Τα σύγχρονα πληροφοριακά συστήματα μάθησης τα οποία υποστηρίζουν εξ’ αποστάσεως εκπαίδευση, επιτρέπουν τη συστηματική διαχείριση του εκπαιδευτικού υλικού και υποστηρίζουν τις εκπαιδευτικές διαδικασίες των μαθημάτων. Τα συστήματα αυτά έχουν λειτουργικότητες όπως: η ανάρτηση ψηφιακού υλικού, η διεξαγωγή συζητήσεων, η ανάρτηση ασκήσεων-εργασιών, η πραγματοποίηση εξετάσεων και πολλές άλλες. Στόχος της συγκεκριμένης εργασίας είναι η διερεύνηση του χώρου των συστημάτων μάθησης τα οποία υποστηρίζουν εξ’ αποστάσεως εκπαίδευση καθώς επίσης και η παρουσίαση και η εφαρμογή μεθόδου αξιολόγησης τους, αξιολογώντας τα συστήματα σύμφωνα με μια λίστα λειτουργικών απαιτήσεων. Στο 1ο κεφάλαιο της διπλωματικής εργασίας γίνεται μια περιγραφή των βασικών εννοιών της εξ’αποστάσεως εκπαίδευσης καθώς επίσης και έννοιες που αφορούν τα συστήματα υποστήριξης μάθησης όπως:CBT, VLE, LMS, LCMS, CMS, Mobile Learning. Στο 2ο κεφάλαιο γίνεται μια επισκόπηση του χώρου των Συστημάτων Μάθησης Learning Course Management Systems (LCMS). Συγκεκριμένα γίνεται μία καταγραφή των χαρακτηριστικών των πιο δημοφιλών συστημάτων τόσο των εμπορικών όσο και των συστημάτων ανοικτού κώδικα με τη χρήση ενός κοινού template όπου καταγράφονται τα εξής στοιχεία: Κατασκευαστής, Σύντομη περιγραφή Λογισμικού, Πλεονεκτήματα (Δυνατά Σημεία ), Μειονεκτήματα (Αδυναμίες, Ελλείψεις), Πελατολόγιο, Τρέχουσα Έκδοση έτσι ώστε να μπορεί κάποιος εύκολα να τα συγκρίνει και να τα αξιολογήσει. Στο 3ο κεφάλαιο πραγματοποιείται ανάλυση απαιτήσεων ενός σύγχρονου συστήματος μάθησης έτσι ώστε να μπορεί να εφαρμοστεί η μεθοδολογία αξιολόγησης σε μια λίστα από χαρακτηριστικά-απαιτήσεις για τα συστήματα που παρουσιάζονται στο κεφάλαιο 2. Στο 4ο κεφάλαιο παρουσιάζεται η μεθοδολογία Αξιολόγησης των συστημάτων μάθησης η οποία στηρίζεται στη θεωρία της ασαφούς λογικής. Η συγκεκριμένη μεθοδολογία εφαρμόστηκε σαν μελέτη περίπτωσης για την αξιολόγηση συστημάτων εκπαιδευτικών δραστηριοτήτων προκειμένου να βρεθεί το πλέον κατάλληλο σύστημα για τις ανάγκες του Ελληνικού Ανοικτού Πανεπιστημίου. Τέλος στο κεφάλαιο 5 πραγματοποιείται η εφαρμογή της μεθοδολογίας αξιολόγησης μεταξύ των συστημάτων μάθησης και παρουσιάζονται τα αποτελέσματα- συμπεράσματα που εξάγονται από την εφαρμογή της μεθόδου ενώ στο τελευταίο κεφάλαιο (6ο ) παρουσιάζονται τα συμπεράσματα της εργασίας. / Modern learning information systems are designed to support distance education and have many features to support learning sequence such as: management of educational material, tools for uploading projects in several kinds (documents, multimedia files), many kinds of quizzes, grades management, forums, reports wiz and many others. The aim of this master thesis is the investigation of available learning course management systems(LCMS), requirements analysis for LCMS and presentation and implementation of an evaluation methodology for LCMS based on a requirements list. In the first chapter of this thesis, we describe the basic concepts and definitions of e-Learning, as well as concepts relating to learning support systems such as: CBT(Computer Based Training), VLE(Virtual Learning Environment), LMS(Learning Management Systems), LCMS(Learning Course Management Systems), CMS (Course Management Systems), Mobile Learning etc. The second chapter contains an investigation in the area of Learning Course Management Systems (LCMS). We used a common template in order to describe the features of the most popular LCMS (either Open Source or Commercial). The template contains features like: Small Description of any LCMS (Software Manufacturer and History, Active Users and Installations, Database Requirements, Web Server, Manufacturer Clients, Current Stable Version), Strengths of the Software, Weaknesses of the Software, Available Mobile Version. This features have been chosen in order to become easy the comparison and after that the evaluation of the systems. The third chapter contains requirements analysis of a modern learning course management system so that the evaluation methodology can be applied to a specified list of features-requirements for the systems presented in chapter 2. In the fourth chapter there is the presentation of the evaluation methodology which uses a multicriteria technical analysis which belongs to the field of methods of Multi-Criteria Group-based Decision Making Techniques, while uses methods of (intuitionistic) fuzzy logic. This method exports the results using a technique TOPSIS(Technique for Order Preference by Similarity to Ideal Solution). In this chapter there is the theoretical description of the methodology which has been implemented as a case study for evaluating learning management systems in order to find the most suitable system for the needs of the Hellenic Open University(HOU). In Chapter 5 we will find the implementation steps of the methodology in order to exclude the most suitable LCMS for HOU and the final results(list of Systems). We will also find the conclusions of the implementation of this method. Finally the last chapter (6th) presents the final conclusions of the whole thesis and the added value this thesis offers in this field of research .

