published_or_final_version / abstract / toc / Linguistics / Master / Master of Arts in Applied Linguistics

published_or_final_version / abstract / toc / Education / Master / Master of Science in Information Technology in Education

The purpose of this qualitative case study was to examine the beliefs of 5 experienced instructors about the ways adults learn in online professional development (OPD) courses, beliefs about creating online learning environments, and beliefs about instructional strategies for facilitating adult learning. The following questions guided this study: 1. What are the instructor’s beliefs about the ways that adults learn in online professional development courses? 2. What are the instructor’s beliefs about creating an online learning environment for adult learners? 3. What are the instructor’s beliefs about the use of instructional strategies to facilitate online learning with adults? The setting for the study was the professional development program of a large metropolitan school district in the southeastern United States. Data were collected through interviews, discussion board postings, and instructor journals and analyzed using a constant comparative method (Glaser & Strauss, 1967; Strauss & Corbin, 1998). The following themes emerged from the data: • Adult learning in OPD courses is an active process of making connections and applying knowledge and skills. • Learning for adults in OPD courses must be useful, meaningful, relevant, practical, adaptable, and applicable to the work setting. • Learning for adults in an OPD course requires more effort and commitment than learning in face-to-face professional development settings. • Adult learners in OPD courses need a comfort zone where they can feel “safe” communicating and interacting with learners and the instructor. • Adult learners need varying amounts of encouragement, support, guidance, and nurturing within a positive online learning environment(OLE)that supports and sustains them. • Instructors believe that collaboration is an effective strategy for facilitating learning with adults in OPD courses, yet existing barriers limit collaboration. • The OPD instructor is a flexible facilitator of learning who uses different types of feedback to confirm, correct, and inform learning with adults.

Thesis (Ph.D.)--Mississippi State University. School of Human Sciences. / Title from title screen. Includes bibliographical references.

Thesis (M.T.S.C.)--Miami University, Dept. of English, 2004. / Title from first page of PDF document. Includes bibliographical references (p. 31).

Thesis (MTech (Information Technology))--Cape Peninsula University of Technology, 2007 / Over a period spanning approximately twenty five years Information Systems (IS) researchers have been plagued by the problem of how to evaluate IS effectiveness or success. After the advent of the World Wide Web (WWW) in the 1990s, questions have arisen regarding the relevance of previously established evaluation approaches to the evaluation of web-based IS. Subsequently, firms have invested billions of dollars anually in information systems but the lack of appropriate frameworks for evaluating their effectiveness made it difficult to determine the return on IS investment. In a period spanning 20 years IS researchers proposed a diverse number of approaches e.g. the communications research of Shannon and Weaver (1949) and the information "influence theory" of Mason (1978). These were subsequently incorporated into a single model in 1992, called the IS Success Model (Delone & McLean, 1992). The principal objective of this research project was to develop a generic methodology for web-based Information Systems (IS) success evaluation from a multi-stakeholder perspective for specific IS contexts. The Delone and McLean IS Success Model (Delone and McLean, 1992) provides an underpinning framework for measuring IS effectiveness. In the latter 1990's the concept of service-quality was introduced into the IS effectiveness literature. In their updated IS Success Model, Delone and McLean (2003) then included service quality as key measure in the evaluation of IS success. Consequently this research project focused on how service quality concepts could be applied as a measure of IS effectiveness within e-commerce. A 3-pronged approach to IS evaluation was proposed viz. identification of generic stakeholder groups such as e-Customer, sponsoring manager, internal users etc.; identification of the context of the IS evaluation for each stakeholder i.e. what is the main function and context of operation of the IS; and lastly identification of stakeholder specific e-SQ criteria. The study demonstrates that the success of IS deployed within online environments, could be evaluated and measured differently by each stakeholder for the various e-Service Quality (e-SQ) dimensions within a particular IS context. The study presents the results of an investigation into a web-based IS at a national telecommunications company in South Africa which was evaluated using e-Service Quality (e-SQ) constructs. The study demonstrates the operationalisation of an e-SQ instrument for the purposes of evaluating IS effectiveness amongst multi-stakeholders. Evidence is provided that measuring attitudes of different stakeholders provides a more holistic perspective of IS success. The primary conclusion reached is that by using a step-by-step methodology of IS success measurement, the objective of establishing whether companies have received a return on web-based IS investment, can be achieved. Furthermore, the outcomes of the study has contributed to existing literature on IS effectiveness measurement. In particular, it will add to the existing body of knowledge regarding the use of e-SQ instrument to evaluate multi-stakeholder perceptions.

