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The e-learning dome: a comprehensive e-learning environment development modelManeschijn, Magdalena Maria 30 June 2005 (has links)
The purpose of this study is to investigate the weaknesses of current e-learning environment development models and to establish a comprehensive e-learning environment development model (EEDM). In the literature study I established the components of a comprehensive EEDM by looking at five existing models. The main concern in all of the models is the lack of configuration management, which lead to the investigation of other characteristics that an EEDM should have to be described as a comprehensive model. I then used these characteristics to establish the E-learning Dome - a comprehensive EEDM. The E-learning Dome consists of three layers, namely the Infrastructure layer, E-learning administration layer and the Course development layer. The Quality Dome encompasses the combination of these three layers. Through the use of case studies to test the feasibility of the E-learning Dome I concluded that the E-learning Dome is successful as a comprehensive EEDM. / Theoretical Computing / M.Sc. (Information Systems)
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A curated online educational portal for staff and students at a university of technologyBhorat, Abdool Haq Mahomed January 2015 (has links)
Submitted in fulfillment of the requirements for the degree of Doctorate of Technology: Language Practice, Durban University of Technology, Durban, South Africa, 2015. / The innovative application of an online educational portal in everyday teaching and learning is proposed to meet the needs of the new generation of students entering Universities of Technology (UoTs). The setting is against a background of educationally under-prepared but multimedia-literate students, and the university vision of integrating eLearning into the curriculum. The emergence of the Academic Commons Attribution has facilitated the channelling of free-to-use/open source educational information through the dedicated artefact. The investigation combined the challenges of artefact design with the necessity of authenticating subject content so that it was geared to the needs of the students in the Photography Programme. This study highlights the importance of managing knowledge so that it can be passed down to current and future generations in ways which keep pace with their exponential development of digital expertise.
This research was carried out within Bhaskar’s critical realist philosophy, which argues that there is a real world which exists independently of one’s perception of it. It must be stressed that the artefact contained in the multimedia portal did not follow a linear, logical development but was a process of transformational iterative change, very similar to the developmental consistency described by Bhaskar. Bhaskar’s philosophical overview was complemented by Archer’s morphogenetic approach. The latter showed that the application of technology in teaching and learning is not just about use of “better tools” but signals a shift in social structure. The main technical challenge was for the researcher to standardise the multimedia resources so that they could be used on most personal computers, with the option of downloading short tutorials on mobile phones for later use. The resulting multimedia portal provides strong support in guiding inexperienced students and novice academics to choose resources appropriate to both the Photography curriculum and rapidly changing Industry requirements. The portal can also reduce the number of time consuming searches on various themes or topics, as it directs users to specific hyperlinked online resources in any given syllabus item.
The curated educational portal is, therefore, currently being introduced as an enhancement to the traditional teaching and learning methods hitherto used in the Photography Programme. While the traditional methods have the strong humanist leanings essential for personal development, they are not geared to tackle the cutting edge technological advances required by industry. Moreover, in promoting the Durban University of Technology (DUT) as a centre using cutting-edge multimedia tuition, the portal might better establish influences with Industry (one of the core functions of a UoT) as well as attract international academics and students. The end result is to offer a blended learning model of tertiary programme delivery which is supported by the literature as currently being one of the most effective options. / D
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Use of the TRAC PAC as a microcomputer-based laboratory (MBL) tool for addressing misconceptions in kinematics and kinematic graphs held by secondary school learnersGreen, W. J.(Whitfield James) 12 1900 (has links)
Thesis (PhD)--University of Stellenbosch, 2004. / ENGLISH ABSTRACT: This study investigated the impact that use of a microcomputer-based
laboratory (MBL), in this case the TRAC PAC and associated software, had
on student understanding in relation to common 'alternative learner ideas'
and difficulties related to kinematics and kinematic graphs.
It was carried out in the South African context, and focussed on subject
matter that learners are expected to work with in preparation for the Senior
Certificate South African examination. Twenty Grade 12 learners from four
different schools participated in the study.
Three key questions were investigated:
1. What conceptual difficulties do learners in this context experience in
relation to kinematics and kinematic graphs?
2. Does use of the TRAC PAC as a microcomputer-based laboratory
contribute to learner understanding of graphs of motion and related
concepts?
3. If learning is enhanced using the TRAC PAC, what are some of the 'ways
of learning' evident as learners participated in the MBL programme?
