Interaction, particularly learner-learner interaction, needs to be cultivated in online classes in order for students to have a satisfying learning experience. This study considered two graduate level online classes in an effort to determine: 1) is cognitive style related to the quantity of learner-learner interaction in online courses, 2) is there a relationship between learner characteristics and learner posting preferences in learner-learner interaction in online courses, 3) how do selected learners differ in their use of interaction elements during online discussion, and 4) how do selected learners perceive their experiences in online courses. Using the Student Demographic Questionnaire, the Group Embedded Figures Test, the Text Analysis Tool, and an Interview Protocol developed by the researcher, the study was conducted with a mixed method design. Learner-learner interaction was considered in terms of the students' contributions to the FirstClass discussion activities that were completed as part of the course requirements. This study found that: a) there is not a correlation between cognitive style and quantity of learner-learner interaction, b) some learner characteristics do influence learner posting preferences, c) interaction elements during online discussion do not indicate the content of discussion, but do somewhat indicate how the discussion is taking place, and d) students have opinions on how their experiences in online courses should impact online course design, particularly in terms of knowing the learner and communication. Knowing the learner was discussed in terms of time management, motivation, and differences among learners. Communication was discussed in terms of spontaneity, isolation, freedom, and accountability. Course design was discussed in terms of flexibility, organization, accountability, and technology. The results of this study have implications regarding online course design and recommendations for future research.

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Assessing the causes of SMME learner drop-out and attrition in the national rollout of the Productive Capacity Building Programme (PCBP): A Case StudyThe aim of this evaluative research study is to investigate the causes of learner dropout and attrition within the national rollout of the Productive Capacity Building Programme PCBP of the National Productivity Institute (NPI). This study is undertaken using a case study format with particular interest in the behaviour of adult learners within the context of a learning environment as well as particular interventional measures that could be undertaken by adult educators and facilitators in retaining adult learners within contact training programmes. The research study not only has internal validity in terms of the PCBP training programme operations but also contextual importance for long distance education, e-learning, other modes of learning delivery as well as the larger human resources development (HRD) domain. The ultimate objective is to minimize PCBP training costs resulting from adult learner attrition and the failure to meet training targets. A survey population comprising sixty (x60) small, medium and micro enterprise (SMME) learners who attended PCBP training is selected using simple random sampling. The study is undertaken using case study format from a learning practitioner’s perspective. Utilizing a questionnaire instrument and interview method, the survey population is interviewed through a qualitative research method. Historical training statistics as well as post-implementation training statistics resulting from the application of recommendations are stratified and compared. Qualitative data collection methods such as observation, interview and documents are utilized. The study ends with recommendations for business application and the practical effects brought about by the implementation of initial recommendations.An analysis of recommendations indicates that adult learner dropout within the PCBP training programme is minimized through the introduction of adult learning principles within the delivery of the programme.

Using rich data collected from e-learning systems, it may be possible to build up just in time dynamic learner models to analyze learners' behaviours and to evaluate learners' performance in online education systems. The goal is to create metrics to measure learners' characteristics from usage data. To achieve this goal we need to use data mining methods, especially clustering algorithms, to find patterns from which metrics can be derived from usage data. In this thesis, we propose a six layer model (raw data layer, fact data layer, data mining layer, measurement layer, metric layer and pedagogical application layer) to create a just in time learner model which draws inferences from usage data. In this approach, we collect raw data from online systems, filter fact data from raw data, and then use clustering mining methods to create measurements and metrics.<p> In a pilot study, we used usage data collected from the iHelp system to create measurements and metrics to observe learners' behaviours in a real online system. The measurements and metrics relate to a learner's sociability, activity levels, learning styles, and knowledge levels. To validate the approach we designed two experiments to compare the metrics and measurements extracted from the iHelp system: expert evaluations and learner self evaluations. Even though the experiments did not produce statistically significant results, this approach shows promise to describe learners' behaviours through dynamically generated measurements and metric. Continued research on these kinds of methodologies is promising.

Using rich data collected from e-learning systems, it may be possible to build up just in time dynamic learner models to analyze learners' behaviours and to evaluate learners' performance in online education systems. The goal is to create metrics to measure learners' characteristics from usage data. To achieve this goal we need to use data mining methods, especially clustering algorithms, to find patterns from which metrics can be derived from usage data. In this thesis, we propose a six layer model (raw data layer, fact data layer, data mining layer, measurement layer, metric layer and pedagogical application layer) to create a just in time learner model which draws inferences from usage data. In this approach, we collect raw data from online systems, filter fact data from raw data, and then use clustering mining methods to create measurements and metrics.<p> In a pilot study, we used usage data collected from the iHelp system to create measurements and metrics to observe learners' behaviours in a real online system. The measurements and metrics relate to a learner's sociability, activity levels, learning styles, and knowledge levels. To validate the approach we designed two experiments to compare the metrics and measurements extracted from the iHelp system: expert evaluations and learner self evaluations. Even though the experiments did not produce statistically significant results, this approach shows promise to describe learners' behaviours through dynamically generated measurements and metric. Continued research on these kinds of methodologies is promising.

