Thesis (Ed. D.)--West Virginia University, 2010. / Title from document title page. Document formatted into pages; contains xii, 196 p. : ill. (some col.), col. maps. Includes abstract. Includes bibliographical references (p. 134-138).

Thesis (M. Sc.)--University of Hong Kong, 2005. / Title proper from title frame. Also available in printed format.

Thesis (Ed. D.)--University of Missouri-Columbia, 2005. / The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file viewed on (May 24, 2006) Vita. Includes bibliographical references.

Thesis PlanB (M.S.)--University of Wisconsin--Stout, 2006. / Includes bibliographical references.

Thesis (Ph. D.)--University of Wyoming, 2006. / Title from PDF title page (viewed on Dec. 21, 2007). Includes bibliographical references.

Online courses and even degree programs are becoming a widespread phenomenon at universities across the United States. Research into the effectiveness of these courses is in the early stages. This qualitative study explored student perceptions of their online class experience using expectancy-value theory as a framework in an attempt to gain a better understanding of the criteria for designing an effective on-line course. The purpose of this case study was to describe the experience of students enrolled in online courses at two western universities in order to answer the following questions: 1. What do students value in terms of an outcome? 2. What do students value in terms of an online experience? 3. What do students consider to be negative factors (costs) in terms of an online experience? Data were collected using a variety of techniques. Twenty students in two online classes at one university participated in focus groups. Ten students from two universities participated in open-ended interviews, conducted either face-to-face or via telephone. Fifteen students, including those who were interviewed, maintained anecdotal records to capture real-time reactions to the experience. Participants represented a variety of disciplines, ages, and backgrounds. Transcripts from interviews and focus groups were pooled with information from anecdotal records and entered into QSR Nud*ist (qualitative analysis software) for coding. Categories represented in the data include orientation, course content, student-student interaction, student-teacher interaction, course interface and navigation, flexibility, hardware/software issues, and support systems. Students described both positive and negative factors in each of these categories. Negative factors identified by participants closely matched factors identified in cognitive load theory as extraneous cognitive load, suggesting that reducing negative factors in online courses may also reduce cognitive load, leading to improved learning. Additionally, findings from this study suggest that it may be possible to increase student motivation to participate and persist in online courses by adjusting the course design to enhance positive factors identified by participants and minimize factors they identified as negative. / Graduation date: 2003

Service encounter is the core of many service industries. Most researches on service encounter pay attentions to the interpersonal interaction in the past. But in recent years, because of the fast development of technology, especially on the use of information technology, it brings the new turning point in enterprises, and it changes the original interpersonal interaction. College education is a kind of high interpersonal interaction service industry. In recent years, web-based instruction became a trend in college education. Therefore, this study attempt to know the change of learning satisfaction after the technology infusion in service encounters from the student¡¦s point of view. Aimed at the student of traditional and web-based instruction respectively and used critical incidence technique (CIT) to collect and analyze the data, we found the satisfaction/ dissatisfaction sources and compared the difference between technology infusion or not. There were five findings in this study. 1. The satisfaction/dissatisfaction factors were categorized to seven sources. They were ¡§learning environment¡¨, ¡§web-based instruction system¡¨, ¡§instructor¡¨, ¡§ peer relationship¡¨, ¡§course¡¨, ¡§interaction¡¨, ¡§entire performance¡¨. 2. Before the technology infusion, ¡§instructor¡¨ is the critical factor to influence satisfaction with service encounter. The teaching attitude, teaching performance, profession and expression ability of instructors will influence learning satisfaction. 3. After the technology infusion, ¡§web-based instruction system¡¨ is the critical factor to influence satisfaction with service encounter. The design, stability, ease of use, speed of data transmission, flexibility of the web-based instruction system will influence learning satisfaction. 4. Whether the technology infusion or not, we found that the importance of ¡§interaction¡¨ did not decrease. 5. Whether the technology infusion or not, ¡§peer relationship¡¨ is the important source of learning satisfaction.

The purpose of the research is to construct an instruction program about integrating Big6 skills approach with web-based theme learning by using systematic instruction design model to analyze learners¡¦ background, the content of the curriculum, instruction goals and evaluation methods. The researcher designed teaching activities and learning materials based on two topics in science curriculum¡Xclimate and constellation, and furthermore took the teaching action research divided into two sections and three cycles. Through feedback, reflection and correction, the instruction activities in this program has been developed and divided into four sections¡X(1) to lead to theme learning, (2) Big6 research plan, (3) group learning, (4) result exhibition and evaluation. The instruction program was put into practice in one fifth-grade class of elementary school. After the action research, the students with different abilities showed different learning effect. The result that over 90% students said they gained satisfied achievement and over 70% passed the cognitive test in Big6 skills revealed most of the students really learned the content of the instruction program, but a few students needed the teacher and peer groups to provide much more scaffoldings and learning opportunities, especially in defining questions and finding information. After the three- cycle instruction program, the students got the learning abilities as follows-- (1) learning Bid6 systematic thinking model, (2) learning Big6 skill research method, (3) learning how to write theme reports, (4) learning how to present their products, (5) learning evaluation and reflection, (6) improving abilities to apply technology, (7) learning knowledge related to topics, and revealing the self-leading learning style under the influence of Big6 instruction. The web-based instruction environment constructed on ¡§Open network education platform system like Educities¡¨ can reduce the teacher¡¦s pressure on managing web-based instruction. The functions can cope with the need of the web-enhanced instruction, and become the important communication media between teacher and students in students¡¦ active learning section. The characteristic of the internet on multiple communication mechanism without limitation of space and time can expand the effect on active learning.

Thesis (Ph.D.)--University of Wyoming, 2008. / Title from PDF title page (viewed on Nov. 11, 2009). Includes bibliographical references (p. 71-88).

Thesis (Ph. D.)--Ohio State University, 2003. / Title from first page of PDF file. Document formatted into pages; contains xiii, 265 p.; also includes graphics (some col.). Includes abstract and vita. Advisor: Terry Barrett, Dept. of Art Education. Includes bibliographical references (p. 259-265).