To answer these questions, the study employed both an empirical quantitative
dimension and an ethnographic qualitative dimension.
The empirical study involved the use of pre- and post-questionnaires which
were administered before and after learners participated in a TRAC PACbased
learning programme comprising of six 3-hour learning activities
conducted over three days. Overall learner performance on the
questionnaires, as well as responses to individual questions, were analysed
statistically, as well as through use of an 'item and matrix' analysis
technique described by Svec (1999). Chapter 8 of this document reports on
this component of the study. The ethnographic component of the study made use of observational data, and
transcripts of video and audio recordings of learners as they participated in
the learning activities. The data gathered using these techniques was analysed
largely through use of a 'verbal analysis' technique described by Chi (1997).
Chapter 9 of this document reports on this component of the study.
In relation to Research Question 1, the main findings of the study were:
• A literature review highlighted common 'alternative learner ideas'
identified by other researchers, and these allowed me to group them into
four main areas. These are described in Chapter 4 of this report.
• The analysis of the questionnaires highlighted 'alternative learner ideas'
that the group of learners who participated in this project held. These are
described in Chapter 8 of this report.
• The analysis of the video and audio transcripts also allowed for the
identification of 'alternative learner ideas' held by this group of learners.
These are described in Chapter 9 of this report.
There was a high degree of commonality between the 'alternative learner
ideas' identified through use of these three different sources.
Research Question 2 was answered mainly through the empirical study
described in Chapter 8 of this report. It was found that the MBL experience
generally resulted in an improvement in learner understanding in this area of
kinematics and kinematic graphs. More detailed statistical and 'item and
matrix' analyses showed that the impact on learner understanding was better
in certain areas than in others.
The ethnographic study described in Chapter 9 contributed to answeri The degree of learner involvement in learning activities seemed to impact
on the effectiveness of the programme. Possible factors impacting on
involvement were identified .
• 'Alternative learner ideas' were made visible in the context of
'argumentation episodes' and 'discussion and explanation episodes'.
Consequently, these formed the contexts in which shifts in understanding
were most likely to take place. Key learner behaviours and skills
necessary for participation in these episodes are identified, and linked to
success and non-success on the programme.
Recommendations arrsmg from findings m the study are described m
Chapters 8, 9 and 10of this report. / AFRIKAANSE OPSOMMING: Hierdie ondersoek bestudeer
gebaseerde laboratorium, III
gepaardgaande sagteware, op
kinematikagrafieke het.
die uitwerking wat 'n
hierdie geval die TRAC
studente se begrip van
mikro-rekenaar
PAC en die
kinematika en
Die ondersoek is III 'n Suid-Afrikaanse konteks uitgevoer en is toegespits op
die vakmateriaal wat leerders behoort te beheers ter voorbereiding vir die
Suid-Afrikaanse Senior Sertifikaat. Twintig Graad 12' s van vier verskillende
skole het aan die ondersoek deelgeneem.
Drie sleutelvrae is ondersoek:
1. Watter begripsprobleme ondervind leerders in hierdie verband met
betrekking tot kinematika en kinematikagrafieke?
2. Dra die gebruik van die TRAC PAC as 'n mikro-rekenaar gebaseerde
laboratorium by tot die leerder se begrip van kinematikagrafieke en
verwante begrippe?
3. Indien "leer" deur die gebruik van die TRAC PAC bevorder word,
watter "vorme van leer" is waarneembaar as leerders deelneem aan die
MBL-program?
Beide 'n empiries-kwantitatiewe dimensie en 'n etnografiese kwalitatiewe
dimensie is in die navorsing gebruik.
Die empiriese ondersoek maak van beide 'n voortoets en 'n na-toets gebruik.
Hierdie vrae is aan die leerders voorsien voordat asook nadat hulle aan die
TRAC PAC gebaseerde leerprogram deelgeneem het. Die leerprogram het
bestaan uit ses leeraktiwiteite, elk drie uur lank, wat oor 'n tydperk van drie
dae gedoen is. Die leerders se prestasie/uitslae met betrekking tot die vrae
asook hul reaksie op individuele vrae is statisties ontleed, asook met behulp van die 'item en matriks' analitiese tegniek soos deur Svec (1999) beskryf.
Hoofstuk 8 van hierdie verslag verwys na hierdie deel van die ondersoek.