This study analysed the learning environment of undergraduate medical and health sciences students of the School of Medicine University of Zambia who were studying at the Ridgeway Campus. Premised on the theory that learner’s perception of the learning environment determines approach to learning and learning outcome, the study utilized a descriptive, quantitative, and non-experimental design to articulate the issues that characterise the learning environment of the programmes. The aim was to provide framework based on these, and use it to propose a strategy for improving the learning environment of the School. The Dundee Ready Educational Environment Measure (DREEM) questionnaire was administered to 448 participants from year 2 to year 7 classes of medicine, pharmacy, and physiotherapy programmes. Total DREEM, subscale, and individual items’ scores were analysed statistically and compared by analysis of variance among the programmes. The issues determined formed the framework for strategy development, and strategic options were proposed based on evidence obtained from literature. With a global DREEM score of 119.3 ± 21.24 (59.7 %), the students perceived their learning environment as “more positive than negative.” One sample binomial test of hypothesis for categorical variables returned a p value <0.05, with a verdict to ‘reject the null hypothesis,’ thereby confirming a more positive than negative perception. Subscale scores also showed ‘more positive’ perception. There were no significant differences between scores from the different programmes when compared by Games Howell test, P> 0.05, thereby upholding the second hypothesis. Analysis of individual items revealed problems in six items, which were summarised into four strategic ssues: inadequate social support for stressed students, substandard teaching and mentoring, unpleasant accommodation, and inadequate physical facilities. The implications of the findings for theory and practice were discussed and strategic options proposed to address the issues. The study concludes that analysis of the learning environment of medical schools provides more insight for strategic planning and management. / Health Studies / D.Litt. et Phil. (Health Studies)

A positive learning environment is more important if students are considered to perform better in their schoolwork. The school environment the students attend mostly influences their performance. The school that each student attends sets its own pillars that promote students’ positive learning. This research study looks thoroughly at the schools climate, and socio-economic background of students. Most public schools have insufficient funds to run their day-to-day activities. One of the disturbing factor to promote learning environment is the class sizes are too big. The more funds a school receives, the better it performs because the school invests more in its resources. The teachers’ experience also contributes to students’ performance. Usually, the students who attend a school where more teachers have pastoral care tend to perform better. The research intended to investigate the causes and consequences of a school’s setting in promoting a positive learning environment and further discussed the benefit of positive learning environment in schools. The students’ success in their learning progress is determined by a positive learning and teaching environment. Generally, if there is a caring environment in the school set up, then that leads to the students obtaining good envisaged outcomes. The schools help the students achieve the good results, or alternatively, they could make the students fail. The students perform better in a positive learning environment that also is tantamount to personal student/teacher relationships. The findings of this study encourage the researcher to come up with new strategies that can be used to uplift the performance of students. / Curriculum and Instructional Studies / M. Ed. (Curriculum and Instructional Studies)

