The contemporary classroom currently faces an evolving world of computer based training, online courses, instructor-led learning and several blended approaches in-between. With the increased presence of computers and communication in every facet of students' lives, students have changed to adapt to the continuous presence of technology in their daily lives. These recent rapid developments have changed the relationship between technology and communication. Indeed, communication and technology have become linked to such a degree that it is difficult to differentiate one from the other, thereby altering our rhetorical situation as instructors. Instructors can no longer deny the presence of technology in the contemporary classroom, much less in the contemporary composition classroom. This case study serves as a post-modern analysis of the technology based blended classroom. A gap exists between what online learning is (being) today and what it is (becoming) tomorrow. This dissertation explores the gap by examining two rich data sources: online visitor navigational patterns and instructor interviews. The fundamental ideas that this text explores are the following: - Web server logs and PHP logs can be analyzed to yield relevant information that assists in the design, architecture, and administration of online and blended learning courses. - Technology in the writing classroom does not necessarily solve traditional problems associated with the composition classroom. Technology is a tool, not a solution. - Technology has changed the rhetorical situation of the composition classroom. As a result, instructors must adapt to the changed rhetorical environment. Via this study, readers will hopefully gain a better understanding of the relatively unexplored margins between instruction, composition and technology paradigms. Instructors, trainers, technical writers, pedagogues, industry and academia alike must step forward to research technology-assisted pedagogy so that they can de-privilege the paradigms that position technology itself as a solution, and move forward toward realistic and real-world expectations for instructors in technology mediated learning environments.

Submitted by Silvana Teresinha Dornelles Studzinski (sstudzinski) on 2017-03-16T16:32:31Z No. of bitstreams: 1 Letícia Pires D’Andrea_.pdf: 3624780 bytes, checksum: 27a9f92bc4151cac0aaff7f9d441fce5 (MD5) / Made available in DSpace on 2017-03-16T16:32:31Z (GMT). No. of bitstreams: 1 Letícia Pires D’Andrea_.pdf: 3624780 bytes, checksum: 27a9f92bc4151cac0aaff7f9d441fce5 (MD5) Previous issue date: 2017-01-11 / Nenhuma / Esta pesquisa de doutorado sobre o ensino de língua estrangeira para fins específicos (LINFE) examina a perspectiva êmica do aprendizado a partir de tarefas colaborativas em um contexto de Blended Learning (BL). Para embasar essa pesquisa, adotamos a perspectiva da teoria sociocultural (TSC), concebendo o aprendizado de língua como resultado da mediação e interação social entre os indivíduos, artefatos e língua (VYGOTSKY, 1978,1986; JOHNSON 2009; LANTOLF, 2001). Esta pesquisa se constituiu como uma pesquisa-ação e, a partir da sugestão de tarefas colaborativas e aplicação destas com alunos de uma disciplina de inglês para fins específicos, buscou trazer alternativas de ensino de LINFE com sugestões de tarefas colaborativas e examinou a perspectiva dos próprios estudantes sobre seu processo de aprendizagem. A partir de nosso embasamento teórico, cremos que as oportunidades de aprendizado em sala de aula devem considerar tanto as dimensões cognitivas quanto as afetivas (HALL, 2003) e a compreensão das emoções e crenças envolvidas na aprendizagem pode trazer importantes contribuições para o processo. A coleta de dados foi feita com entrevistas semi-estruturadas antes e após a aplicação das tarefas e com a gravação das interações entre os alunos durante as aulas. Nossas tarefas também propunham utilizar uma abordagem de BL a partir da definição de Sharma (2010) de que essa abordagem se constitui como uma mistura ideal entre o ensino tradicional e virtual, isto é, como uma representação da busca por promover uma experiência de aprendizado mais eficiente. Vale ressaltar que, por tarefas, entendemos as atividades pedagógicas que requerem resolução de problemas realizada de forma colaborativa (SWAIN e LAPKIN, 2001) e apresentam objetivos específicos (ELLIS, 2000; SWALES, 2000). Nossos resultados apontam que as tarefas propostas geraram colaboração entre os participantes e isso também pode ser corroborado pelo reforço das crenças sobre a preponderância da interação e do papel dos colegas no aprendizado de língua inglesa. Percebemos, portanto, que as ações dos alunos e da professora pesquisadora foram influentes nas emoções e nas crenças dos alunos. Verificamos que as emoções emergentes no processo foram as mais diversas e analisamos como tais emoções poderiam ter sido positivas ou negativas no percurso de cada aluno. Esta pesquisa traz um novo olhar para as emoções dentro do processo de aprendizagem, propondo um modo de as analisar de forma sistemática a partir do 7 relato dos próprios alunos a partir de Scherer (2005) e da Roda das Emoções de Geneva. Sobre o uso das tecnologias digitais, verificamos que foram consideradas como geradoras de interesse por parte de alguns alunos. Por fim, foi possível observar que as tarefas colaborativas promoveram a colaboração entre os alunos e, desse modo, evidenciamos a importância de se trabalhar com tarefas colaborativas também nas disciplinas de LINFE. / This research about language teaching for specific purposes aims at investigating the emic perspective of language learning through collaborative tasks in a blended learning (BL) context. To support this research we adopt a sociocultural perspective, and understand language learning as a result of mediation and social interaction among individuals, artifacts and language (VYGOTSKY, 1978,1986; JOHNSON 2009; LANTOLF, 2001). We adopted a methodology of action-research and had collaborative tasks as a starting point; we applied such tasks in order to propose alternatives to the teaching of languages for specific purposes and examine the students own perspectives about their learning process. In our theoretical perspective, we believe the learning opportunities in the classroom should consider both the cognitive and the affective dimensions (HALL, 2003) and that the understanding of emotions and beliefs involved in the learning process can bring about important contributions to its understanding. We undertook semi-structured interviews before and after the implementation of the collaborative tasks and the recording of the interactions of the students during the lessons. Our tasks also intended to use a BL perspective under the definition of Sharma (2010) that such approach is based on an ideal blend of traditional and virtual learning, that is, it is an attempt to promote a more efficient learning experience. It should be noted that, by tasks, we understand pedagogical activities that require the resolution of problems in a collaborative way (SWAIN e LAPKIN, 2001) and that present specific objectives (ELLIS, 2000; SWALES, 2000). Our results indicate that the tasks promoted collaboration among students and that could also be verified by the reinforcement of the students’ beliefs about the importance of interaction and of their classmates in their language learning process. Therefore, we perceived that the students’ and the teacher’s actions influenced upon students’ emotions and beliefs. We have also observed that the emerging emotions were diverse and we have also analyzed the role of these emotions in the students’ learning processes. This research brings a new perspective on how to examine emotions in the learning process suggesting a systematic way to analyze them through the students’ self-reports based on Scherer (2005) and the Geneva Emotion Wheel. We also verified that the use of technology was regarded as a generator of interest by some students. Finally, it was possible to observe that the collaborative tasks promoted collaboration among the students and, thus, we could highlight the importance of working with collaborative tasks in courses of language for specific purposes.

