Abstract Objectives: To 1) develop an electronic Knowledge Model (e-KM) of a surgical procedure, and 2) investigate the efficacy of the model in knowledge acquisition. The main purpose of the study was to develop a knowledge model of a surgical procedure (cyst removal) in an electronic medium such that it would enhance knowledge acquisition of surgical skills and to then determine the efficacy of the model. This is based on the Fits-Posner stage theory of learning motor skills that has been adopted in many surgical teaching models. Methods: Two randomized experimental studies were conducted in three phases; the total student sample size was 118 (Study 1=56, Study 2=62). In both studies, one group received face-to-face instruction from a professor while the second group employed the e-KM. Both groups were administered a multiple choice test. Analysis of variance (ANOVA), regression analysis and Pearson’s correlation methods were employed to analyze data. Descriptive statistics were used to analyze the frequency of access and its impact on test scores. Reliability was determined with Cronbach’s alpha. Results: The results showed no significant difference (p> .05) between e-KM the computer model and the surgeon instructor. There was a significant correlation between access time to video and knowledge (significant r ranged from .68 to .86, p < .01); however, increased time on task increase test scores, thus having a positive impact on knowledge acquisition. Discussion: Research findings indicate that e-KM performs as well as the human instructor and provides the additional advantage of unlimited online access through the Web while addressing many of the pressures currently plaguing medical schools such as limited resources (staff and facilities), cost of administration, access to knowledge, academic regulations, policies and competing curricula. Furthermore, e-KM provides a standardized teaching model, eliminating instructor variability and functioning as a dependable learning tool. Conclusion: In this thesis, I addressed the efficacy of e-KM on knowledge acquisition. While there was no significant difference between e-KM and the surgeon instructor on knowledge acquisition overall, students who accessed the e- KM multiple times achieved higher scores. / Experimental Medicine

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The study examined students’ perceptions of Facebook, Twitter and blogs as tools for learning in a classroom environment. The population of the research was of 109 students from a 4-year college located in the southern region of the US. The results showed that most of the students were undecided in their perception of Facebook, Twitter and blogs as learning tools. The findings also showed that most of the participants were undecided in perception that Facebook, Twitter and blogs were viewed as sources of learning distraction. The findings equally indicated that significant number (about half of the population) of the participants disagreed that they felt intimidated using blogs to enhance learning while a third of the population was undecided. The results of the study did reveal that statistically significant differences existed among students in their perception of Twitter based on ethnicity. Hispanic and African American students perceived that using Twitter in the learning environment helped them to engage in collaborative learning. In addition, the findings showed African American respondents perceived that tweeting was also perceived as a distraction unlike other ethnic groups. The findings equally indicated that African American students perceived that Twitter was used as a tool to share life experiences unlike other ethnic groups represented in this study. The results equally revealed that female students actively participated in discussion forums more than their male counterparts did. The findings showed that Hispanic and African American students believed that using tweeting in the learning environment helped them to learn from one another. Whites and Native Americans did not share similar opinions. The results also revealed that African Americans and Hispanic Americans perceived that using Facebook during instruction enhanced collaboration among learners. In addition, the findings revealed that African American respondents perceived that tweets were helpful to them in sharing ideas as they complete assignments. However, White Americans, Hispanic Americans and Asian Americans did not have a similar view. The conclusion drawn from this study was that students enjoyed using social media tools for personal and entertainment purposes however; they did not enjoy using the tools for educational purposes. The general conclusion was that students were undecided in their perception of Facebook, Twitter and blogs as learning tools as well as perceived sources of distraction and intimidation.

An analysis of data from the Community College Survey of Student Engagement and multiyear analysis of pretest/posttest scores in introductory criminal justice courses revealed there was a systemic decline in student engagement and achievement. Because of this analysis, a commercial virtual learning tool (CJI) that purported great success in improving student engagement and performance was identified and implemented on the college's course management application in the spring of 2010. CJI, a comprehensive learning tool that incorporated Web 2.0 activities, such as video, simulations, and study aids, was designed to improve student engagement and performance. The inclusion of Web 2.0 activities was important because the majority of students at Herkimer County Community College are of the Millennial generation, those born between 1979 and 1994. The purpose of this study was to investigate the design and implementation of a VLT, utilizing multiple intelligence theory while specifically targeting Millennial students could improve student engagement and achievement. For this study, the VLT was implemented in two hybrid sections and compared to a traditional section of an introductory criminal justice class. The quasi-experimental design examined the effectiveness of a VLT on student learning, and engagement. Based on the results, the VLT had a positive effect on students' perception of ease of use and usefulness. The students' positive perception led to an increase in student engagement the testing period. The results of the testing revealed that overall students found the VLT beneficial to them as a learning tool and had a positive impact on their course performance. While the VLT did not improve student performance beyond that of the traditional lecture course, there were positive implications in the design of the VLT utilizing multiple intelligence theory as a foundation. The implications of this study involved the impact of the VLT on students' perception of usefulness and ease of use. A VLT designed with multiple intelligence learning tools can improve student engagement and their perception of the tools usefulness and ease of use. It is clear that VLTs' designed with multiple intelligence learning tools should be incorporated as a tool to improve student performance.