Thesis DOI : https://doi.org/10.31237/osf.io/3aufb / Cette étude de cas collective porte sur la pensée critique et les littératies (informationnelle, numérique, médiatique, etc.), appréhendées avec le concept de métalittératie, chez des étudiant·es qui débutent des études supérieures et se destinent à la profession d’enseignant·e au secondaire, en histoire. L’objectif est de brosser un portrait de la pensée critique et de la métalittératie de ces futur·es enseignant·es de la francophonie à l’heure du Web social. La recherche s’inscrit dans un contexte de multiplication des infox (fausses nouvelles ou fake news) et théories du complot aux impacts sociopolitiques et sanitaires avérés en contexte électoral ou de pandémie. Nous nous sommes intéressé aux étudiant·es de Wallonie (Belgique), de France et du Québec (Canada), particulièrement en raison de l’approche adoptée, dans chacune de ces nations, pour former les futur·es enseignant·es (formation professionnalisante vs formation disciplinaire). Pour mener à bien ce travail, plusieurs objectifs spécifiques ont été convoqués. Il s’agissait de : i) analyser la qualité métrique de versions francophones de tests de mesure de la pensée critique, sur le plan des habiletés et des dispositions, ainsi que de l’autoefficacité en métalittératie ; ii) décrire le score des enseignant·es en formation initiale en matière de pensée critique, notamment en regard de facteurs environnementaux (type de formation, pays d’études, emploi) et personnels (autoefficacité en pensée critique et en métalittératie, croyance en la probabilité de devenir enseignant·e) ; iii) discerner les stratégies en métalittératie et en pensée critique de futur·es enseignant·es en Wallonie en France et au Québec, lorsqu’ils évoluent sur un média social (ici, Facebook) utilisé en tant qu’environnement personnel d’apprentissage (EPA) numérique, en regard du type de formation et de certains facteurs environnementaux (perception de l’environnement scolaire et numérique) et personnels (autoefficacité). Un dernier objectif spécifique, transversal aux trois premiers, consistait à (iv) mettre en dialogue des facteurs socioculturels et prendre en considération le parcours scolaire dans les perceptions et pratiques reliées à la métalittératie et à la pensée critique à l’heure du Web social. La thèse suit une présentation par articles ; chacun est lié à l’un des trois premiers objectifs spécifiques, le quatrième étant donc abordé de façon transversale. Opérée dans cinq établissements (deux en Wallonie, un en France et deux au Québec), cette recherche se fonde sur une méthodologie de type mixte en deux phases. La phase quantitative a permis la passation de trois tests auprès de 245 futur·es enseignant·es (N = 245). Dans la seconde phase, de nature qualitative, 32 étudiant·es (n = 32, sélectionné·es parmi les 245 participant·es) ont participé à des entrevues, notamment pour décrire plus abondamment les stratégies connues pour évaluer de l’information. Nous avons aussi observé les pratiques et stratégies mobilisées par neuf d’entre eux·elles (n = 9) pour évaluer des documentaires et en discuter sur un média social. Le premier article illustre la complexité de mesurer la pensée critique, mais témoigne de la solidité psychométrique de la version francisée du Halpern Critical Thinking Assessment, un test permettant d’établir un score d’habiletés de pensée critique. Par ailleurs, nous faisons l’hypothèse que l’autoefficacité en pensée critique, prédicteur significatif des habiletés, devrait être considérée comme une disposition à la pensée critique. Nous avons aussi développé un instrument mesurant l’autoefficacité pour évaluer l’information selon le concept de métalittératie. Dans un deuxième article, nous avons tenté de définir les meilleurs prédicteurs au score d’habiletés en pensée critique. Un modèle linéaire (incluant pays d’étude, type de formation, emploi salarié, ainsi qu’autoefficacité en pensée critique et en métalittératie) est significatif, mais la capacité prédictive est limitée. Cependant, il apparaît du troisième article que les pratiques et stratégies observées en contexte réel ne permettent d’observer que des différences minimes : les étudiant·es en formation professionnalisante mobiliseraient davantage des stratégies métacognitives et autocritiques quand leurs homologues en formation disciplinaire mobiliseraient plutôt des stratégies critériées. La recherche fait ressortir le rôle potentiellement favorable du rapport à l’emploi actuel et futur d’enseignant·e dans la définition d’habiletés et de dispositions en pensée critique, associées à des stratégies particulières pour aborder l’information. Les résultats appuient le renforcement de l’intégration de la formation initiale des enseignant·es dans la pratique éducative et suggèrent de soutenir le projet de carrière pour développer des compétences de pensée critique. Les