Die etnografiese komponent van die die ondersoek maak gebruik van
waarnemingsdata en transkripsies van band- en video-opnames van leerders
verkry tydens hul deelname aan die leeraktiwiteite. Die data so verkry, IS
hoofsaaklik geanaliseer deur van die 'n verbale analise-tegniek gebruik te
maak soos deur Chi (1999) voorgestel. Hoofstuk 9 van hierdie dokument
doen verslag oor hierdie komponent van die ondersoek.
Wat Navorsingsvraag 1 betref, IS die hoofbevindings van die studie die
volgende:
• 'n literatuur-oorsig beklemtoon die algemene alternatiewe
leerderopvattings wat deur ander navorsers geidentifiseer is. Dit het my in
staat gestelom hulle in 4 hoofareas te groepeer wat ek in hoofstuk 4 van
die verslag bespreek.
• Die analise van die vraelyste beklemtoon die alternatiewe
leerderopvattings van die groep leerders wat aan hierdie proj ek
deelgeneem het. Dit word in hoofstuk 8 van hierdie verslag bespreek.
• Die analise van die band- en video-opnames het ook bygedra tot die
identifikasie van' alternatiewe leerder-idees' wat by hierdie groep leerders
voorkom. Dit word in hoofstuk 9 van hierdie verslag bespreek.
Daar is 'n groot mate van ooreenkoms ten opsigte van die alternatiewe
leerderopvattings wat by hierdie drie verskillende groepe voorkom.
Navorsingsvraag 2 is hoofsaaklik beantwoord deur die emprrrese studie wat
in hoofstuk 8 van hierdie verslag bespreek word. Daar is bevind dat die MBLondervinding
oor die algemeen 'n vebetering in die leerders se begrip ten
opsigte van kinematika en kinematikagrafieke tot gevolg gehad het. 'n Meer
gedetailleerde statistiese 'item en matriks' -analise het getoon dat die
uitwerking op die leerders se begrip in sommige areas beter was as in ander. Die etnografiese studie wat in hoofstuk 9 van hierdie verslag beskryf word,
dra by tot die beantwoording van Navorsingsvraag 3. Sleutelbevindings met
betrekking tot hierdie vraag sluit onder andere in:
• Leerderdeelname aan leeraktiwiteite hou skynbaar verband met die sukses
wat hulle in die program behaal. Moontlike faktore wat 'n invloed op
deelname kon hê, is geidentifiseer.
• Alternatiewe leerderopvattings is In die konteks van 'beredeneringsepisodes
' en 'besprekings- en verduidelikings-episodes' uitgelig.
Hierdie "episodes" het die waarskynlikste verband uitgewys waarbinne
veranderings van insig/begrip kan plaasvind. Kernleerdergedrag en
vaardighede wat noodsaaklik IS vir die deelname aan hierdie episodes is
geidentifiseer, en is gekoppel aan 'n leerder se sukses en mislukking tydens
deelname aan die program.
Aanbevelings wat voortspruit uit die bevindings van die ondersoek word In
hoofstukke 8, 9 en 10 van hierdie verslag, bespreek.
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Gender differences in using ICT in junior secondary design & technologyLau, Sai-chong., 劉世蒼. January 2004 (has links)
published_or_final_version / Education / Master / Master of Science in Information Technology in Education
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Applying computer-mediated concept mapping on problem-based learning in biologyLeung, Wing-sum., 梁穎琛. January 2003 (has links)
published_or_final_version / Education / Master / Master of Science in Information Technology in Education
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Factors affecting the user acceptance of ICT of language teachers in agovernment secondary school in Hong Kong: acase studyLai, Kan-chi., 黎近知. January 2003 (has links)
published_or_final_version / Education / Master / Master of Science in Information Technology in Education
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An evaluation of the impact of a customer service approach on e-learning practices in schoolsLee, Kwok-wai, Stephen, 李國偉 January 2005 (has links)
published_or_final_version / Education / Master / Master of Science in Information Technology in Education
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Computer assisted education : design, development and evaluation.Murrell, Katharine. January 2001 (has links)
Educational institutions throughout the world are increasingly facing classes of educationally,
culturally and linguistically diverse student groups. At the same time economic constraints require
these institutions to expand their student base and they are therefore looking to distance education
and continuing education modules to meet these challenges. Simultaneously rapid advances in
desktop computing capabilities and Internet delivered information have revived interest in Computer
Assisted Education (CAE).
The University of Natal is no exception to these trends; schools, departments and individual
members of staff are increasingly exploring the possibility of using the University's computer
infrastructure to assist in delivering quality education, maintaining current standards, and addressing
the multiple needs of the students.
