of the game-based online course provided more reasons for student motivation than the students and teachers in the non-game-based online course. The thematic analysis of what aspects do students perceive as helpful and/or hindering to their learning indicated that students and teachers of the game-based online course provided more desirable, more helpful, less undesirable, and less hindering aspects for their course than the students and teachers in the non-game-based online course. As a result of the unique nature of this study, the findings provide new information for the fields of research on online learning, serious video gaming, and instructional design as well as inform instructional-designers, teachers, education stakeholders, serious video game designers, and education researchers.

Τα σύγχρονα πληροφοριακά συστήματα μάθησης τα οποία υποστηρίζουν εξ’ αποστάσεως εκπαίδευση, επιτρέπουν τη συστηματική διαχείριση του εκπαιδευτικού υλικού και υποστηρίζουν τις εκπαιδευτικές διαδικασίες των μαθημάτων. Τα συστήματα αυτά έχουν λειτουργικότητες όπως: η ανάρτηση ψηφιακού υλικού, η διεξαγωγή συζητήσεων, η ανάρτηση ασκήσεων-εργασιών, η πραγματοποίηση εξετάσεων και πολλές άλλες. Στόχος της συγκεκριμένης εργασίας είναι η διερεύνηση του χώρου των συστημάτων μάθησης τα οποία υποστηρίζουν εξ’ αποστάσεως εκπαίδευση καθώς επίσης και η παρουσίαση και η εφαρμογή μεθόδου αξιολόγησης τους, αξιολογώντας τα συστήματα σύμφωνα με μια λίστα λειτουργικών απαιτήσεων. Στο 1ο κεφάλαιο της διπλωματικής εργασίας γίνεται μια περιγραφή των βασικών εννοιών της εξ’αποστάσεως εκπαίδευσης καθώς επίσης και έννοιες που αφορούν τα συστήματα υποστήριξης μάθησης όπως:CBT, VLE, LMS, LCMS, CMS, Mobile Learning. Στο 2ο κεφάλαιο γίνεται μια επισκόπηση του χώρου των Συστημάτων Μάθησης Learning Course Management Systems (LCMS). Συγκεκριμένα γίνεται μία καταγραφή των χαρακτηριστικών των πιο δημοφιλών συστημάτων τόσο των εμπορικών όσο και των συστημάτων ανοικτού κώδικα με τη χρήση ενός κοινού template όπου καταγράφονται τα εξής στοιχεία: Κατασκευαστής, Σύντομη περιγραφή Λογισμικού, Πλεονεκτήματα (Δυνατά Σημεία ), Μειονεκτήματα (Αδυναμίες, Ελλείψεις), Πελατολόγιο, Τρέχουσα Έκδοση έτσι ώστε να μπορεί κάποιος εύκολα να τα συγκρίνει και να τα αξιολογήσει. Στο 3ο κεφάλαιο πραγματοποιείται ανάλυση απαιτήσεων ενός σύγχρονου συστήματος μάθησης έτσι ώστε να μπορεί να εφαρμοστεί η μεθοδολογία αξιολόγησης σε μια λίστα από χαρακτηριστικά-απαιτήσεις για τα συστήματα που παρουσιάζονται στο κεφάλαιο 2. Στο 4ο κεφάλαιο παρουσιάζεται η μεθοδολογία Αξιολόγησης των συστημάτων μάθησης η οποία στηρίζεται στη θεωρία της ασαφούς λογικής. Η συγκεκριμένη μεθοδολογία εφαρμόστηκε σαν μελέτη περίπτωσης για την αξιολόγηση συστημάτων εκπαιδευτικών δραστηριοτήτων προκειμένου να βρεθεί το πλέον κατάλληλο σύστημα για τις ανάγκες του Ελληνικού Ανοικτού Πανεπιστημίου. Τέλος στο κεφάλαιο 5 πραγματοποιείται η εφαρμογή της μεθοδολογίας αξιολόγησης μεταξύ των συστημάτων μάθησης και παρουσιάζονται τα αποτελέσματα- συμπεράσματα που εξάγονται από την εφαρμογή της μεθόδου ενώ στο τελευταίο κεφάλαιο (6ο ) παρουσιάζονται τα συμπεράσματα της εργασίας. / Modern learning information systems are designed to support distance education and have many features to support learning sequence such as: management of educational material, tools for uploading projects in several kinds (documents, multimedia files), many kinds of quizzes, grades management, forums, reports wiz and many others. The aim of this master thesis is the investigation of available learning course management systems(LCMS), requirements analysis for LCMS and presentation and implementation of an evaluation methodology for LCMS based on a requirements list. In the first chapter of this thesis, we describe the basic concepts and definitions of e-Learning, as well as concepts relating to learning support systems such as: CBT(Computer Based Training), VLE(Virtual Learning Environment), LMS(Learning Management Systems), LCMS(Learning Course Management Systems), CMS (Course Management Systems), Mobile Learning etc. The second chapter contains an investigation in the area of Learning Course Management Systems (LCMS). We used a common template in order to describe the features of the most popular LCMS (either Open Source or Commercial). The template contains features like: Small Description of any LCMS (Software Manufacturer and History, Active Users and Installations, Database Requirements, Web Server, Manufacturer Clients, Current Stable Version), Strengths of the Software, Weaknesses of the Software, Available Mobile Version. This features have been chosen in order to become easy the comparison and after that the evaluation of the systems. The third chapter contains requirements analysis of a modern learning course management system so that the evaluation methodology can be applied to a specified list of features-requirements for the systems presented in chapter 2. In the fourth chapter there is the presentation of the evaluation methodology which uses a multicriteria technical analysis which belongs to the field of methods of Multi-Criteria Group-based Decision Making Techniques, while uses methods of (intuitionistic) fuzzy logic. This method exports the results using a technique TOPSIS(Technique for Order Preference by Similarity to Ideal Solution). In this chapter there is the theoretical description of the methodology which has been implemented as a case study for evaluating learning management systems in order to find the most suitable system for the needs of the Hellenic Open University(HOU). In Chapter 5 we will find the implementation steps of the methodology in order to exclude the most suitable LCMS for HOU and the final results(list of Systems). We will also find the conclusions of the implementation of this method. Finally the last chapter (6th) presents the final conclusions of the whole thesis and the added value this thesis offers in this field of research .