A presente tese consiste numa investigação teórica-experimental quali-quantitativa de caráter interdisciplinar, que busca compreender de que maneira combinações de perfis de alunos, baseado na sua própria avaliação de comportamento psicológico (perfis de autorrelatos) esperança, autoestima e autoeficácia, são mais adequadas na promoção da aprendizagem colaborativa mais efetiva, assim como no desenvolvimento de um modelo de tecnologia baseado em agentes, denominado Sistema-Multiagente Hermes (SMAHermes), capaz de apoiar a formação otimizada de grupos para a aprendizagem colaborativa. A metodologia de pesquisa contempla três experimentos realizados no AVEA MOODLE/CINTED/UFRGS, a partir dos quais valida-se o modelo SMA-Hermes concebido. A amostra utilizada nos experimentos foi composta de trinta e seis alunos (faixa etária média de dezoito anos), do curso de Engenharia de Computação, da Universidade Estadual do Maranhão (UEMA), referente às disciplinas de Matemática Discreta e Estrutura de Dados Avançados. Considerando os perfis de autorrelatos dos alunos, composições de grupos de forma aleatória (randômica), pelo sistema (a partir da formação desejada pelo professor) e livre (os alunos escolhem seus próprios pares) foram testadas Variáveis como PMOA (Pontuação Máxima Obtida na Atividade), TRA (Tempo de Realização da Atividade) e PCGj (Potencial de Colaboração de Grupo) foram criadas, de modo a expressarem ou predizerem os comportamentos colaborativos dos grupos. Ao final dos experimentos foi aplicado um teste sociométrico com o objetivo de identificar afinidades sociais em função dos perfis de autorrelatos esperança, autoestima e autoeficácia dos alunos. Os resultados se mostram satisfatórios em relação à melhoria dos desempenhos de grupos em contextos de aprendizagem colaborativa quando se considera a tupla (PCGj; PMOA). Constatou-se, também, através dos resultados, que os melhores desempenhos de grupos colaborativos foram alcançados através de formações de grupos de forma aleatória, ressaltando que mesmo o mínimo desempenho de grupo obtido por meio desta formação ainda assim foi positivo. Do teste sociométrico aplicado, pode-se extrair características preponderantes dos pares afins, de forma que estas informações auxiliem no desenvolvimento de um modelo ontológico de colaboração e assim apoiar na definição de Papéis do aluno Vs. Perfis de autorrelatos para contextos de aprendizagem colaborativa. / This thesis consists of a theoretical-experimental quali-quantitative research that seeks to understand how combinations of student profiles, based on their own evaluation of psychological behavior (self-report profiles), hope, self-esteem and self-efficacy, are more suitable in promoting more effective collaborative learning, as well as in the development of an agent-based technology model, called Hermes Multi-Agent System (Hermes-MAS), capable of supporting the optimized groups formation for collaborative learning. The research methodology includes three experiments carried out in MOODLE / CINTED / UFRGS VLE, from which the conceived Hermes-MAS model is validated. The sample used in the experiments was composed of thirty-six students (18 years of average age range), from the State University of Maranhão (UEMA), all of which were attending the same Discrete Mathematics and Advanced Data Structure classes. Considering the students self-report profiles, group compositions in a random system (based on the teacher's desired formation) and free (where students chose their own peers) were tested Variables such as MSOA (Maximal Score Obtained in the Activity), ART (Activity Realization Time) and GCPj (Group Collaboration Potential) were established in order to express or predict the group’s collaborative behaviors. At the end of the experiments, a sociometric test was applied with the objective of identifying social affinities according to the self-report profiles hope, self-esteem and self-efficacy of the students. The results are satisfactory in relation to the improvement of group performances in collaborative learning contexts when considering the tuple (GCPj; MSOA). It was also verified through the results that the best performances of collaborative groups were achieved through group formations in a random manner, emphasizing that even the minimal group performance obtained through this training was still positive. From the applied sociometric test, one can extract preponderant characteristics of the related pairs, so that this information helps in the development of an ontological model of collaboration and thus supports the definition of Student roles Vs. Self-report profiles for collaborative learning contexts.

