This study investigated the effect of a blended-learning approach in the learning of problem-solving skills in a first-level distance education physics module. A problem-solving type of instruction with explicit teaching of a problem-solving strategy was implemented in the module, which was presented through correspondence, online using an in-house learning management system as well as two face-to- face discussion classes. The study used the ex post facto research design with stratified sampling to investigate the possible cause-effect relationship between the blended-learning approach and the problem-solving performance. The number of problems attempted, the mean frequency of using strategy in problem solving and the achievement marks of the three strata were compared using inferential statistics. The finding of the study indicated that the blended-learning approach had no statistically significant effect in the learning of problem-solving skills in a distance education module. / Educational Studies / M. Ed. (Open and Distance Learning)

DAVID, Priscila Barros. Interações contingentes em ambientes virtuais de aprendizagem. 2010. 227f. Tese (Doutorado em Educação) – Universidade Federal do Ceará, Faculdade de Educação, Programa de Pós-Graduação em Educação Brasileira, Fortaleza-CE, 2010. / Submitted by Maria Josineide Góis (josineide@ufc.br) on 2012-07-10T15:28:16Z No. of bitstreams: 1 2010_Tese_PBDavid.pdf: 951345 bytes, checksum: 28eb7d2bd4ff22a1f6c101e92001f2e0 (MD5) / Approved for entry into archive by Maria Josineide Góis(josineide@ufc.br) on 2012-07-12T11:07:17Z (GMT) No. of bitstreams: 1 2010_Tese_PBDavid.pdf: 951345 bytes, checksum: 28eb7d2bd4ff22a1f6c101e92001f2e0 (MD5) / Made available in DSpace on 2012-07-12T11:07:17Z (GMT). No. of bitstreams: 1 2010_Tese_PBDavid.pdf: 951345 bytes, checksum: 28eb7d2bd4ff22a1f6c101e92001f2e0 (MD5) Previous issue date: 2010 / The purpose of this research is to develop an analytical system to understand the interactions in a LMS that promote learning (contingent interactions). The LMS are a class of software for the design, suport and management of Internet-based courses. Integrate Information and Communication Technologies in order to create an environment that enables the process of interaction and production of knowledge by participants of the educational scene. This study investigated the concept of contingent interaction in the context of two undergraduate courses, taught at the blended mode within the Open University of Brazil (UAB), which are linked to different areas of knowledge (hard and humanity sciences) and were ministered for different audiences. As part of the methodology, the exchange of messages between the participants of the research through discussion foruns and chats was observed and analyzed according to the typical parameters of contingent interactions. The analysis of the messages was compared with data obtained from semi-structured interviews conducted with some students and their tutors. The development of the Analytical System of Contingent Interaction integrated different theoretical fields (Education, Psychology and Linguistics) that point out the interaction as an essential phenomenon in educational situations. The categories were builded based on the literature that discusses the concept of interaction, and applied to both synchronous and asynchronous communication established between the interlocutors of the hard and humanity courses. The resulting analytical system is structured into four general categories (Conversation, Textualization, Dialogue and Learning) and some sub-categories, linked to the theoretical areas that supported its development. The results show up the internal coherence of the system and its validity, confirming the existence of contingent interaction characteristics in all contexts examined, which also enables the system application to other research universes. The Analytical System of Contingent Interactions presents theoretical and empirical contributions to the concept of contingent interaction, and provide parameters for performing actions in Distance Education based on a social interactionist perspective. The research indicates that the emergence of interactions with learning objectives depends far more on the relations established among people involved in the educational act than on a specific area or communication tool. / O propósito desta pesquisa consiste em desenvolver um sistema de análise para compreender as interações em AVA que favorecem a aprendizagem (interações contingentes). Os AVA constituem uma classe de softwares para a criação, oferta e gerenciamento de cursos baseados na Internet. Integram Tecnologias de Informação e Comunicação com a finalidade de criar um ambiente que possibilite o processo de interação e de produção de conhecimentos pelos