In a fully automated manufacturing environment, instant detection of condition state of the cutting tool is essential to the improvement of productivity and cost effectiveness. In this paper, a tool condition monitoring system (TCM) via machine learning (ML) and machine ensemble (ME) approach was developed to investigate the effectiveness of multisensor fusion when machining 4340 steel with multi-layer coated and multi-flute carbide end mill cutter. Feature- and decision-level information fusion models utilizing assorted combinations of sensors were studied against selected ML algorithms and their majority vote ensemble to classify gradual and transient tool abnormalities. The criterion for selecting the best model does not only depend on classification accuracy but also on the simplicity of the implemented system where the number of features and sensors is kept to a minimum to enhance the efficiency of the online acquisition system. In this study, 135 different features were extracted from sensory signals of force, vibration, acoustic emission and spindle power in the time and frequency domain by using data acquisition and signal processing modules. Then, these features along with machining parameters were evaluated for significance by using different feature reduction techniques. Specifically, two feature extraction methods were investigated: independent component analysis (ICA), and principal component analysis (PCA) and two feature selection methods were studied, chi square and correlation-based feature selection (CFS). For various multi-sensor fusion models, an optimal feature subset is computed. Finally, ML algorithms using support vector machine (SVM), multilayer perceptron neural networks (MLP), radial basis function neural network (RBF) and their majority voting ensemble were studied for selected features to classify not only flank wear but also breakage and chipping. In this research, it has been found that utilizing the multisensor feature fusion technique under majority vote ensemble gives the highest classification performance. In addition, SVM outperformed other ML algorithms while CFS feature selection method surpassed other reduction techniques in improving classification performance and producing optimal feature sets for different models.

The thesis aims at teaching various data structures algorithms using the Visualization Learning tool. The main objective of the work is to provide a learning opportunity for novice computer science students to gain a broader exposure towards data structure programming. The visualization learning tool is based on the Verification-Driven Learning model developed for software engineering. The tool serves as a platform for demonstrating visualizations of various data structures algorithms. All the visualizations are designed to emphasize the important operational features of various data structures. The learning tool encourages students into learning data structures by designing Learning Cases. The Learning Cases have been carefully designed to systematically implant bugs in a properly functioning visualization. Students are assigned the task of analyzing the code and also identify the bugs through quizzing. This provides students with a challenging hands-on learning experience that complements students’ textbook knowledge. It also serves as a significant foundation for pursuing future courses in data structures.

Educators are divided with regards to the value of computer technology as a learning tool. Some maintain that computers have had little impact on students’ learning; others suggest that computers have the potential to enhance learning. Within this second group there are those who believe that computers are having a significant impact, while others believe that their potential is yet to be realised. The purpose of this study was to examine the relationship between students working in a technology rich environment and their development of higher order, critical and creative, thinking skills. Staff and students from one school participated in this case study. Data were collected by teachers as part of the normal teaching-learning program, supplemented by classroom observations and teacher interviews. In addition, data pertaining to the technology infrastructure was collated from school databases. The data were used to determine the degree of correlation between factors of the learning environment and the extent to which higher order thinking skills (HOTS) were demonstrated by the students. Collations of the statistically significant, and statistically insignificant, correlations allowed relationships between environmental factors and HOTS to be established. / The results indicate that studying within a technology-rich learning environment improves students’ higher order thinking skills, determined by measuring their critical and creative thinking. Factors such as length of time spent in the environment have a positive, non-linear effect on the development of critical thinking skills. These factors have no significant correlation with the development of creative thinking skills. The interaction of students’ computer skills and the classroom environmental factors was shown to be complex. Three-dimensional correlations were performed to derive equations that explain these interactions. Students with better developed computing skills scored higher on critical and creative thinking activities. This was most significant for students with better computer programming skills and the ability to competently manipulate Boolean logic. The most significant factors in developing higher order thinking skills were the students’ levels of computer skills, tempered with their attitudes towards computers and computer classes, and the teacher-student relationships within the technology-rich learning environment. The research suggests that in order to develop students' higher order thinking skills schools should endeavour to integrate technology across all of the learning areas. This will allow students to apply technology to the attainment of higher levels of cognition within specific contexts. This will need to be paralleled by providing students the opportunity to develop appropriate computer skills.