The progress of blended learning has given rise to the need to prepare quality electronic materials, especially those which use the greatest advantage of an electronic document – its interactivity. This paper presents several types of PDF materials – interactive exercises, tests and games created by LaTeX packages (AcroTeX eDucation Bundle) with a contribution of other supporting instruments (3D graphics, fancytooltips, AcroFLeX). Differential equations, as an important tool of continuous mathematical modeling, have been chosen to demonstrate the still increasing power of PDF documents. This strategy allowed me to introduce innovative approaches in explaining and exercising this part of mathematics at the same time. To create such materials some LaTeX knowledge is needed; nevertheless this article is for all math teachers who are looking for quality interactive materials.

This study investigated the effect of a blended-learning approach in the learning of problem-solving skills in a first-level distance education physics module. A problem-solving type of instruction with explicit teaching of a problem-solving strategy was implemented in the module, which was presented through correspondence, online using an in-house learning management system as well as two face-to- face discussion classes. The study used the ex post facto research design with stratified sampling to investigate the possible cause-effect relationship between the blended-learning approach and the problem-solving performance. The number of problems attempted, the mean frequency of using strategy in problem solving and the achievement marks of the three strata were compared using inferential statistics. The finding of the study indicated that the blended-learning approach had no statistically significant effect in the learning of problem-solving skills in a distance education module. / Educational Studies / M. Ed. (Open and Distance Learning)

The progress of blended learning has given rise to the need to prepare quality electronic materials, especially those which use the greatest advantage of an electronic document – its interactivity. This paper presents several types of PDF materials – interactive exercises, tests and games created by LaTeX packages (AcroTeX eDucation Bundle) with a contribution of other supporting instruments (3D graphics, fancytooltips, AcroFLeX). Differential equations, as an important tool of continuous mathematical modeling, have been chosen to demonstrate the still increasing power of PDF documents. This strategy allowed me to introduce innovative approaches in explaining and exercising this part of mathematics at the same time. To create such materials some LaTeX knowledge is needed; nevertheless this article is for all math teachers who are looking for quality interactive materials.

