Thesis--Lund. / "Project Two-way communication in correspondence education." Includes bibliographical references (p. 116-123).

Thesis (Ph. D.)--University of Texas at Austin, 2002. / Vita. Includes bibliographical references. Available also from UMI Company.

Thesis (M.S.)--University of Delaware, 2005. / Principal faculty advisor: Gregory D. Binford, Dept. of Plant & Soil Sciences. Includes bibliographical references.

Submitted by Rafael Cacciolari Dalessandro (rafaelcacciolari@marilia.unesp.br) on 2018-05-31T01:50:43Z No. of bitstreams: 1 Dissertação Rafael Cacciolari Dalessandro.pdf: 715016 bytes, checksum: a8df833e2845e5e6daccd18417b9d11e (MD5) / Made available in DSpace on 2018-06-04T16:05:51Z (GMT). No. of bitstreams: 1 dalessandro_rc_me_mar.pdf: 715016 bytes, checksum: a8df833e2845e5e6daccd18417b9d11e (MD5) Previous issue date: 2018-04-30 / Approved for entry into archive by Telma Jaqueline Dias Silveira null (telmasbl@marilia.unesp.br) on 2018-06-04T16:05:51Z (GMT) No. of bitstreams: 1 dalessandro_rc_me_mar.pdf: 715016 bytes, checksum: a8df833e2845e5e6daccd18417b9d11e (MD5) / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / A Ciência da Informação, seja no que se refere às suas bases teóricas seja no tocante às práticas profissionais, tem demonstrado um crescente interesse nos estudos éticos, em aspectos relativos, entre outros, à produção científica, à relação do profissional com a profissão e com os seus pares, à atuação do profissional para com o usuário, e à Organização do Conhecimento. No entanto, embora na literatura essa questão se encontre em crescente discussão, ainda não se tem claro como isso vem sendo trabalhado nas instâncias educativas da área, responsáveis pela formação dos arquivistas e bibliotecários. Sente-se, assim, a necessidade de analisar como vem sendo trabalhada a questão ética no âmbito do ensino de Organização do Conhecimento em cursos de Arquivologia (classificação e descrição) e de Biblioteconomia (classificação e indexação) no Brasil, para que se possa identificar aspectos éticos convergentes, complementares ou divergentes entre esses dois espaços de ensino para a atuação profissional. Nesse sentido, propõe-se a realização de uma sistematização crítica de temáticas e referenciais teóricos no tocante à ética, a partir das estruturas curriculares dos cursos de graduação em Arquivologia e Biblioteconomia do Brasil, especificamente na área de Organização do Conhecimento. Para tanto, realiza-se um estudo exploratório, teórico e documental, de natureza quali-quantitativa, que analisa a presença ou ausência das questões éticas nos cursos de graduação em Arquivologia e Biblioteconomia no Brasil e os desdobramentos dessa situação. / Information Science has shown lately a growing interest in ethical studies, wheter in its theoretical basis or professional practices, it has adressed important concerns to aspects related to scientific production, the realtionship between the professional and its colleagues, to its performance having in mind the user of the information and also Knowledge Organization. Although there is a growing discussion on these topics in the scientific literature, it is still not clear how these are worked out in the educational instances of the area which are responsible for the gradution of archivists and librarians. That way, the need to analyse how ethical issues related to Knowledge Organization processes have been taught in Archival Science (classification and description) and Librarianship (classification and indexing) undergraduate courses in Brazil, in order to identify convergent, complementary or divergent ethical aspects between these two teaching spaces for professional performance. In this sense, it is proposed to carry out a critical systematization of thematic and theoretical references regarding ethics from the curricular structures of these two courses, specifically in the are of Knowledge Organization. In order to do so, an exploratory study, theoretical and documental, of a qualitative and quantitative nature was carried out and the results were analyzed so that a comparison of how ethics is characterized in these two teaching universes could be explicit by these methods.