forces et limites de la recherche sont discutées et plusieurs recommandations sont émises à l’intention de la recherche et du système éducatif, au niveau des politiques éducatives et pratiques scolaires. / This collective case study focuses on critical thinking and literacies (informational, digital, media, etc.), understood with the concept of metaliteracy, for students beginning higher education and destined to be secondary school history teachers. The objective is to present a portrait of critical thinking and metaliteracy among these preservice teachers from the French-speaking world, in an era of social networks. The background of the research includes an increasing number of fake- news and conspiracy theories with proven socio-political and health impacts in election or pandemic contexts. We studied students from Wallonia (Belgium), France and Québec (Canada), especially because of these nation’s approach to train preservice teachers (vocational training vs disciplinary training). To conduct this project, several specific objectives were formulated. These were: i) to analyse the metric quality of French-version tests quantifying critical thinking skills and dispositions as well as metaliteracy self-efficacy; ii) to describe preservice teacher scores in critical thinking, particularly in respect with environmental (type of training, country of study, employment) and personal (self-efficacy in critical thinking and metaliteracy, belief in the likelihood of becoming teacher) factors; iii) to discriminate between critical thinking and metaliteracy strategies used by preservice teacher in Wallonia, France and Quebec when navigating in a social media (here Facebook) used as digital personal learning environment (PLE) with respect to the type of training and some environmental (perception of the educational and digital environment) and personal (self-efficacy) factors. A last specific objective, transversal to the first three, consisted in iv) engaging socio-cultural factors and taking into account the educational path, in perceptions and practices related to metaliteracy and critical thinking, in the social web era. This thesis follows a presentation by article; each one of them is related to one of the first three objectives, the fourth objective is thus discussed in a transversal way. Carried on five establishments (two in Wallonia, one in France and two in Quebec), this research is based on a two-phase mixed methodology. The quantitative phase involved three tests conducted on 245 preservice teachers (N = 245). During the second phase, the qualitative one, 32 students (n = 32, selected among the 245 participants) were interviewed, particularly to describe known strategies to evaluate information. In addition, we observed practices and strategies mobilized by nine of them (n = 9) to evaluate information from documentaries and discuss it on a social media. The first article illustrates the complexity of critical thinking measurements but demonstrates the psychometric robustness of the French version of the Halpern Critical Thinking Assessment test, a test for scoring critical thinking skills. Furthermore, we postulate that critical thinking self- efficacy, significant predictor of skills, should be considered as a disposition to critical thinking. We have also developed an indicator measuring self-efficacy in terms of metaliteracy. In a second article, we tried to define the best predictors of critical thinking skills scores. A linear model (including country of study, type of training, employment as well as self-efficacy in critical thinking and metaliteracy) is statistically significant although with limited predictive capability. However, strategies and practices described in the third article and observed in real-life context show only minimal differences between used strategies: it seems that students following a vocational training would more likely mobilize metacognitive and self-critical strategies when their counterparts in disciplinary training use more criterion-referenced strategies. The research highlights the positive role of relationship to current and prospective employment of preservice teachers in defining critical thinking skills and dispositions, combined with specific strategies for dealing with information. The results support the increase of preservice teacher training integration into educational practice and suggests the support of career planning to develop critical thinking skills. Strength and limitations of the research are discussed and several recommendations are offered for research project and educational system, in terms of educational policy and school practices.