The paper analyzes the potential and possibilities of mixed learning as a didactic means of implementing the transition to an integrated learning model involving information and educational environments and resources. The existing models of mixed learning are described, the aspects of effective use and integration of information and educational environments in the educational process of the College are identified. The structure of the information and educational environment of the SPO teacher and the content of methodological support for the implementation of mixed learning in the SPO system are presented. / В работе анализируется потенциал и возможности смешанного обучения как дидактического средства реализации перехода к интегрированной модели обучения с привлечением информационно-образовательных сред и ресурсов. Описаны существующие модели смешанного обучения, выявляются аспекты эффективного использования и интеграции информационно- образовательных сред в образовательном процессе колледжа. Представлена структура информационно-образовательной среды преподавателя СПО и содержание методического сопровождения реализации смешанного обучения в системе СПО.

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Doctor of Philosophy / Curriculum and Instruction / Rosemary Talab / The purpose of this study was to examine student motivation in a blended learning digital literacy course and its relation to student characteristics. The study consisted of 136 student participants enrolled in a blended learning digital literacy course at a Midwestern university. The Keller ARCS Motivation Model was the theoretical framework. The Course Interest Survey was used in the study, which was designed to measure motivation using Keller ARCS categories. Data was collected through the Course Interest Survey to voluntary student participants and through data obtained from the research setting. The study examined the following research questions: Research Question 1: Do statistically significant relationships exist between non-performance student characteristics and the Keller ARCS Course Interest Survey student motivation scores in a blended digital literacy course? Research Question 2: Do statistically significant relationships exist between pre-course performance student characteristics and the Keller ARCS Course Interest Survey scores in a blended digital literacy course? Research Question 3: Do statistically significant relationships exist between post-course performance student characteristics and the Keller ARCS Course Interest Survey student motivation scores in a blended digital literacy course? To examine these relationships, the study utilized MANOVAs to analyze the student characteristics on the four categories of the Keller ARCS Motivation Model. One significant relationship was found for Confidence within Academic Rank (p < .05), between Seniors and Freshmen. Seniors reported a .4799 higher Confidence score, on average, than Freshmen. Other characteristics did not have significant relationships. The mean change in pretest and posttest scores in digital literacy on the ALTSA assessment was 6.64. Recommendations for the research setting included the use of student focus groups to better understand and increase Freshmen confidence and the Freshmen experience, a review of course design and delivery methods, an exploration of variations of blended learning models, an examination of current test-out procedures, and adjustment of the scale used in this study to provide a wider range of motivation responses. Recommendations for future studies included a qualitative study of student performance characteristics, a mixed methods study of different learning models for course delivery, and an exploratory study aimed at expanding student characteristics.

Thesis (MPhil (Modern Foreign Languages))--Stellenbosch University, 2008. / It is widely recognized that learning to read is one of the most crucial learning processes in which children are involved at primary school. However, becoming a proficient reader is not equally easy for all learners. When it comes to the development of reading comprehension many children appear to have persistent problems. In order to meet the reading needs of students in the 21st century, educators are pressed to develop effective instructional means for teaching strategies to improve reading comprehension. The ability to read academic texts is considered one of the most crucial skills that students of English as a Second Language need to acquire. Reading comprehension has become the “essence of reading” (Dreyer & Nel, 2003:349). Literacy, and more specifically reading, is one of many areas where research has provided evidence of the potential impact of technology such as multimedia and hypermedia. If one looks broadly at the issue of technology and literacy, one of the more rewarding issues for educators is the role of technology in literacy acquisition and instruction, especially for primary grade learners (Pearson et al, 2005:3). This study aims to support the growing trend of an increasingly “paired” literacy, namely that of general literacy and computer (or technological) literacy. The study proposes that through implementing an overall blended-learning methodology for teaching learners how to use reading strategies, it will be possible to improve learners’ general reading comprehension levels.

Thesis (MA)--Stellenbosch University, 2015 / ENGLISH ABSTRACT : The use of technology in teaching is often seen as a deus ex machina. Teachers and parents are quick to identify that the best way to improve teaching is the implementation of technology, by means of a Blended Learning approach. However, little thought is given to the practical considerations of this statement. Reflection on whether the Blended Learning approach can be implemented in the already established teaching practice or whether this necessitates a complete change in teaching methods rarely happens. This study aims to determine whether the incorporation of certain aspects of Blended Learning into an already existing teaching methodology results in a significant change in learners’ German performance. Grade 8 beginner German learners took part in this study during the third term of 2014. Two groups were identified: an experimental group and a control group. The experimental group did all homework assignments on the available online learning platform, Moodle, while the control group did homework assignments in the conventional way – on paper. At the end of the third term, learners’ examination results were compared to the results of the examination of the second term. The changes in the results of the two groups were compared to determine whether one group manifested a significantly greater change in results than the other. The outcome of the study is that incorporating only elements of a Blended Learning approach into an already existing teaching system, while keeping the methods of instruction constant and only changing the medium of homework delivery, does not have a significant influence on learners’ performance in German. / AFRIKAANSE OPSOMMING : Geen Afrikaanse opsomming beskikbaar nie. / rs201508