Investigating howgroups communicate, build knowledge and expertise, reach consensus or collaboratively solve complex problems, became one of the main foci of contemporary research in learning and social sciences. Emerging models of communication and empowerment of networks as a form of social organization further reshaped practice and pedagogy of online education, bringing research on learning networks into the mainstream of educational and social science research. In such conditions, massive open online courses (MOOCs) emerged as one of the promising approaches to facilitating learning in networked settings and shifting education towards more open and lifelong learning. Nevertheless, this most recent educational turn highlights the importance of understanding social and technological (i.e., material) factors as mutually interdependent, challenging the existing forms of pedagogy and practice of assessment for learning in online environments. On the other hand, the main focus of the contemporary research on networked learning is primarily oriented towards retrospective analysis of learning networks and informing design of future tasks and recommendations for learning. Although providing invaluable insights for understanding learning in networked settings, the nature of commonly applied approaches does not necessarily allow for providing means for understanding learning as it unfolds. In that sense, learning analytics, as a multidisciplinary research field, presents a complementary research strand to the contemporary research on learning networks. Providing theory-driven and analytics-based methods that would allow for comprehensive assessment of complex learning skills, learning analytics positions itself either as the end point or a part of the pedagogy of learning in networked settings. The thesis contributes to the development of learning analytics-based research in studying learning networks that emerge fromthe context of learning with MOOCs. Being rooted in the well-established evidence-centered design assessment framework, the thesis develops a conceptual analytics-based model that provides means for understanding learning networks from both individual and network levels. The proposed model provides a theory-driven conceptualization of the main constructs, along with their mutual relationships, necessary for studying learning networks. Specifically, to provide comprehensive understanding of learning networks, it is necessary to account for structure of learner interactions, discourse generated in the learning process, and dynamics of structural and discourse properties. These three elements – structure, discourse, and dynamics – should be observed as mutually dependent, taking into account learners’ personal interests, motivation, behavior, and contextual factors that determine the environment in which a specific learning network develops. The thesis also offers an operationalization of the constructs identified in the model with the aim at providing learning analytics-methods for the implementation of assessment for learning. In so doing, I offered a redefinition of the existing educational framework that defines learner engagement in order to account for specific aspects of learning networks emerging from learning with MOOCs. Finally, throughout the empirical work presented in five peer-reviewed studies, the thesis provides an evaluation of the proposed model and introduces novel learning analytics methods that provide different perspectives for understanding learning networks. The empirical work also provides significant theoretical and methodological contributions for research and practice in the context of learning networks emerging from learning with MOOCs.

Submitted by Tatiana Lima (tatianasl@ufba.br) on 2016-08-08T21:30:37Z No. of bitstreams: 1 Nóbrega, Lutécia Maciel.pdf: 3129795 bytes, checksum: 4852d07dbe0926596d31178105c3e014 (MD5) / Approved for entry into archive by Maria Angela Dortas (dortas@ufba.br) on 2016-08-12T16:46:03Z (GMT) No. of bitstreams: 1 Nóbrega, Lutécia Maciel.pdf: 3129795 bytes, checksum: 4852d07dbe0926596d31178105c3e014 (MD5) / Made available in DSpace on 2016-08-12T16:46:03Z (GMT). No. of bitstreams: 1 Nóbrega, Lutécia Maciel.pdf: 3129795 bytes, checksum: 4852d07dbe0926596d31178105c3e014 (MD5) / A internacionalização da educação superior é uma realidade iminente nos dias de hoje, para isso, é preciso que as universidades saibam aproveitar a dinâmica desse processo de cooperação internacional traçando estratégias de melhoria e qualidade institucional. A identificação de ações conjuntas nesse sentido poderá contribuir para que outras instituições reflitam sobre os melhores caminhos para se chegar ao padrão de excelência internacional. Diante disso, o presente trabalho analisa como ocorre a internacionalização dos cursos de pós-graduação da Univasf tendo em perspectiva os critérios de internacionalização da Capes e o modelo de Knight (1994) denominado círculo da internacionalização. Para tanto, apresentou-se uma revisão de literatura por meio de uma pesquisa de natureza exploratória descritiva com utilização do método de estudo de caso. A pesquisa constatou que a Capes foi identificada como catalisador relevante no processo de internacionalização da educação superior, uma vez que publica sua avaliação nacional por meio desses critérios, atribuindo notas para melhor conceituar os cursos de pós-graduação das universidades brasileiras. A análise dos resultados revelou que a internacionalização dos cursos de pós-graduação da Univasf ainda é bastante incipiente, já que não existe uma política formalmente institucionalizada com as razões, motivações e feimstr, actéognisatsa todue-vsidea qmueen taes aarçtiõcuelsa ddaes ceonotpree raa çUãnoi vianstef ren asceiounsa rle nsepsescati vionss tictuuirçsãoos . vPêomr sendo realizadas isoladamente por parte do corpo docente de maneira individualizada, em especial quando analisadas com base nos critérios de internacionalização da Capes. Diante dessa realidade, a formulação de uma política com o apoio e envolvimento de toda a comunidade acadêmica seria crucial para a definição de um processo sustentável de internacionalização na instituição. Somado a isso, sugere-se uma pesquisa mais aprofundada sobre esse tema para estudos futuros que tratem mais efetivamente desse assunto no sentido de auxiliar na definição de planejamentos e estratégias no âmbito internacional para as Instituições de Ensino Superior brasileiras. / Internationalization of higher education is an imminent reality today, so it is necessary that universities know how to take advantage of the dynamics of this international cooperation process outlining improvement and institutional quality strategies. The identification of joint activities in this direction can contribute so as to other institutions could reflect on the best ways to reach the international standard of excellence. Thus, the present study analyzes how is the internationalization of the Univasf post-graduate courses taking into perspective the Capes internationalization criteria and the Knight model (1994), called internationalization circle. Therefore, we performed a literature review through a descriptive exploratory research using the case study method. The study found that Capes was identified as an important catalyst in the international cooperation process, as it publishes its national assessment through these criteria, assigning grades to better conceptualize postgraduate courses in Brazilian universities. The results revealed that the internationalization of Univasf post-graduate courses is still incipient, since there is no formally institutionalized politics with the reasons, motivations and properly articulated strategies between Univasf and its corresponding courses. Finally, it was found that the cooperation international actions in this institution have been executed in isolation by the teaching staff in an individualized way, especially when these faocrtmiounlsa taioren aonf aaly zpeodl icbya sweidth o nth teh es uCpappoerst ianntedr niantvioonlvaelm ceritnetr ioaf. Gthivee ne nthtiirse reaaclaitdye, mthiec community would be crucial to the definition of a sustainable process of internationalization in the institution. Adding to this, it is suggested further research on this subject for future studies that deal more effectively with this matter in order to assist in defining plans and strategies at the international level for Brazilian Higher Education Institutions.

