Thesis (Ed.D.)--University of Tulsa, 1976. / Bibliography: leaves 60-65.

Thesis (M.Sc. Sch. of Ag. & Rural Devel.) --University of Western Sydney, Hawkesbury, 1996. / "A thesis submitted in partial fulfilment of the requirements of the Degree of Master of Science (Honours)--T.p.

Thesis (Ph. D.)--University of Wisconsin--Madison, 1995. / Typescript. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 205-212).

Thesis (Ed.D.)--University of West Florida, 2003. / Title from title page of source document. Document formatted into pages; contains 258 pages. Includes bibliographical references.

Diploma thesis is focused on education and development of employees in company with regard to use of new media and social networks. Aim of the thesis is to assess current situation in selected company and outline possible enhancements. Assessment is based on analysis of survey results, which were obtained from chosen respondents. The theoretical part contains the characteristics related to different forms of educations and interpretation of the developments of employees inside enterprise. This part also explains key concepts from the field of new media and social networks. The practical part analyzes processes linked to education in selected company. Centre of the analysis is built upon data obtained from survey results carried out among respondents. The aim of the research is to identify generation Y's view on the issue of the use of new media and social networks in employee education.

This thesis investigates whether the use of hand-held technology affects motivation and learning in science. An innovative mixed methods approach was used to provide new insights into an emerging area of research. First, two pilot observational studies were conducted, which aimed to establish how a school currently uses hand held dataloggers, and gain further insight into how learners respond to this technology. This was followed by a primarily quantitative experiment that was concerned with the role of data ownership and the impact of ‘seams’ on the transformation process of the collected data. The results indicated that a hands-on experience increased confidence among students in explaining their own data, as opposed to data collected by someone else. A third study was designed to compare how student motivation and learning were affected when carrying out the same inquiry task either with or without the support of dataloggers. The results revealed no difference in accuracy or motivation for learning. The final, fourth, study was a longitudinal study designed in collaboration with a secondary science teacher, comparing three conditions: the inclusion of cameras to support student reflection, the inclusion of both cameras and the use of dataloggers to support teaching, and a control condition where the lessons were not changed. This study found that inclusion of dataloggers into modules led to increased assessment scores, while the use of cameras indicated that students are adept at taking relevant photos, and did not suffer from an extensive novelty effect. The results highlighted the importance of using a range of methods and tools for teaching students. The thesis concludes with recommendations and future research ideas, including exploring how data is visualised and the role of physical context. Of key importance is that future work is conducted in collaboration with educators in the wild.

This research was concerned with furthering theoretical and practical understanding of student learning at university through a longitudinal, cross-sectional, in-depth study of first year students in a specific learning context, namely Educational Psychology. The main aim of the study was to investigate ways of assisting students to be effective learners. The particular role that affect played in learning and the relationship between learning behaviour and learning outcomes, was explored. A Conceptual Model of student learning incorporating student cognition, metacognition, motivation, affect and academic performance in a specific social and cultural context, underpinned the study. The study documented the design, implementation and evaluation - from both the students' and teacher's perspectives - of an in-context learning support program for first year students, using both quantitative and qualitative methodologies.The program was based on a theoretical framework which integrated cognitive, behavioural and social learning perspectives and focussed on increasing students' repertoire of learning strategies, promoting their higher level thinking and understanding, developing their metacognitive skills and managing their affect. It included an emphasis on student goal setting and time management, reading and writing strategies, learning for tests and exams, self-management, reflecting on and evaluating learning, and dealing with test anxiety.The main findings of the study were that providing in-context learning support was associated with positive changes in students' learning strategy use, motivational orientations, and affective reactions. Students valued teacher support and instructional strategies that promoted active learning. The instructor found that providing learning support was more challenging and rewarding than teaching content alone. The role of context - ++ / in particular, assessment tasks - in learning, was highlighted. The implications for teaching and learning were examined and the Conceptual Model was further refined. The research resulted in a more holistic and integrated perspective on learning support provision and on the role of cognitive, metacognitive, motivational and affective factors, and academic performance, in student learning.

Thesis (Ph.D.) -- University of Western Sydney, 2003. / "A thesis submitted in fulfilment of the requirements for the award of the degree Doctor of Philosophy from University of Western Sydney" Bibliography : leaves 483-501.

The aim of the diploma thesis "The Role of Multimedia in Educational Support Systems" is to analyze the current role of multimedia in information systems and to explore the existent use of multimedia in the educational process at VŠE. By doing so, the reader will be presented with a comprehensive roundup of the current technological tendencies concerning multimedia and their use in the educational environment. Among the topics analyzed within the scope of the technological foundations establishing chapters are the current role of multimedia, data types, transmission channels and the digitizing process. In the subsequent section, multimedia is being perceived as a concrete tool supporting the educational process. Based on the research conducted at VŠE that analyzed the technological, financial and personnel conditions, a concept of multimedia learning model was proposed in the eighth and final chapter. The current state analysis and the proposed multimedia education model at VŠE constitute the author's principal contribution to the educational field and at the same time a starting point for a future melioration of multimedia education deployment at VŠE.

Curiosity is an important construct for educators as it is connected with knowledge and higher-order thinking, goal-oriented behavior, motivation, and persistence. It is also negatively correlated with boredom and anxiety. While research documents this strong connection between learning and curiosity, no studies existed exploring curiosity in a technology-rich learning environment. The purpose of this study is to identify and examine whether students demonstrate curiosity in a sixth grade mathematics classroom with technology-integrated learning and if so, how and why. Technology-rich work was designed for students and included in the study to examine students’ demonstrations of curiosity while learning mathematical procedural knowledge, conceptual knowledge and problem solving knowledge. A case study methodology was used with 13 students purposefully selected from a Title I sixth grade class to participate. Data were collected from interviews using a semi-structured interview protocol and triangulated with observations and students’ reflective writings. Interviews were transcribed and coded. A total of 60 codes and four categories were identified. Three themes emerged: 1) digital play; 2) welcome and unwelcome scaffolds; and 3) action is power; power follows ideas. These themes identified ways in which students demonstrated curiosity in the sixth grade mathematics classroom and thus can inform educators.