Thesis (Ph. D.)--University of Missouri-Columbia, 2002. / Typescript. Vita. Includes bibliographical references (leaves 176-186). Also available on the Internet.

E-learning has a significant blind spot (Dalziel, 2003). The predominant existing model of delivering instructional 'Courseware' via a Learning Management System (LMS) is expensive to produce and often isolating; eschewing many seminal lessons concerning the importance of social context in a learning scenario (Dewey, 1938). Following a review of literature, a new method of facilitating workplace Elearning was devised, focused on user-generated content and the notion of a more social E-learning experience. This new method has subsequently been dubbed the Curatr Learning Cycle (CLC). To encourage user participation, a technique known as gamification was harnessed; the use of digital game-like progress measures in a non-game context. A software platform was devised to enable the new approach to be tested in the real world. Following positive testing results, the software platform received a wide commercial launch and became known as ‘Curatr’. Using the CLC as a template of the actions that need to be facilitated for an effective social E-learning experience, organisations can create workplace E-learning that is quick to deploy, low cost and highly effective. The CLC and Curatr represent a potentially disruptive innovation to the workplace E-learning marketplace, with the possibility to displace earlier technology and existing methods. Since its launch, Curatr has been recognised nationally and internationally as a disruptive innovation in workplace E-learning. The software has led to the commercial turnaround of its parent organisation and has been deployed to businesses globally. Research conducted as part of this project has led to the publication of journal articles, book chapters and conference papers.

<p> The purpose of this study was to contribute to available literature by ascertaining student perceptions of benefits of student access to technology as correlated to students&rsquo; standardized test scores. Students and teachers were surveyed for perceptions of technology benefits. Survey results were analyzed and Pearson product-moment correlation coefficients were calculated comparing student perceptions to standardized Missouri Assessment Program (MAP) grade-level assessment results. As described in specific detail in this paper, it was found student standardized MAP testing data were positively correlated to the introduction of technology-integrated instruction in the classroom setting. Student perceptions indicated a more positive linear association to the support of technology in the content area of mathematics than communication arts. Teacher perceptions of technology integration into the classroom indicated the influx of technology into classroom instruction benefitted lesson preparation and availability of supporting materials.</p>

<p>Background: College settings are likely environments for Black women to contract STIs (including HIV) or experience unintentional/unwanted pregnancies. Effective prevention strategies for this population include dialogue and activities that focus on gender, maturity, cultural barriers, personal strength, and information needs. However, technological advancements (including virtual reality) and innovation are limited in prevention efforts. </p><p> Methods: Four 90-minute focus group sessions were conducted in a convenience sample of Black college females (ages 18 years or older) and a research-intensive public institution in the southeast. A series of surveys were distributed during each audio-recorded focus group session. A mixed-method approach to data analysis was based on applications of the Health Belief Model constructs to three principal research questions: (1) Q1: How do Black college females perceive the importance of sexual risk topics? (2) What are the experiences and attitudes of Black college females regarding the use of VR for education and training versus video game entertainment (i.e. &ldquo;gaming)? and (3) Among Black college females, what sexual risk topics are considered most relevant to a VR education and training platform? </p><p> Results: Each of four study cohorts enrolled between 2-6 participants each (n=15). Participant ages ranged from 18-48 (x&macr;=28.6, &sigma;=9.2) years within age groups of 18&ndash;24 years (60%, n=9), 25&ndash;34 years (26.7%, n=4), and 35 years or above (13.3%, n=2). The majority of participants (86.7%, n=13) were enrolled as full-time students, and resided in various off-campus locations (73.3%; n=11). Assessments of sexual risk topic importance were reported based on aggregated Survey 1 Lickert scale values. The majority of participants equally viewed the topics of HIV and STI status as important, mostly important, or very important. Other notable concerns include sex with drug/alcohol use, risk of intimate partner violence, and sexual communication (e.g. partners and peers. Despite the lack of formal virtual reality knowledge, the majority of participants reported experience with VF technology via &ldquo;gaming&rdquo; (e.g. <i>SIMS</i>). They also concluded that a virtual reality platform for sexual health education and training should involve comprehensive approaches to HIV/STI and unintentional pregnancy via use of barrier methods, including birth control, as well as facilitation of sexual communication. </p><p> Discussion: This research represents a unique approach to the identification of sexual health risk importance for HIV/STI transmission, as well as unintentional pregnancy, in Black college females. Although a successful demonstration of feasibility, this research is formative in nature&mdash;results should be interpreted as preliminary. However, methods and concepts presented in this thesis hold the potential for scientific contribution in prevention research, clinical practice, and other fields of study. </p>

Thesis (Ed. D.)--University of North Texas, Aug., 2007. / Title from title page display. Includes bibliographical references.

Thesis (Ph.D.)--University of Adelaide, Dept. of Geographical and Environmental Studies, 2000. / CD-ROM in pocket on back end paper. Bibliography: leaves 240-270.

Thesis (Ph.D.) -- Swinburne University of Technology, 2002. / Submitted for the degree of Doctor of Philosophy, 2002. Typescript. Bibliography: p. 454-515.

Thesis (PhD)--Macquarie University, Division of Information and Communication Sciences, Computing Department, 2008. / Bibliography: p. 503-514.

Thesis (M.Info.Tech.-Res.)--University of Wollongong, 2006. / Typescript. Includes bibliographical references: p. i-xii.

Thesis (M.B.A.) - Carleton University, 2002. / Includes bibliographical references (p. 110-115). Also available in electronic format on the Internet.