This dissertation is comprised of three articles that build on and support each other. The first article is an extensive literature review, and the other two are empirical studies. In this literature review, the author discussed major theories about human learning processes to guide instructional designers about effective integration of multiple modes in interactive learning environments and explored the knowledge base on representations and manipulatives in mathematics education. The first empirical study?s purpose was to investigate effects of affordances provided with virtual learning environments at different treatment durations. Students from multiple sixth-grade classes were randomly assigned to one of three treatment groups differed by allocated session time (10-, 20-, and 30-minute). The online manipulative tool (OMT), which was designed to scaffold learning in operations with rational numbers, allowed students to use the following three components in any order: (a) audio, (b) audio-visual, and (c) manipulatives. Analyses showed that students who used manipulatives most achieved highest; whereas, students who used audio-visual most achieved the second highest. Additionally, the 30-minute group used each component of OMT the least. A meaningful increase in standard algorithm use over manipulatives suggested a transition from concrete to abstract thinking. The second empirical study's purpose was to compare OMT's different representational aspects and to estimate OMT's effects on achievement and technology acceptance when compared to those of traditional classroom activities. Elementary- and middle-grade students were randomly assigned to the control group or one of three treatment groups: (a) audio-visual, (b) virtual-kinesthetic, and (c) dual-mode (virtual-kinesthetic and audio-visual combined). When the control group was compared with experimental groups, pre- and post-test results suggested that OMT was more effective than traditional classroom activities in improving students' understanding of operations with rational numbers. When the students' achievement on pre- and post-tests among experimental groups was compared, no substantial difference was found. However, students in the dual-mode group scored the highest on the technology acceptance survey. Students' technology acceptances also differed among different SES levels but not genders. The results suggested that virtual manipulatives provided additional affordances for conceptual understanding. However, students' acceptances of technology should be considered when implementing new technologies.

Bakalauro darbą „Elektroninės mokymo(si) priemonės „Fizika lentelėse“ sukūrimas ir analizė“ sudaro įvadas, 3 skyriai, išvados, priedai, 1 kompaktinis diskas. Darbo apimtis 35 lapai. Darbe pateikiama 19 paveikslų. Įvade pateikiamas darbo aktualumas, tikslai ir uždaviniai. Pirmajame skyriuje aprašomas apibendrinančios medžiagos panaudojimas ir reikalingumas mokyme ir mokymesi, išanalizuota literatūra, atlikta internetinių mokomųjų priemonių apžvalga, parašytas apibendrinimas. Antrajame skyriuje pristatomos darbe naudojamos informaciniės technologijos. Trečiajame skyriuje aprašomi elektroninės mokymo(si) priemonės „Fizika lentelėse“ metodiniai reikalavimai, svetainės pateikimas ir apipavidalinimas, svetainės struktūra ir navigacija, bei nurodomas svetainės turinys. Atlikta trumpa svetainės turinio apžvalga. Elektroninė mokymo(si) priemonė „Fizika lentelėse“ bus patalpinta ir naudojama fizikos mokyklos „Fotonas“ internetiniame puslapyje. Naudojantis internetiniais paieškos varikliais nesunkiai randama internete. / The batchelor„s thesis „Measure of E-ducation (E-study) “Physics tables” establishment and analysis” consists of an introduction, 3 chapters, conclusions, attachments, a compact disc. This study consists of 35 pages including addendum, 19 pictures. Introduction contains: relevance of the research, goals and objectives. In the first section the usage as well as the necessity of presumptive material in teaching and learning is described, the literature is reviewed, the overview of online educational tools is done, and summation is written. The second section presents the information technology used in the present paper. The third section describes the electronic training means "Physics Tables" methodological requirements, the website presentation and design, site structure and navigation as well as shows the content of the site. A brief overview of the site content was conducted. E – education tool "Physics tables“ will be placed and used in the school of physics „Fotonas“ website. Using online search engines easily found on the Internet.

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