A identificaÃÃo de uma estratÃgia de aprendizagem ativa, caracteriza os processos de participaÃÃo do aluno nas atividades do grupo, especialmente na integraÃÃo no grupo e no seu envolvimento na realizaÃÃo das tarefas. Para promover um ambiente propÃcio à aprendizagem colaborativa, temos que, inicialmente e no mÃnimo, fornecer um meio de comunicaÃÃo que possibilite a interaÃÃo, como os muitos espaÃos e ambientes apresentados a seguir. Partindo desse pressuposto, foi analisado que quando utilizadas em favor da educaÃÃo, as Tecnologias da InformaÃÃo e ComunicaÃÃo (TIC) utilizam o computador e a internet como ferramentas pedagÃgicas, que sendo um meio auxiliar, intervÃm favoravelmente no processo de aprendizagem, permitindo ao aluno construir e reconstruir o seu conhecimento. Para a realizaÃÃo deste trabalho, buscou-se verificar indÃcios de aprendizagem colaborativa em alunos de uma escola do Ensino MÃdio Profissionalizante, enquanto construÃam um site educativo, utilizando como principal ferramenta, o trabalho em grupos. Foi avaliado ainda o nÃvel de envolvimento dos participantes durante o processo de elaboraÃÃo do aparato. Como metodologia de pesquisa optou-se pelo estudo de caso do tipo Ãnico, atravÃs do qual mediante uma pesquisa profunda em um objeto delimitado, à possÃvel adentrar em uma realidade que nÃo conseguida plenamente por um levantamento amostral e avaliaÃÃo exclusivamente quantitativa. Como tÃcnica de pesquisa, escolheu-se a observaÃÃo participante visto que observar ajuda muito o pesquisador. Sua grande vantagem està relacionada com o fato de o pesquisador obter a informaÃÃo na ocorrÃncia espontÃnea do fato. Em nosso acompanhamento, foi possÃvel constatar que o trabalho em grupos, permitiu que se estabelecesse um clima de aprendizagem colaborativa visto que estes processos integram uma proposta educacional na qual os alunos sÃo estimulados a trabalhar em conjunto no desenvolvimento e construÃÃo do conhecimento. Durante a construÃÃo do site, os alunos foram solicitados a escrever relatÃrios periÃdicos a respeito de suas dificuldades e dos meios utilizados para resolver os problemas que ocorreram ao longo do processo, onde nos foi permitido notar a importÃncia da equipe como fonte de socializaÃÃo de saberes, de discussÃes construtivas e de respeito mÃtuo. Ao concluir a pesquisa, acredita-se ter confirmado ao longo dos resultados, os objetivos que tÃnhamos em mente: a verificaÃÃo de indÃcios de aprendizagem colaborativa, fortemente marcados ao longo do processo, bem como um grande envolvimento dos educandos participantes desta anÃlise, que puderam ser observados durante os muitos momentos de reuniÃes para a elaboraÃÃo da ferramenta. / The identification of a strategy of active learning, characterizes the processes of participation of the pupil in the activities of the group, especially in the integration in the group and its involvement in the accomplishment of the tasks. To promote a propitious environment to the collaborative learning, we have that, initially and at least, to supply a media that makes possible the interaction, as the many presented spaces and environments to follow. Leaving of this estimated, was analyzed that when used for the education, the Technologies of the Information and Communication (TIC) use the computer and the Internet as pedagogical tools, that being a means intervene favorably in the learning process, allowing to the pupil to construct and to reconstruct their knowledge. For the accomplishment of this work, we searched to verify indications of collaborative learning in pupils of a school of Professionalizing Average Education, while they were building an educative site, using as main tool, the work in groups. The level of involvement of the participants during the process of elaboration of the apparatus was still evaluated. As research methodology it was opted to the study of case of the only type, through which by means of a deep research in a delimited object, it is possible to enter in a reality that not obtained fully for a sampling survey and exclusively quantitative evaluation. As research technique, it was chosen participant comment since to observe very aid the researcher. Their great advantage is related with the fact of the researcher to get the information in the spontaneous occurrence of the fact. In our accompaniment, it was possible to evidence that the work in groups, allowed that we established a climate of collaborative learning since these processes integrate a proposal educational in which the pupils are stimulated to work jointly in the development and construction of the knowledge. During the construction of the site, the pupils had been requested to write periodic reports regarding their difficulties and of the used means to decide the problems that had occurred throughout the process, where us were allowed to notice the importance of the team as source of socialization to know, of constructive quarrels and mutual respect. When concluding the research, we believe to have confirmed throughout the results, the objectives that we had in mind: the verification of the knowledge indications of collaborative learning, strongly marked throughout the process, as well as a great involvement of the participant students of this analysis, that could have been observed during many moments of meetings for the elaboration of the tool.

