Thesis, PlanB (M.S.)--University of Wisconsin--Stout, 2005. / Includes bibliographical references.

Thesis (Ph.D.)--Kent State University, 2009. / Title from PDF t.p. (viewed Jan. 22, 2010). Advisor: Steven L. Turner. Keywords: Online professional development. Includes bibliographical references (p. 191-197).

Thesis (Ph.D.)--University of Nebraska-Lincoln, 2008. / Title from title screen (site viewed Oct. 31, 2008). PDF text: iii, 115 p. : col. ill. ; 816 K. UMI publication number: AAT 3310062. Includes bibliographical references. Also available in microfilm and microfiche formats.

Thesis PlanB (M.S.)--University of Wisconsin--Stout, 2008. / Includes bibliographical references.

Thesis PlanB (M.S.)--University of Wisconsin--Stout, 2008. / Includes bibliographical references.

Thesis PlanB (M.S.)--University of Wisconsin--Stout, 2008. / Includes bibliographical references.

Thesis (M. S.)--Florida State University, 2005. / Advisor: Dr. Sherry A. Southerland, Florida State University, College of Education, Dept. of Middle and Secondary Education. Title and description from dissertation home page (viewed Sept. 19, 2005). Document formatted into pages; contains ix, 89 pages. Includes bibliographical references.

No description available.

According to Goldstuck (2008), there were 4.6 million Internet users in South Africa for 2008 year-end. This corresponds to a penetration rate of 10.5% based on an estimated South Africa population of 43.8 million (.internetworldstats.). Given this popularity, this qualitative case study has analysed the design of Web-Based Teaching and Learning (WBTL) environments designed by Educational Technology facilitators in South African higher education institutions. The conceptual and theoretical framework for this study presents Activity Theory (AT) as a theoretical framework together with constructivist learning. It also presents the different qualities and skills utilised for WBTL facilitators. AT involves three levels in a form of a hierarchy. The three levels are “the uppermost level of activity is driven by an object-related motive (or objective) [activity level]; the middle level of individual or group action is driven by a goal [action level]; and the bottom level of automatic operations is driven by the conditions and tools of action at hand [automatic operation]” (Engestrom, Miettenin & Punamaki, 1999) Constructivism is used as a theory of inquiry. The strength of constructivism was found to be in the five basic themes identified by Mahoney (2005), six elements of constructivism discovered by Gognon and Collay (1999), levels of interaction identified by Anderson and Elloumi (2004) and components of effective Web learning and characteristics of projects or tasks. The main components of effective Web learning are student preparation, student activities, student interaction and student transfer. While working with the Web in teaching and learning this study proposed the concept of considering The Tree Three Rings Theory (TTTRT) to be used as a solution for the practice. TTTRT works with the three schools of thought (behaviourism, cognitivism and constructivism). The three rings are: (1) the use of search engines in teaching and learning (easiest ring), (2) use of Learning Management System in teaching and learning (LMS) (easier ring) and (3) designing the Web for learning (programming) (the most challenging ring). The analysis of Web for learning was done by incorporating the theoretical frameworks and theories of learning; the facilitators’ frames of reference; objects; tools; rules; community; division of labour; levels of operation; and the pedagogical issues. It can be concluded that South Africa has a special need for Web-Based Teaching and Learning (WBTL) or Web learning to take the formal education to those citizens that cannot attend full-time classes. / Thesis (Ph.D.)-University of KwaZulu-Natal, Durban, 2009.

Abstract Because the Internet reaches beyond borders and the World Wide Web (WWW) blossoms everywhere, taking such convenience, instructors and students may participate teaching and learning activities anytime in anyplace. Thus, the traditional instruction has been changed tremendously, not only in the way that knowledge is presented, but also in the way that instructions and feedbacks are exchanged, as well as in the environment that has been changed from concrete classrooms to the virtual world. Instruction via the Internet, or the Web-based Instruction, has been a trend. This new instruction has impacts the traditional instruction a lot. Therefore, we¡¦d like to discuss whether the Web-based instruction could replace the traditional instruction. This research refers the comparison method from Bereday, George Z.F. 1920-1983, also makes documents analysis to compare and evaluate the characteristics between the traditional instruction and the Web-based instruction in teaching media, class management and assessment. We expect this research and its suggestions may provide a reference for the development of the Web-based instruction and for the improvement of the traditional instruction in Taiwan. Thus, our future instruction may take advantages from both the Web-based instruction and the traditional way.