Thesis (Ph. D.)--University of Missouri-Columbia, 2005. / The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file viewed on (November 13, 2006) Vita. Includes bibliographical references.

ALBERT, an intelligent problem-solving monitor and coach, has been developed to assist students solving problems in one-dimensional kinematics. Students may type in kinematics problems directly from their textbooks. ALBERT understands the problems, knows how to solve them, and can teach students how to solve them. The program is implemented in the TUTOR language and runs on the Control Data mainframe PLATO system. A natural language interface was designed to understand kinematics problems stated in textbook English. The interface is based on a pattern recognition system which is intended to parallel a cognitive model of language processing. The natural language system has understood over 60 problems taken directly from elementary Physics textbooks. Two problem-solving routines are included in ALBERT. One is goal-directed and solves the problems using the standard kinematic equations. The other uses the definition of acceleration and the relationship between displacement and average velocity to solve the problems. It employs a forward-directed problem-solving strategy. The natural language interface and both the problem-solvers are fast and completely adequate for the task. The tutorial dialogue system uses a modified version of the natural language interface which operates in a two-tier fashion. First an attempt is made to understand the input with the pattern recognition system, and if that fails, a keyword matching system is invoked. The result has been a fairly robust language interface. The tutorial is driven by a tutorial management system (embodying a tutorial model) and a context model. The context model consists of a student model, a tutorial status model and a dynamic dialogue model. ALBERT permits a mixed initiative dialogue in the discussion of a problem. The system has been tested by Physics students in more than 80 problemsolving sessions and the results have been good. The response of the students has been very favourable

Research has revealed that during systems design and development of e-learning technologies there is a tendency of neglecting the needs of end users and focus on the design process and the technology factors, and this has traditionally been the reason for poor usability of otherwise well conceptualized systems, as a result a number of IT-based learning tools ended up not being usable and not being utilized effectively. This study aims to investigate the impact of e-learning technologies, how people perceive the usage of e-learning technologies towards community skill development. An evaluation of four different e-learning technologies was conducted to investigate the role and efficacy of e-learning technologies within the surrounding communities. Data was analyzed as nominal data using IBM Statistical Package for Social Sciences (SPSS) software 24. Descriptive analysis, frequency, reliability and correctional analysis and also measures of central tendency were computed. Reliability was evaluated for assessing the internal consistency of the items using Cronbach’s alpha. To analyze the relationship between variables matrices of Pearson’s correlation was used. Pearson’s correlation can only be accepted when the significant effect (P>.05), this indicates that there is a positive or a negative relationship between two variables, if these conditions are not met then the proposed correlation or hypothesis can be rejected. Results indicate a poor perception and poor acceptance of e-learning technologies due to a number of factors, these factors include lack of computer-self efficacy which leads to computer anxiety, affordability of internet connectivity which leads to inaccessible of e-learning technologies. The findings also indicated that LAMS was found to be less useable and less useful by a number of students. However, students who enjoy working in groups found LAMS to be useable because it was supporting their preferred learning style, whereas individualistic students preferred Moodle and Dokeos because it was supporting their personal preferences and assessment styles. Having understood all the characteristics of learning tools, relevant learning technologies that are suitable for students can then be recommended.

M.Sc. (Computer Science) / Knowledge sharing technique has been revolutionized over the past years, and the use of Information and Communication Technologies (ICTs) is one of the main contributors to this revolution. One of the knowledge sharing means that emerged from the use of ICTs is the electronic Learning (e-Learning) system. An e-Learning Management System (e-LMS) is a software application that utilises ICTs to manage and deliver e-Learning to users. One of the main advantages of the e-LMS is unlimited access to information, including shared knowledge regardless of geographic location and time, which is the basis for its widespread popularity of e-LMSs in the academic and corporate environment. The main motivation behind this study is the realisation of the unique nature of e-LMSs, and its dependency on ICTs that makes it more vulnerable to information security risks; if these information security risks are not mitigated or put to an acceptable level, the overall integrity of the entire e-Learning process will be compromised. Moreover, in spite of the abundance of literature in e-Learning systems, the security aspect of e-LMS has been given very little consideration. This dissertation will investigate the possible information security risks facing e-LMSs from each user’s (i.e. Lecturers, Learners and Administrator) perspective. For the identified risks, as a possible information security counter measure, the author has created an information security reference framework, called ‘An Information Security Reference Framework for e-Learning Management Systems’ (ISRFe-LMS), which is based on the International Organization for Standardization’s (ISO) 27002. The ISO 27002 Standard is internationally accepted best practice for Information Security Management. Thus, the purpose of this dissertation is strictly focused on creating and enhancing the security of e-LMSs through the creation of the ISRFe-LMS. The Moodle e-LMS has been studied from its information security capabilities and mapped to the ISRFe-LMS, to validate how well it conforms to the security standards and criteria set by the ISRFe-LMS.

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These days, I cannot imagine a subject more important than sharing books that celebrate nature and its worth—also relaying the importance of keeping our shared “home” healthy.Such literature will encourage environmental stewardship, create a generation that recognizes and understands the value, yet fragility, of Earth’s resources, and propagate a general consensus as to the manner in which humanity must preserve, conserve, and protect such resources that ensures the well-being of all life forms.

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This paper will consider the complex challenges to current elementary undergraduate teacher education through the lens of recent (and intrusive) teacher education mandates at the higher education level and discuss the missing opportunities for faculty inclined towards critical pedagogy, curriculum studies, and foundations.