This thesis explores the various meanings and implications of transparency in architecture and in learning environments in particular. Architectural transparency, achieved through choice of materials and principles of formal composition, creates a diversity of relationships and can facilitate visual, conceptual, and functional clarity as well as offering simultaneous perception of different spaces. It offers a range of phenomenological qualities and so provides an opportunity to explore and complicate such dichotomies as translucency and opacity, openness and closure, and public space and private space. While celebrated throughout modern and contemporary architecture, transparency raises issues of privacy and safety even as it breaks down hierarchies and social boundaries. The research-based design of transparency in a school building necessitates careful planning to achieve a balance between the access to views, natural light, fresh air, and social interaction that transparency may bring and the continuing obligation to provide a safe, secure environment for schoolchildren.

Active Approaches provide chances for individual, comprehension-oriented learning and can facilitate the acquirement of general mathematical competencies. Using the example of pinboards, which were developed for different areas of the secondary level, workshop participants experience, discuss and further develop learning tasks, which can be used for free activities, for material based concept formation, for coping with heterogeneity, for intelligent exercises, as tool for the presentation of students’ work and as basis for games. The material also allows some continuous movements and can thus prepare an insightful usage of dynamic geometry programs. Central Part of the workshop is a work-sharing group work with learning tasks for grades 5 to 8. The workshop will close with a discussion of general aspects of material-based learning.

Active Approaches provide chances for individual, comprehension-oriented learning and can facilitate the acquirement of general mathematical competencies. Using the example of pinboards, which were developed for different areas of the secondary level, workshop participants experience, discuss and further develop learning tasks, which can be used for free activities, for material based concept formation, for coping with heterogeneity, for intelligent exercises, as tool for the presentation of students’ work and as basis for games. The material also allows some continuous movements and can thus prepare an insightful usage of dynamic geometry programs. Central Part of the workshop is a work-sharing group work with learning tasks for grades 5 to 8. The workshop will close with a discussion of general aspects of material-based learning.