Este trabalho apresenta o processo de construção de um modelo de inferência de emoções que um aluno sente em relação a outros alunos durante interação síncrona em um contexto de jogo colaborativo de aprendizagem. A inferência de emoções está psicologicamente fundamentada na abordagem da avaliação cognitiva e foram investigadas relações entre objetivos e normas comportamentais do aluno e aspectos de sua personalidade. Especificamente, foram empregados o modelo OCC de emoções e o modelo Big-Five (Cinco Grandes Fatores) de traços de personalidade para a fundamentação teórica da modelagem. O modelo afetivo representa a vergonha e orgulho apresentados pelo aluno em resposta à avaliação cognitiva de suas próprias ações e a reprovação e admiração apresentadas pelo aluno em resposta a ações de seu parceiro de jogo, a partir da avaliação do comportamento observável dos parceiros representado por suas interações no jogo colaborativo, em relação a normas comportamentais do aluno. A fim de suportar a incerteza presente na informação afetiva e cognitiva do aluno, adotou-se uma representação deste conhecimento através de Rede Bayesiana. Um refinamento qualitativo parcial e a respectiva parametrização quantitativa do modelo probabilístico foram efetuados a partir da análise de uma base de casos obtida através da condução de experimentos. A fim de prover um ambiente experimental, foi concebido e prototipado um jogo colaborativo no qual dois indivíduos conjugam esforços a fim de resolver problemas lógicos comuns à dupla, através de ações coordenadas, negociação simples e comunicação estruturada, em competição com outras duplas. / This work presents the construction of a model to infer emotions a student feels towards other students during synchronous interaction in the context of a collaborative learning game. The emotions inference is psychologically based on cognitive appraisal theory. Some relations between students’ personality and their goals and behavioral standards were also investigated. This modeling was based on OCC emotion model and Big-Five personality model. The affective model represents the student’s proud and shame as an answer to the cognitive appraisal of her/his own attributed interactions, and the student’s admiration and reproach as an answer to the cognitive appraisal of her/his partner attributed interactions, both according to the student’s behavioral standards. Bayesian Network knowledge representation was employed to better stand for the uncertainty present in the student’s cognitive and affective information. Employing a data-driven procedure, the probabilistic model was partially refined in terms of qualitative relations and quantitative parameters. Experimental data were obtained by using a game prototype implemented in order to support a collaborative dynamics of coordinated action, simple negotiation and structured communication, through which students interacted in order to solve shared problems, during synchronous competition with other students.

The practice of education promotes both social interaction and the utilization of technology. Although significant research has explored the role of technology in education, less attention has considered the effect of technology on group learning processes. This experimental study examined the way in which technology affected group interactions among primary grades youth who were engaged in a learning task. The social processes in the learning groups that used technology showed little difference from the groups not using technology, except for a measure that tracked role fulfillment. The report compares the groups and discusses ICT mediated collaborative learning.

Although research has identified critical thinking (CT) as an objective of higher education, limited quantitative research has focused on how postsecondary instructors view using handheld devices for classroom collaboration to support CT. There are studies examining how the use of tablet technologies influence collaborative learning (CL), showing a link between CL and CT, and connecting CT to academic achievement. However, understanding how instructors perceive the intersection of these factors has not been well studied. Applying Vygotsky's social cognitive theory as a foundation of CL, using adapted questions from two questionnaires (Technology Acceptance Model and Cooperative Learning Implementation) and two frameworks, this quantitative survey study examined the relationship between tablet application and implementation of CL, and then between CL implementation and the development of CT dispositions (CTD). An email with a link to the survey was sent to a population of 1,932 instructors in a professional education technology organization. From a sample of 59, the key findings indicated instructors accepted the use and usefulness of tablets in the classroom, and used applications for completing collaborative tasks. The Pearson's product moment correlations between tablets and CL, acceptance and implementation appear to be affected by instructor's professional views and teaching practices. Perceptions about the development of CTD were positive with limitations of statistical significance. Results of this study may provide insights into using tablets in effective ways to enhance learning outcomes as one social benefit. Improving the CT of students may support developing citizens who contribute to communities and society in positive ways as lifelong learners.