Using the first language (L1) in the English as a Second Language (ESL) or English as a Foreign Language (EFL) classroom has been the topic of debate for decades. What originated as a commonplace practice shifted dramatically in the late 1800s, when for political reasons, the L1 was banned from classroom use. Most second language methods since the 1960’s reflect this decision, by recommending against the inclusion of the L1 in the ESL or EFL classroom. More recently, both researchers and teachers in the field have reopened this previously unquestioned axiom, and now acknowledge the L1 may have numerous advantages for the language learner. This report delineates the support in the literature for the benefits of judiciously using the L1 in the ESL/EFL classroom. / text

Five years ago a Canadian Community College School of Business program undertook the task of redesigning its curriculum using feedback from focus groups with local leaders from a wide variety of businesses. The feedback indicated a perceived need to create a better way of teaching the college learner. The college began to look for a more effective way to address the needs of the college learner, and learner-centered theory became a starting point in the process. One approach, learner-centered reform, has become a part of a larger process involving curriculum, institutional, and pedagogical reform in undergraduate education (Barr & Tagg, 1995; O’Banion, 1999; Parekh, 2007). A learner-centered curriculum takes time, collective energy of all involved, and resources (Hubball, Gold, Mighty, & Britnell, 2007). This redesign took place over an 18-month period with faculty from each of the programs along with a facilitator for the process. The approach of “What do learners need to be able to do when they graduate?” was at the forefront of the planning process. It was critical that the outcomes that were created have meaning and be relevant to the learner in a professional and individual context (Hubball & Burt, 2004). The work of this thesis is to map the curriculum looking for any gaps or areas of concern prior to conducting online surveys with faculty and learners. The questions addressed in this study are: (1) Was this curriculum change learner-centered? (2) Did the faculty feel the curriculum was effective? (3) Did the curriculum change serve the needs of the learners? These questions are addressed through a curriculum mapping exercise and two online surveys, one for faculty and one for learners. The results of the surveys were supportive of learner-centered theory occurring in this college curriculum. The results did show some differences among the three School of Business programs. It is these results that are discussed in this thesis. / Thesis (Master, Education) -- Queen's University, 2011-04-29 11:59:54.393

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The broad purpose of this dissertation is to stimulate the conversation around both the purpose and conceptions of learning in higher education. In the current environment where knowledge is complex, uncertain, and changing there is a need to prepare students to be life-long learners capable of evaluating multiple knowledge claims and solving ill-structured problems. I offer the term meta-learner to articulate how in an environment where knowledge has no boundaries there is a need to understand, take ownership of, and control one’s own ways of knowing and personal learning such that learning allows for opening oneself up to the possibilities associated with knowledge uncertainty and complexity. Personal epistemology is the essence of how the learner knows and so I consider the beliefs about knowledge and knowing associated with the meta-learner as a preamble to discussing three broad views of knowledge. The opportunity for the learning and the development of the belief system associated with meta-learners is explored within the three learning theories: individual, social constructivist and activity theory. I propose an alternate conceptualization of learning for the development of students as meta-learners. The nature of this study is conceptual and as such it represents just one conception, my conception, of what is required from learning within academia if the meta-learner is to take control and ownership over the process and outcomes of the learning experience and participate in the knowledge creation process. When problems are ill-structured and complex, learning must be anchored in a personal belief that there is value in knowing oneself, others, and the world. I maintain this belief is associated with the ability of the learner to conceive of the possibilities learning holds, creates, and inspires. Learning must be about creating possibilities that strengthen the learner’s will to venture forward in an environment where knowledge is uncertain, complex, and changing.

This thesis aims to identify the learning styles and strategies of students, to check whether there are significant differences in the learning style and strategy preferences between male and female learners, and investigate whether there is a relationship between students&amp / #8217 / learning style and strategy preferences. A total of 60 students were asked to complete two questionnaires. One was used to identify students&amp / #8217 / perceptual learning style preferences and the other was used to identify students&amp / #8217 / learning strategies. In addition, think aloud protocols were held to determine the cognitive and metacognitive strategies students used while reading. The data analysis of the first questionnaire revealed that students&amp / #8217 / major learning style preferences were auditory learning and individual learning. Furthermore, significant difference was found in the preference of tactile learning between males and females. The analysis of the second questionnaire revealed that cognitive strategies were favoured the most. No significant difference was found in the preferences of learning strategies between males and females. The analysis with respect to the relationship between learning styles and strategies revealed that &amp / #8226 / visual styles had a significant relation with affective strategies / &amp / #8226 / auditory styles had significant relationships with memory, cognitive, affective, and social strategies / &amp / #8226 / there was a significant relationship between the individual learning style and compensation strategies. &amp / #8226 / none of the learning styles had a significant relationship with metacognitive strategies. The think aloud protocols revealed that students used various cognitive and metacognitive strategies.