To investigate these issues a CAE program was developed for use in the Nelson R. Mandela School
of Medicine to investigate how students would make use 'of the technology, and to report on the
development and evaluation processes of such a development. In doing so various lessons could
be learnt which could inform the further development of such software at the University.
In order to support the development of the CAE program an extensive literature survey into current
educational theory was conducted. Its objectives were to explore and understand all the factors
affecting the development and use of computer based systems as an educational tool. Particular
aspects considered were
• the debate between constructivist and instructivist theory in their applicability to both the
medium and the subject material.
• instructional styles, and with them the learning styles, that could be used to support the
educational goals of the diverse student population.
• instructional design methodologies that are currently used as well as media production methodologies. The goal of this aspect of the research was to advise both the development of
the case study and to gain a broader understanding of the methodology that could be used for
other developments. Included in this phase of the research are methods and criteria for
selection of authoring systems and interface design issues in a multi-cultural multi-lingual
environment.
• the review of different evaluation strategies in order to incorporate appropriate evaluation in the
CAE case study.
• the investigation of broader sociological and historical factors that may influence the way in
which CAE can be used effectively in a South African context.
The presumption was that students from historically disadvantaged backgrounds and those with
English as a second language would be less willing to use technological interventions than those
who were more likely to have had access to computers earlier in their education. The case study set
out to investigate if this presumption was valid, and if so what elements of design and delivery could
facilitate these students' usage of such systems. However, these presumptions were not validated
by the case study, showing the exact opposite of expectations, with more historically disadvantaged
students showing a willingness to use the module. / Thesis (M.Sc.)-University of Natal, 2001.
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Computer-Assisted Instruction in Literacy Skills for Kindergarten Students and Perceptions of Administrators and Teachers.Larson, Susan Hatlestad 05 1900 (has links)
The perceptions of administrators and teachers of a computer-assisted instructional program in literacy skills were collected by a survey. The survey participants were kindergarten teachers and administrators from four elementary schools in the same, fast-growing, suburban school district in Texas. Literacy assessments were given to all kindergarten students in the district in the fall, winter, and spring of the 2005-2006 school year. This study included a quasi-experimental research design to determine if students using the computer-assisted instructional program improved more on the district literacy assessments than students who did not use the program. The treatment group members were the 449 kindergarten students of the survey participants. The treatment group worked in The Imagination Station program for a nine-week trial period. The control group members were 1385 kindergarten students from thirteen other schools in the same school district. The study found that teachers and administrators perceived that their students' improvement in literacy skills after using the program was good. The quasi-experimental portion of the study found that there was a statistical difference between the treatment and control groups on the composite literacy assessment score. The group membership variable could explain 1.4% of the variance in the students' literacy assessment scores. Based on the small effect size, there was no practical difference between the groups.
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Marriage Enrichment: the Use of Computers to Teach Communication SkillsRamsay, Annetta 05 1900 (has links)
In this study, a computerized marriage enrichment program that gave couples instruction on communication skills and problem-solving was developed and tested. Couples completed the marriage enrichment courseware together on a computer. Forty couples from a metropolitan area in North Texas volunteered to complete the marriage enrichment courseware. Ten couples were randomly assigned to each of the following four groups: an experimental group that received the pretest followed by treatment and a post-test, a control-wait group that completed pre- and post-tests, an experimental group that received treatment followed by a post-test, and a post-test only control-wait: group. Three hypotheses were generated predicting that experimental subjects would significantly increase their marital communication skills following the treatment and that wives in the pre-test and experimental groups would achieve higher marital communication scores than would husbands. The dependent variable was the score on the Marital Communication Inventory (Bienvenu, 1970). Analyses of variance did not reveal any differences between husbands, wives, and couples at the pre- or post-tests. A three way analysis of variance revealed a significant main effect for treatment (p < .04), but no interaction effects were found. In related findings, a t-test on the post-test minus pre-test difference for wife's scores was significant beyond the .005 level of confidence. Pearson product-moment correlations between the amount of time spent on the marriage enrichment courseware and posttest scores suggested that couples who spent more time completing the program were more likely to achieve higher scores. A regression analysis confirmed the significance of time spent on increased post-test scores (p < .0085). Based on these findings, it seems appropriate to conclude that computerized marriage enrichment courseware is a promising approach for couples who spend at least two hours completing the material.
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