Doctor of Philosophy (PhD) / Environmental issues are complex and understanding them involves integration of different areas of knowledge, feedback and time delays, however strategies to cope with complexity are not often used or taught in environmental education. The aim of this thesis is to examine the benefit of three such strategies for environmental education: multiple external representations, learning from models, and collaborative learning. The socio-environmental system modelled was visitor impact in a national park in Australia. Students in Year 9 and 10 from two schools were given a text description (Text group) and either a system dynamics model (SDM group), an agent-based model (ABM group), or both models (SDM & ABM group). This experimental design allowed learning outcomes (environmental and system dynamics knowledge, and understanding of the socio-environmental system) and use of the model(s) (in terms of the proportion of time spent on each screen, activities, and strategies) to be compared in each learning environment (individual and collaborative). Multiple external representations were the most successful strategy in the individual learning environment in terms of increases in environmental knowledge. However, students given only the system dynamics model had greater understanding of the system, and students given only the agent-based model increased environmental knowledge easily identified in the animated representation. Prior knowledge, patterns of use, strategies for changing variables and the representational affordances of the models explained some of these differences. In particular, prior knowledge was an important indicator of how students coordinated use of the models in the SDM & ABM group. Learning with a system dynamics model was the most successful strategy for students in the collaborative learning environment. Differences between the learning environments were detected in all groups with respect to both learning outcomes and use of the models due to prior knowledge, interrogation of the models, and the learning environments themselves. These experiments have provided evidence that strategies for understanding complex systems provide viable methods of communicating complex ideas to school-aged students with varying levels of prior knowledge. In particular, multiple external representations provided students with flexibility in how they learned; models allowed students to experiment with a system otherwise not allowed; and a collaborative learning environment facilitated students’ interpretation of a system dynamics model.

This study aimed to investigate the impact of computer-assisted language learning (CALL), within a constructivist learning environment, on the achievement of learners of English as a foreign language (EFL) and on their attitudes toward learning EFL. The study was conducted over two phases. In Phase I, the study examined the students’ attitudes toward EFL learning and their satisfaction with their achievement and learning outcomes in language learning. Data were collected through a motivational and attitudinal survey of 215 students. The survey was adapted from Gardner’s Attitude/Motivation Test Battery and intended to examine Saudi freshmen students’ attitudes toward learning EFL using the audio-lingual and grammar-translation methods, and traditional teaching aids in the classroom. Seventeen students from the subjects who completed the survey participated in semi-structured interviews to discuss in detail their concerns and suggestions about the current EFL teaching method. The findings of Phase I confirmed the study hypothesis about the students’ negative attitudes toward learning EFL, i.e. that these attitudes were caused largely by the didactic teacher-centred teaching approach and the limited teaching aids. In Phase II, 30 students were selected for the treatment group to study an EFL course (Eng 101) using computers, the Internet and collaborative activities within a communicative language teaching (CLT) framework. The CALL course for the treatment group included selected episodes from the English for All (EFA) online course, three Web-based collaborative projects, and PowerPoint lessons designed for the course. Another group of 36 students was selected for the control group, which had the same course taught using traditional teaching aids and the grammar-translation teaching method. The study was conducted over a 16-week semester, during which both groups were taught using distinct teaching methods and different teaching aids. By the end of the term, both groups’ achievements were examined using two tests: the Cambridge Key English Test (KET), and the course-specific test designed by the Department of Languages at the students’ university. The attitudes of the treatment group were also examined at the end of the study, using a questionnaire, interviews with all of the subjects, and the observational notes collected during the treatment. The findings of the study indicated that the CALL course, using the new constructivist and technology-based approach, had a strong impact on the subjects’ attitudes and motivation toward learning EFL. As to the subjects’ language achievement, the treatment group significantly outperformed the control group. These findings have provided a strong support for the effectiveness of implementing constructivism and CLT in a technology-enhanced learning environment for foreign language teaching and learning. The results of the study imply that it is necessary to take practical steps to move from passive learning approaches and limited use of teaching aids towards a more learner-centred approach incorporating computer and modern digital technologies. The findings clearly showed that such change resulted in better learning outcomes in the Saudi contexts and in other contexts that follow similar EFL teaching practices.