The problem of this study was to compare the effectiveness of the note-test method and the traditional lecture method of teaching general introductory microbiology. The study was prompted by the desire to improve teaching strategies in microbiology in order to improve the attitudes of students taking microbiology at the Indiana College of Mortuary Science. The conclusions are that the note-test method of teaching is at least as effective as the traditional lecture method but is not better than the traditional method in regard to student achievement or student attitudes about the microbiology course to which they were assigned. Since the method requires less lecturing than the traditional lecture method used in this study, it may be used effectively by some instructors in certain subject matter areas and may hold promise in maintaining achievement and acceptable attitude levels.

With the increasing pace of technological changes in the modern society, there has been a growing interest from educators, business leaders, and policymakers in teaching important higher-order skills which were identified as necessary for thriving in the present-day globalized economy. In this regard, one of the most widely discussed higher order skills is critical thinking, whose importance in shaping problem solving, decision making, and logical thinking has been recognized. Within the domain of distance and online education, the Community of Inquiry (CoI) model provides a pedagogical framework for understanding the critical dimensions of student learning and factors which impact the development of student critical thinking. The CoI model follows the social-constructivist perspective on learning in which learning is seen as happening in both individual minds of learners and through the discourse within the group of learners. Central to the CoI model is the construct of cognitive presence, which captures the student cognitive engagement and the development of critical thinking and deep thinking skills. However, the assessment of cognitive presence is challenging task, particularly given its latent nature and the inherent physical and time separation between students and instructors in distance education settings. One way to address this problem is to make use of the vast amounts of learning data being collected by learning systems. This thesis presents novel methods for understanding and assessing the levels of cognitive presence based on learning analytics techniques and the data collected by learning environments. We first outline a comprehensive model for cognitive presence assessment which builds on the well-established evidence-cantered design (ECD) assessment framework. The proposed assessment model provides a foundation of the thesis, showing how the developed analytical models and their components fit together and how they can be adjusted for new learning contexts. The thesis shows two distinct and complementary analytical methods for assessing students’ cognitive presence and its development. The first method is based on the automated classification of student discussion messages and captures learning as it is observed in the student dialogue. The second analytics method relies on the analysis of log data of students’ use of the learning platform and captures the individual dimension of the learning process. The developed analytics also extend current theoretical understanding of the cognitive presence construct through data-informed operationalization of cognitive presence with different quantitative measures extracted from the student use of online discussions. We also examine methodological challenges of assessing cognitive presence and other forms of cognitive engagement through the analysis of trace data. Finally, with the intent of enabling for the wider adoption of the CoI model for new online learning modalities, the last two chapters examine the use of developed analytics within the context of Massive Open Online Courses (MOOCs). Given the substantial differences between traditional online and MOOC contexts, we first evaluate the suitability of the CoI model for MOOC settings and then assess students’ cognitive presence using the data collected by the MOOC platform. We conclude the thesis with the discussion of practical application and impact of the present work and the directions for the future research.