No description available.

The study's purpose was to identify demographics, educational background, finances, formal and informal education and experiences, reading habits, external environmental factors, psychological factors, and computer efficacy factors that predict a student's ability to successful complete an online (Web-based) distance learning community college course. Major student retention theories and student attrition and persistence research guided the study. Distance learners (N = 926) completed four surveys, which collected data for 26 predictor variables that included age, gender, marital status, ethnicity, support others, course load, first-time student, last semester attended, student type and location, financial stability, tuition payment, prior learning experiences, reading habits, family support, enrollment encouragement, study encouragement, time management, study environment, employment, extrinsic and intrinsic motivation, locus of control, self-efficacy, computer confidence and skills, and number of prior online courses. Successful or unsuccessful course completion was the dependent variable. Statistical analyses included Cronbach's alpha, Pearson chi-square, two-sample t test, Pearson correlation, phi coefficient, and binary logistic regression. Variables in each factor were entered sequentially in a block using separate binary logistic regression models. Statistically significant variables were course load, financial stability, prior learning experiences, time management and study environment, extrinsic motivation, self-efficacy, and computer skills. Selected predictor variables (N = 20) were entered hierarchically in a logistic regression model of which course load, financial stability, and self-efficacy were statistically significant in the final block. Correlation coefficients were computed for statistically significant predictor variables to determine whether the significance was confined to the control group or an overall level of significance. Findings were supported through cross-validation and forward stepwise entry of variables in logistic regression. Despite having two or more at-risk factors, distance learners who had high levels of self-efficacy, good computer and time management skills, financial stability, a favorable study environment, were enrolled in more than one course, and believed their prior learning experiences helped prepared them for their course were more likely to be successful.

This study analyzes students' use of the French second-person pronouns tu (T) and vous (V) in small-group (2-3 students) inter-learner online chat sessions. The influence of internal linguistic factors (i.e., turn type and morphosyntactic environment) on learners' appropriate vs. inappropriate use of these pronouns is considered. The study also investigates the influence of Instructional Level on tu-vous use and the extent to which students from different instructional levels provide various types of peer assistance (e.g., lexical, morphosyntactic, and sociolinguistic/pragmatic) . Pronoun use was extremely unstable for learners of all levels, and a Kruskal-Wallis analysis revealed that Instructional Level did not significantly affect appropriate T/V use overall. Instructional Level and Syntax did, however, significantly affect interrogative T/V use, as shown through multivariate analyses. Peer-assisted performance was limited to lexical retrieval. Pedagogical recommendations are presented for teaching and learning second-person pronouns in French.

This ethnographic study examined middle school students engaged in a virtual learning environment used in concert with face-to-face instruction in order to complete a collaborative research project. Thirty-eight students from three eighth grade classes participated in this study where data were collected through observation of student work within the virtual learning environment, an online survey, and focus group sessions with students involved in the project. Results indicated students found the virtual learning environment to be valuable as a platform to complete a collaborative research assignment because of portability, ease of use, and organization. Embedded resources within the environment were helpful because of the convenience. Other people, including peers and teachers, were the preferred source of help when problems navigating the environment or finding information arose. Students communicated within the virtual learning environment as a social outlet, a way to check in, and a means to offer content related comments. Ideally the study's findings will give insight into student experiences in a virtual learning environment in order to help educators design more effective learning experiences and incorporate useful supports within such environments.