Distance education has seen rapid growth over the recent decades. The rapid development of Information Communication Technology [ICT] has been one of the main drivers of this growth in distance education. However, distance education and ICT themselves posts challenges to both students and educators alike. This thesis finds its basis in the problem of high failure rates and quality assurance issues in the Bachelor of Information Technology [BIT] distance degree programme conducted by the University of Colombo School of Computing in Sri Lanka. A Formative Assessment for Distance Education [FADE] model that promotes the development of and assesses higher-order skills in a collaborative online distance-learning environment was designed based on a methodological approach involving design-based research. The main study was focussed on two main problems, plagiarism in distance education [part A] and the use of technology to address the issues of learning and assessment [part B]. Research questions arising from different aspects of the design required the use of multiple methodologies. Issues of plagiarism in technology aided assessment in distance education put forward questions that required the use of a quasi-experiment and a literature survey. The empirical material of this phase of the study comprised of keystroke logs and questionnaire data. The design and evaluation of the FADE model employed a mixed method two-phase sequential explanatory strategy. The empirical material of this phase of the study comprised of questionnaires, observations coding, interviews and examination and registry data. The quasi-experimental data was analysed using a fuzzy logic engine. The questionnaire, observation coding and examination and registry data were statistically analysed and interviews were used to interpret and explain finding. The results of the part A of the study indicate that there are keystroke patterns for individuals that are stable within and across different tasks. However, the results of the literature review on plagiarism suggested the use of both technological and pedagogical approaches to plagiarism. Part B of the study, showed relationships between higher order thinking demonstrated by students and their course results and attitudes.  Collaborative learning skills demonstrated by students showed relationships to the students’ purpose of use of the FADE forum and their experience on the social web. This study finds that both technological tools and pedagogical practices have to be used in conjunction to limit the possibility of plagiarism. With reference to assessment with a focus on the development of higher order thinking, the study indicates that assessment should be based on the student’s perspective, the purpose and aim of the assessment and the assessment environment. Furthermore, the study finds that in distance education collaboration seems particularly important.

<p><font face="Times New Roman"> <p align="left">This study looks at the effect of a cross-cultural instructional approach on the learners&rsquo / conceptions of lightning and attitude towards science. It explored Basotho conceptions of lightning and thunder under the following themes: nature of lightning, protection against lightning, animalistic/humanistic behaviour of lighting and nature of wounds inflicted by lightning.</p> </font></p>

This thesis is a part of a project, “Interactive Learning in Distance Education”, funded by The Swedish Research Council. The overall purpose was, from adult distance learners’ perspective, to describe, analyse and understand factors influencing studies and interactive learning in asynchronous computer-mediated learning environments. Da¬ta were collected in 2003; from 62 students (56 women and six men) attending an undergraduate and a supplementary distance cour¬se within the teacher training program. The study was based on questionnaires, diaries, portfolios, interviews and transcriptions of students’ postings to the computer conferences FirstClass and Web¬Board, respectively. The courses included campus meetings and individual studies accompanied by study guides containing reading instructions, timetables and individual as well as group-related assign¬ments. Asynchronous text-based, computer-mediated commu¬nication (CMC) was used for dialogue among the participants. The results indicate that difficulties to combine studies with commitments in the students’ everyday lives and lack of familiarity with higher education and computer mediated distance education constituted learning obstacles. Almost everyone emphasised the importance of communicaion with peer students for feeling satisfied in the study and learning situation. They appreciated the asynchronous text-based CMC because it increased the flexibility of the studies. The students´ online behaviour and statements also indicate feelings of social presence and solidarity with peer learners, despite using a medium with relatively low capacity to convey social cues. Female and male students described similar difficulties of combining family, work and study. Women sho¬wed lower self-esteem in terms of computer skills and coping with their studies. They highlighted the social importance of the studygroup to a higher extent than the men did. The ideal course design in terms of structure, dialogue and autonomy altered depending on students´ perceptions of benefits. They wanted flexibility and autonomy to be able to combine the studies with commitments in their everyday life, at the same time they appreciated elements of structure and governance in situations when these involved saving of time. The communication in the computer conferences was extensive but the analysis of the learners’ contributions provides little evidence of effective collaborative learning activities. Several reasons to this were discussed, e.g. students´ lack of time and knowledge to form functioning learning communities, as well as insufficient course design to promote and support collaborative distance learning. It was concluded that there is a gap between teachers' ambitions to create an interactive learning environment on the one hand, and students´ skills, attitudes to collaboration and need to share their time between studies and other commitments on the other. Also, teachers´ ambitions to develop distance education aiming at collaboration and interactive learning are often hampered by their limited skills and time frames to design and implement such courses. / Interactive Learning in Distance Education