abstract: President Obama's (italic)Completion Agenda (/italic) is a plan that emphasizes improved student retention and persistence. The agenda also emphasizes the important role community colleges play in moving the nation toward economic prosperity. Current statistics indicate that nearly 48% of first-time college students are lost to attrition before the end of a student's first year of college. Student success is largely determined by student experiences during the first year; in order to address the (italic) Completion Agenda (/italic), colleges will need to support initiatives designed to help first-year students succeed. This study investigated the effectiveness of peer mentoring and college success courses on developing the self-efficacy of first-year community college students by evaluating the effectiveness of two course formats of a college success course; one format uses support of a peer mentor(s) and the other format does not use support of a peer mentor(s). The self-report College Student Self-Efficacy Inventory (CSEI) served as a data source instrument designed to measure the college experience in general and, in particular, the degree of confidence students have in their abilities to successfully perform a variety of college-related tasks. The CSEI consisted or 20 questions designed to measure three principle factors: academic self-efficacy, social self-efficacy, and social integration self-efficacy. Student demographic factors, including gender, age range, ethnicity, educational background, and data pertaining to the participants' educational goals and enrollment history, were also examined. Analysis methods included descriptive statistics, a t-test, and a one-way analysis of variance (ANOVA) measuring differences for each factor based on whether the student was supported by a peer mentor or not. Data analysis revealed no immediate measurable differences between the two formats; however, findings could suggest that the seeds of college success were nurtured and the experience of being enrolled in either course format of a student success course has yet to be realized. It was assumed that understanding the relationship between the two course formats and development of students' self-efficacy would provide useful insight into the effectiveness, merit, or value of peer mentoring and college success courses. / Dissertation/Thesis / Ed.D. Higher and Postsecondary Education 2011

