Title from PDF of title page. / Document formatted into pages; contains 215 pages. / Originally submitted in HTML and can be accessed at http://www.lib.usf.edu/ETD-db/theses/available/etd-04102002-122814/unrestricted/default.htm / Thesis (Ph.D.)--University of South Florida, 2002. / Includes bibliographical references. / Text (Electronic thesis) in PDF format. / ABSTRACT: Electronic theses and dissertations (ETDs) are an evolving genre of graduate student research that is gaining widespread acceptance among universities in the international community. ETDs are also beginning to diffuse slowly among American universities; however, a number of issues continue to work against more rapid adoption among intitutions in the United States. / ABSTRACT: This dissertation examines ETDs as an evolving electronic research genre by (1) historicizing the situated development of its predecessor, the traditional print dissertation, in nineteenth century German and American Universities; (2) reporting on the current state of the Networked Digital Library of Electronic Theses and Dissertations, an initiative of Virginia Polytechnic University; (3) analyzing ETDs as a technological innovation undergoing the diffusion process according to Emmet Roger's Diffusion of Innovation Theory; and (4) presenting the results of an ETD pilot project case study carried out at the University of South Florida. / System requirements: World Wide Web browser and PDF reader. / Mode of access: World Wide Web.

O uso assertivo e eficiente das estratégias de aprendizagem depende, muitas vezes, da compreensão e consideração de aspectos psicológicos e motivacionais. O adequado emprego de estratégias de aprendizagem se reflete no desempenho acadêmico, no domínio de construtos e modelos e no amadurecimento crítico e científico. A presente tese defende que há uma relação entre as estratégias de aprendizagem autorregulada e as estratégias de aprendizagem autodeterminada predominantes em alunos de mestrado e doutorado em Contabilidade. O estudo se justifica, porquanto, porque além de inaugurar uma linha de pesquisa ainda inédita no contexto da Contabilidade Humana, seus resultados destacam um original entendimento da relação da aprendizagem com a regulação e a motivação pessoal. Tem como objetivo principal apresentar diagnóstico, dimensões e correlações das estratégias de aprendizagem autorregulada e aprendizagem autodeterminada de alunos de programas de pós-graduação stricto sensu em Contabilidade no Brasil. Participaram do survey 516 respondentes, sendo 383 mestrandos e 133 doutorandos. Foram aplicados dois instrumentos psicométricos: Self-Regulated Learning Strategies (SRLS) e Motivated Strategies for Learning Questionnaire (MSLQ). O modelo operacional de pesquisa delineou a formulação de oito hipóteses, sendo que a primeira delas sustenta a defesa da tese, enquanto as demais defendem a influência das variáveis idade, gênero, tipo de curso, estágio no curso, tipo de instituição de graduação, nota do curso atribuída pela Capes e graus de instrução dos pais nos níveis de Self-Regulated Learning (SRL) e Self-Determination Theory (SDT). A partir da análise multivariada dos dados, os resultados corroboraram a tese e a influência do gênero no nível de SRL. A metaconclusão desta tese ratifica os estudos referenciados, confirmando que a aprendizagem pode ser dominada e controlada pelo indivíduo, ao se adotar estratégias individuais de regulação e motivação. Uma importante contribuição desta pesquisa consiste em oferecer conclusões empíricas que podem ajudar docentes, discentes, pesquisadores, instituições de ensino e programas de pós-graduação a compreender mais sistematicamente os aspectos da aprendizagem autorregulada e da aprendizagem autodeterminada que caracterizam o aluno de Contabilidade. Limitações importantes deste estudo podem ser vistas como oportunidades para pesquisas futuras: a amostra envolve um público específico, a pesquisa survey pode apresentar vieses de método comum e a baixa participação de alunos de mestrado profissional. Estudos futuros poderão adotar outras estratégias metodológicas e/ou envolver amostras mais diversificadas ou em maior lastro temporal / Assertive and efficient use of learning strategies often depends of the understanding and consideration of psychological and motivational aspects. Appropriate use of learning strategies is reflected in the academic performance, in the appropriation of constructs and models and in the critical and scientific maturity. This dissertation argues that there is a relationship between predominating self-regulated learning strategies and self-determined learning strategies in accounting master\'s and doctorate students. The study can be justified in view of, apart from inaugurating a research line within the context of Human Accounting, their results highlight a unique understanding of the relationship of learning with regulation and personal motivation. Its main goal is to present a diagnosis, the dimensions and the correlations of self-regulated learning and self-determined learning strategies of graduate Accounting students in Brazil. Five hundred and sixteen respondents participated in the survey, comprising 383 master\'s and 133 doctoral students. Two psychometric instruments were applied: the Self-Regulated Learning Strategies (SRLS) and the Motivated Strategies for Learning Questionnaire (MSLQ). The operating model research outlined the formulation of eight hypotheses, being that the first of them supports the thesis, while the others investigate the influence in the levels of Self-Regulated Learning (SRL) and Self-Determination Theory (SDT) of age, gender, type of course, stage in the course, type of undergraduate institution (public or private), grade attributed by Capes to the course and parental formal education degrees. From the multivariate data analysis,the results support the thesis and that gender has influence in the SRL level. The metaconclusion of this thesis confirms the referenced studies, estating that learning can be dominated and controlled by individuals through the adoption of individual strategies of regulation and motivation. An important contribution of this study is to offer empirical conclusions that might help teachers, students themselves, researchers, educational institutions and graduate programs to understand more systematically the aspects of self-regulated learning and self-determined learning that characterize the Accounting graduate students. The major limitations of the present study can be seen as opportunities for future researches: the sample involves a particular audience, research can provide common methods bias and the low participation of professional master\'s degree students in the sample. Future studies can take further methodological strategies and/or involve more diversified samples or consider longitudinal approaches

This item contains the agenda, minutes, and attachments for the Faculty Senate meeting on this date. There may be additional materials from the meeting available at the Faculty Center.

