Thesis--PlanB (M.S.)--University of Wisconsin--Stout, 2001. / Includes bibliographical references.

Thesis--PlanB (M.S.)--University of Wisconsin--Stout, 2002. / Field problem. Includes bibliographical references.

Thesis (Ph. D.)--University of Missouri-Columbia, 2003. / Typescript. Vita. Includes bibliographical references (leaves 183-102). Also available on the Internet.

Thesis (Ph. D.)--University of Missouri-Columbia, 2003. / Typescript. Vita. Includes bibliographical references (leaves 183-102). Also available on the Internet.

Thesis (M.A.)(Information Science)--University of Pretoria, 2001. / Summaries in Afrikaans and English. Adobe Acrobat Reader needed to open files.

Thesis (Ed. D.)--West Virginia University, 2003. / Title from document title page. Document formatted into pages; contains xi, 215 p. : ill. Includes abstract. Includes bibliographical references (p. 200-208).

Department of Biochemistry in HKU has been planning to implement virtual lab blended learning solution into their experiment related courses. Based on selected case, the study investigated whether the virtual lab would arouse more learning interests and improve the learning gains for students. Also, the study concluded some useful suggestions for virtual lab blended learning and generalized a few guidelines for instructional design on virtual lab. The study adopted mixed research methods with combination of quantitative and qualitative studies. With the ADDIE instructional design model, the researcher and his advisor constructed initial virtual lab in Second Life virtual design platform for selected class based on the teacher’s suggestions and course arrangements. Then chosen students participated in demonstration classes organized in two groups, one with Second Life virtual lab for teaching and learning (SL Group) while the other without(Non-SL Group). The students were given same quiz in the Moodle LMS to compare their basic academic learning outcomes. Meanwhile, researcher with other three observers recorded students’ class performances for each learning tasks by camera and observation forms. At the end of the class, surveys were delivered to them to collect their perceptions about learning with Second Life virtual lab and their suggestions for virtual lab design. The research findings indicate that students can basically accept the virtual lab blended learning solution. Compared with Non-SL Group, students from SL Group achieved higher average scores in academic quiz with more passions in class learning. They were more active in joining class activities and discussions in small team with more interactions between team members. However, they were also troubled by the use of virtual lab because of unclear instruction, technical problems, virtual learning activities design and virtual lab system issues. The paper argued the way of integrating the virtual lab into experiment courses in biochemistry teaching and learning. It discussed the proper ways to design the blended virtual lab learning system for learning purpose and questioned the virtual technologies used for learning design. Finally, it concluded some principles and guideline framework for blended virtual lab design and development in biochemistry teaching and learning, which can be also applied for similar design and development in health and medical education. / published_or_final_version / Education / Master / Master of Science in Information Technology in Education

Although the Internet is widely used in many areas, its use in school mathematics is at best in its infancy. Studies show that Mathematics teachers have fewer uses for the Internet than teachers of other disciplines. Hence, this research adopted a mixed method approach to investigate what mathematics materials are on the Internet, how teachers are teaching mathematics with the Web and mathematic students’ perceptions and engagement with the Internet. This research reviewed the World Wide Web for mathematics materials and found three major groupings of online resources namely interactive resources, non-interactive resources, and communications possibilities. A typology of Web objects was constructed and a database based on a Task-Web object approach was proposed for teacher use. A broad survey was used to elicit information about Internet usage among mathematic teachers. A total of 103 mathematics teachers responded and 15 were interviewed to gain further insight into their usage. Observations of Internet use were also conducted in the classrooms of 4 teachers. The results show that most teachers would like to use the Internet more in their teaching of mathematics but many do not know where and how to do so in an effective way. Statistics, Business Mathematics and Number operations appear to be the more popular topics. Using statistics data from the Web seem to be the Web feature that is most common followed by using the Internet as a resource centre for word problems. Web communications are seldom used. Common constraints teachers face include lack of time, difficulty in planning, lack of knowledge of good Web sites that map to curricula, slow download times, and limited booking times. Students perceive doing activities on the Internet as better than from the textbook because of the amount and variety of information, the better explanations and the change in mode of presentation. Students who have a low comfort level with mathematics wish their teachers would use the Internet. The power of interactive activities on the Internet to engage and motivate these students is due to a variety of reasons such as the element of game play, a change from the routine, its ability to present different conceptual visuals, the independent self-paced learning, and quick feedback that came with the use of the Internet. The Internet also enabled students to access difficult to find information and saved them time. The findings also suggest that teachers’ persistence in using the Internet could bring about a routine that helps students settle down to the task and stay on task. Teachers’ choice and discernment of Web-based activities that are engaging and motivating are paramount to the success of this learning tool. Four Web-based strategies for teaching mathematics were documented and a model of underlying knowledge for teacher practice with the Web was suggested. / Thesis (PhDEducation)--University of South Australia, 2006.

Thesis (Ed.D.)--Liberty University, 2008. / Includes bibliographical references.

Thesis (Ed. D.)--West Virginia University, 2008. / Title from document title page. Document formatted into pages; contains ix, 243 p. : ill. (some col.). Vita. Includes abstract. Includes bibliographical references (p. 140-149).