Data de aprova??o ausente. / Na folha de rosto consta - Davidson Afonso Ramos (Coordenador). / Submitted by Jos? Henrique Henrique (jose.neves@ufvjm.edu.br) on 2017-06-21T19:36:32Z No. of bitstreams: 2 joiciele_rezende_costa.pdf: 1969360 bytes, checksum: c39183eae7cfceab4520fa3abca91199 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Approved for entry into archive by Rodrigo Martins Cruz (rodrigo.cruz@ufvjm.edu.br) on 2017-06-22T13:16:16Z (GMT) No. of bitstreams: 2 joiciele_rezende_costa.pdf: 1969360 bytes, checksum: c39183eae7cfceab4520fa3abca91199 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2017-06-22T13:16:16Z (GMT). No. of bitstreams: 2 joiciele_rezende_costa.pdf: 1969360 bytes, checksum: c39183eae7cfceab4520fa3abca91199 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2016 / Tendo em vista a presen?a e a atua??o de um grupo de Institui??es de Ensino Superior na regi?o do norte de Minas Gerais, a proposta dessa pesquisa foi investigar o aporte curricular oportunizado aos acad?micos dos cursos de licenciatura dessas institui??es, com vistas a aproximar suas forma??es das particularidades envolvidas na utiliza??o das Tecnologias Digitais de Informa??o e Comunica??o (TDIC) em a??es pedag?gicas. Tendo como amostra a cidade de Montes Claros, procedemos a um recorte de uma problematiza??o social e cultural, que ? a rela??o entre os processos de ensino-aprendizagem e as tecnologias. O objetivo foi averiguar quais e quantos cursos de licenciatura e de qual institui??o possuem alguma disciplina, que fa?a men??o ao uso das tecnologias no processo educativo, com vistas a capacitar os egressos para o uso das TDIC. As institui??es de ensino superior da regi?o investigadas foram: Universidade Estadual de Montes Claros-UNIMONTES, Instituto Superior de Educa??o Ibituruna-ISEIB/Faculdades de Ci?ncias Gerenciais e Empreendedorismo-FACIGE, Funda??o Presidente Ant?nio Carlos- FUPAC, Faculdades Integradas Pit?goras- FIP, Faculdade Prisma e Universidade Norte do Paran?-UNOPAR (modalidade EAD). A rela??o com a universidade frequentemente reflete na educa??o b?sica. Essa proposta de trabalho se fez poss?vel e necess?ria diante da emerg?ncia da sociedade hodierna, onde se efetua uma transi??o de paradigmas, em v?rios ?mbitos, abarcando tamb?m a educa??o e consequentemente os h?bitos dos indiv?duos. A metodologia utilizada na realiza??o desse trabalho ? de cunho quantitativo quanto ? descri??o dos curr?culos dos cursos e qualitativo, possibilitando um olhar cr?tico sobre a tem?tica. Para isso, foi feito um levantamento bibliogr?fico e uma revis?o de literatura que buscou contextualizar a forma??o de professores com os novos tempos chamados de ?modernos?, bem como com as mudan?as ocorridas na vida dos indiv?duos na modernidade. Tamb?m foi feita uma pesquisa documental, com documentos do Minist?rio da Educa??o (MEC), orienta??es para os cursos de licenciaturas no pa?s e ementas e estruturas curriculares dos cursos de licenciaturas, das universidades e faculdades supracitadas. A pesquisa constatou que, dos trinta cursos de licenciaturas investigados, nas seis institui??es de ensino, somente dezoito contam com disciplinas te?ricas e/ou pr?ticas, com vistas a inserir o uso das TDIC no cotidiano docente. Este resultado corresponde a 60% (sessenta porcento) dos cursos analisados, o que indica uma necessidade de melhor adequa??o entre a forma??o ofertada pelas licenciaturas, as orienta??es do MEC e a pr?tica docente. / Disserta??o (Mestrado Profissional) ? Programa de P?s-Gradua??o em Ci?ncias Humanas, Universidade Federal dos Vales do Jequitinhonha e Mucuri, [2016]. / Considering the presence and the performance of a group of Higher Education Institutions in the northern region of Minas Gerais, the proposal of this research was to investigate the curricular contribution made available to the undergraduate students of these institutions, aiming at bringing their formations closer to the particularities involved in the use of Information and Communication Digital Technologies (ICDT) in pedagogical actions. Having as sample the town of Montes Claros, we proceeded to a cut of a social and cultural problematization, which is the relation between the teaching-learning processes and the technologies. The objective was to find out which and how many undergraduate courses and in which institution there are any discipline, which makes reference to the use of technologies in educational process, in order to enable the graduates to use ICDT. The institutions of higher education of the region investigated are: Universidade Estadual de Montes Claros-UNIMONTES, Instituto Superior de Educa??o Ibituruna-ISEIB e Faculdades de Ci?ncias Gerenciais e Empreendedorismo-FACIGE, Funda??o Presidente Ant?nio Carlos- FUPAC, Faculdades Integradas Pit?goras- FIP, Faculdades Prisma e Universidade Norte do Paran?-UNOPAR (Distance Educationmodality). The relation with the university frequently is reflected in basic education. This proposal of work becomes possible and necessary in the modern society, in which occurs a transition of paradigms, in several extents, also embracing the education and consequently the individuals' habits. The methodology used in the accomplishment of this work is qualitative, making possible a critical glance on the subject. For that, it was made a bibliographical research and a literature revision in which it was sought to contextualize teachers? formation with the new times called of ?modern?, as well as with the changes happened in the individuals' life in the modernity. Documentary research was also carried out, with documents from the Ministry of Education (MEC), guidelines for undergraduate courses in the country, and curricular structures and syllabuses for undergraduate, university and collegiate courses mentioned above. The research verified that, of the thirty undergraduate courses investigated, in the six higher education institutions, only eighteen courses have the theoretical disciplines andor practices, with views to insert the use of ICDT in the daily educational. This result corresponds to 60% (sixty percent) of the analyzed courses, what indicates a need of a better adaptation among the formation presented by the degrees, the orientations of MEC and the educational practice.