Morero oa thuto e ne e le ho hlahloba hore na hobaneng matichere a maemo a phahameng a hokahanya kapa a sa kopanye thuto ea tikoloho ho ruteng le ho ithuteng. Sepheo sa thuto ena e ne e le tsebo ea mosuoe mabapi le thuto ea tikoloho, maano a ho a sebelisa, liphephetso le menyetla e fumanoeng ha ba tlameha ho kopanya thuto ea tikoloho. Boithuto bo amohetse mokhoa oa ho etsa lipatlisiso oa boleng, thuto ea linyeoe le paradigm ea lipatlisiso. Lintlha tsa boleng li ile tsa bokelloa ho sebelisoa lipuisano le boithuto ba lithuto. Matichere a mararo a nkile karolo thutong ena. Pseudonyms e ne e sebelisoa ho sireletsa boitsebiso ba bona. Mokhoa oa typology o sebelisitsoe ho sekaseka metheo ea data lipotsong tsa lipatlisiso, lihlooho, sebopeho sa mohopolo, tlhahlobo ea lingoliloeng le boiphihlelo ba motho oa mofuputsi. Lintlha tsohle tse bokelletsoeng, li ile tsa hlahlojoa le ho hlalosoa e le nyeoe e le ‘ngoe. Phuputso e senotse hore thuto ea tikoloho ha e kopantsoe ka katleho, matichere a hokahanyang le tse sa kopaneng li bile le mathata le hore matichere ha a na tsebo e lekaneng mabapi le ho kopanngoa ha thuto ea tikoloho. Ka hona, ho khothalletsoa hore sekolo mmoho le matichere ba hlahise mananeo a thuto a tikoloho ka bophara le ho fan aka maikutlo a mekhoa e ka sebelisoang ho ntlafatsa maano a bona a ho ruta ho kopanya thuto ea tikoholo ka nepo. / Injongo yesifundo yayikukuphonononga ukuba kutheni kwaye kutheni ootitshala benqanaba eliphakamileyo bedibanisa okanye bengadibanisi imfundo yendalo ekufundiseni nasekufundeni. Ugxininiso kolu phando lwalukwimfundo katitshala malunga nemfundo yendalo esingqongileyo, iindlela zokufundisa ezisetyenzisiweyo, imiceli mngeni kunye namathuba afunyanwa xa kufuneka edibanise imfundo yendalo. Uphononongo lwamkele indlela yophando esemgangathweni, uyilo lwamatyala kunye nepharadigm yophando. Idatha yolwazi yaqokelelwa kusetyenziswa udliwanondlebe kunye nokujonga izifundo. Ngootitshala abathathu abathathe inxaxheba kolu phando. I-pseudonyms yasetyenziswa ukukhusela ubuqu babo. Indlela yokuchwetheza isetyenziselwe ukuhlalutya iziseko zedata kwimibuzo yophando, imixholo, isikhokelo sekhonkco, uphononongo loncwadi kunye namava obuqu omphandi. Yonke idatha eqokelelweyo, yahlalutywa kwaye itolikwa njengecala elinye. Olu phando luveze ukuba imfundo yendalo esingqongileyo ayihlangananga kakuhle, ootitshala abadibanisa kunye nabangazidibanisi nemiceli mngeni kwaye ootitshala abanalwazi lwaneleyo malunga nokudityaniswa kwemfundo yendalo esingqongileyo. K ngoko kucetyiswa ukuba isikolo kunye nabafundisi-ntsapo bazise iinkqubo zokufunda zokusingqongileyo kwaye bacebise ngeendlela ezinokuthi zisetyenziselwe ukuphucula izisetyenziselwe ukuphucula izicwangiso zabo zokufundisa ukulungiselela ukudityaniswa kwemfundo yendalo esingqongileyo ngempumelelo. / The aim of the study was to explore how and why senior phase teachers are capable or incapable of integrating environmental education in teaching and learning. The focus of this study was on teacher’s knowledge about environmental education, instructional strategies used and challenges and opportunities experienced when they have to integrate environmental education. The study adopted a qualitative research method, case study design and an interpretative research paradigm. Qualitative data was collected using interviews and lesson observations. Three teachers participated in this study. Pseudonyms were used to protect their identities. A typology approach was utilised to analyse data based on the research questions, themes, conceptual framework, literature review and the personal experience of the researcher. All data collected was analysed and interpreted as a single case using. The study revealed that environmental education is not integrated effectively, teachers who integrate and those that do not integrate encountered challenges and that teachers have inadequate knowledge about the integration of environmental education. Therefore, it is recommended that the school together with teachers introduce continuous environmental education programmes and suggests approaches that can be used to improve their instructional strategies to enable the intergration of environmental education effectively. / Science and Technology Education / M. Ed. (Environmental Education)