This study seeks to explore, using an interpretivist phenomenological approach, how humor may impact rapport, engagement, and motivation in graduate online learning environments. Through detailed qualitative analysis of semi-structured interviews, direct observation, and demographic survey data, emergent themes were identified that support the use of appropriate humor to create a positive online environment in which learning can take place. Evidence indicates that humor, when used purposefully and appropriately, is a valuable tool for promoting rapport and engagement amongst course members through community-building and enhanced interpersonal connections. The results of this study reveal the importance of finding common ground and shared experiences to improve the overall social and communicative culture of an online course. The results also support the idea that online instructors should make a great effort in connecting with students in online courses and must make a greater effort to appropriately engage in their online courses. Appropriate recommendations are made for practical application of humor to support pedagogy, as well as recommendations for future research on humor in educational environments.

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No description available.

My study is focused on women in graduate Computer Science programs at two universities in Ontario, Canada. My research problem emerges from earlier feminist research addressing the low numbers of women in university Computer Science programs, particularly at the graduate level. After over twenty years of active feminist representation of this problem, mostly through large survey-based studies, there has been little change. I argue that rather than continuing to focus on the rising and falling numbers of women studying Computer Science, it is critical to analyze the specific socio-economic and socio-cultural conditions which produce gendered and racialized exclusion in the field. Informed by Institutional Ethnography – a method of inquiry developed by Dorothy Smith – and by Foucault’s work on governmentality, I examine how specific institutional processes shape the everyday lives of women students. Through on-site observation and interviews with women in graduate Computer Science studies, Computer Science professors and university administrators, I investigate how the participants’ everyday institutional work is coordinated through external textual practices such as evaluation, reporting and accounting. I argue that the university’s institutional practices produce ‘women in computing’ as a ‘problem’ group in ways that re-inscribe women’s outsider status in the field. At the same time, I show that professionalized feminist educational projects may contradict their progressive and inclusive intentions, contributing to the ‘institutional capture’ (Smith) of women as an administrative ‘problem’. Through ethnographic research that follows women students through a range of experiences, I demonstrate how they variously endorse, subvert and exploit the contradictory subject positions produced for them. I illustrate how a North American-based institutional feminist representation of ‘women in computing’ ignores the everyday experiences of ethnoculturally diverse female student participants in graduate Computer Science studies. I argue that rather than accepting the organization of universal characteristics which reproduce conditions of exclusion, North American feminist scholars need to consider the specificity of social relations and forms of knowledge transnationally. Finally, I revisit how women in the study engage with ‘women in computing’ discourse through their lived experiences. I suggest the need for ongoing analysis of the gender effects and changing socio-cultural conditions of new technologies.

My study is focused on women in graduate Computer Science programs at two universities in Ontario, Canada. My research problem emerges from earlier feminist research addressing the low numbers of women in university Computer Science programs, particularly at the graduate level. After over twenty years of active feminist representation of this problem, mostly through large survey-based studies, there has been little change. I argue that rather than continuing to focus on the rising and falling numbers of women studying Computer Science, it is critical to analyze the specific socio-economic and socio-cultural conditions which produce gendered and racialized exclusion in the field. Informed by Institutional Ethnography – a method of inquiry developed by Dorothy Smith – and by Foucault’s work on governmentality, I examine how specific institutional processes shape the everyday lives of women students. Through on-site observation and interviews with women in graduate Computer Science studies, Computer Science professors and university administrators, I investigate how the participants’ everyday institutional work is coordinated through external textual practices such as evaluation, reporting and accounting. I argue that the university’s institutional practices produce ‘women in computing’ as a ‘problem’ group in ways that re-inscribe women’s outsider status in the field. At the same time, I show that professionalized feminist educational projects may contradict their progressive and inclusive intentions, contributing to the ‘institutional capture’ (Smith) of women as an administrative ‘problem’. Through ethnographic research that follows women students through a range of experiences, I demonstrate how they variously endorse, subvert and exploit the contradictory subject positions produced for them. I illustrate how a North American-based institutional feminist representation of ‘women in computing’ ignores the everyday experiences of ethnoculturally diverse female student participants in graduate Computer Science studies. I argue that rather than accepting the organization of universal characteristics which reproduce conditions of exclusion, North American feminist scholars need to consider the specificity of social relations and forms of knowledge transnationally. Finally, I revisit how women in the study engage with ‘women in computing’ discourse through their lived experiences. I suggest the need for ongoing analysis of the gender effects and changing socio-cultural conditions of new technologies.

No description available.

工学系人材養成における大学院での文理融合の教育アプローチの可能性を検討した基礎研究である。工学系人材にはエンジニアリング・デザイン能力，技術者倫理，グローバル・コンピテンシーなどの獲得が期待される。本研究はそれに資するプログラムとして「博士課程教育リーディング大学院」の事例を分析した。結果，上記の3要素の学習成果の可視化，および教育目標や学生評価の基軸として学生の学びにおける文理融合の「統合」の水準の設定が肝要であると結論した。 / This is basic research that examines the possibility of an integration of humanities and social sciences educational approaches in graduate schools for the development of engineering human resources. Human resources in engineering are expected to acquire engineering design ability, engineering ethics, and global competencies. This study analyzes the case of the "Program for Leading Graduate Schools" as a program that contributes to this goal. As a result, we concluded that it is important to visualize the learning outcomes of the above three elements and to set the level of "integration" of humanities and social sciences in student learning as the basis for educational goals and student evaluation. / 博士(教育文化学) / Doctor of Philosophy in Education and Culture / 同志社大学 / Doshisha University