participantes do cenário educacional. O presente estudo investigou o conceito de interação contingente no contexto de duas disciplinas de licenciatura, ministradas na modalidade a distância, dentro do Programa Universidade Aberta do Brasil (UAB), as quais encontram-se ligadas a áreas de conhecimento distintas (exatas e humanas) com públicos também distintos. Como parte da metodologia, observou-se a troca de mensagens em fórum e em chat pelos participantes da investigação, analisando-as à luz de parâmetros característicos de interações contingentes. A análise das mensagens foi confrontada com dados obtidos em entrevistas semi-estruturadas, realizadas com alguns alunos e seus respectivos professores-tutores. O desenvolvimento do Sistema de Análise das Interações Contingentes integrou diferentes domínios teóricos (a Educação, a Psicologia e a Linguistica) que apontam a interação como um fenômeno essencial em situações educacionais. As categorias foram construídas com base na literatura que discute o conceito de interação, e aplicadas tanto às comunicações síncronas quanto assíncronas, estabelecidas entre os interlocutores das disciplinas de exatas e humanas. O sistema de análise resultante encontra-se estruturado em quatro categorias gerais (Conversação, Textualização, Diálogo e Aprendizagem) e algumas sub-categorias, ligadas aos domínios teóricos que fundamentaram o seu desenvolvimento. Os resultados apontam a coerência interna do sistema e sua validade, ao constatar a presença das características de interações contingentes em todos os contextos analisados, podendo também ser aplicado em outros universos de investigação. O Sistema de Análise das Interações Contingentes traz contribuições teóricas e empíricas ao conceito de interação contingente, além de oferecer parâmetros para a realização de ações em Educação a Distância fundamentadas em uma perspectiva sociointeracionista. A pesquisa permite concluir que a emergência de interações com vistas ao aprendizado depende bem mais das pessoas envolvidas e do tipo de relação que estabelecem durante o ato educativo que de uma área específica ou de uma ferramenta de comunicação em particular.

Made available in DSpace on 2016-08-17T14:53:03Z (GMT). No. of bitstreams: 1 Roosewelt Lins.pdf: 1525522 bytes, checksum: d86a5be41b9380c24fb5a8b9bc673ec3 (MD5) Previous issue date: 2007-06-18 / The education mediated by technology is a tool used in academic and corporative environments. With advance of the Web, diverse environments of teaching and learning make possible the production and distribution of multimedia contents for the use of learners and teachers. However the contents access still is one of the main problems for the use and sharing between different applications. The document representation in Semantic Web is related to the use of metadata to describe resources. In Web-based education, diverses standards have been considered to provide sharing learning resources in distributed form. One believes that ontology use allows one better conceptualization and domain representation, making possible the formalization of the metadata schema for learning object management. One presents an Aggregation and Representation Content Model for conceptualization of a Semantic Learning Object Repository. The Aggregation Model makes use of standard LOM (Learning Object Metadata) to describe and add educational contents. The Content Representation Model is a Classification Schema based on SKOS (Simple Knowledge Organisation Systems) standard destined the specification of knowledge organisation systems in the Semantics Web. It was use OWL language (Web Ontology Language) for ontology construction and framework Jena for manipulation of the ontological model. In such a way, it argues concepts associates the educational technologies, perspectives and challenges for knowledge representation on the Web, and for the development of new generation of the Web. / A educação mediada por tecnologia é uma ferramenta cada vez mais utilizada em ambientes acadêmicos e corporativos. Com o avanço da Web, diversos ambientes de ensino-aprendizagem possibilitaram a produção e disponibilização de conteúdos multimídias para o uso de aprendizes e educadores. Todavia o acesso a estes conteúdos ainda é um dos principais problemas para o uso e compartilhamento entre diferentes aplicações. A representação de documentos na Web Semântica é uma técnica relacionada ao uso de metadados para descrever recursos, sendo uma solução para o problema de acesso a conteúdos na Web. No cenário da educação baseada na Web, diversos padrões de metadados têm sido propostos para proporcionar o compartilhamento de recursos de aprendizagem de forma distribuída. Acredita-se que o uso das ontologias permitirá uma melhor conceituação e representação do domínio, possibilitando desta forma uma formalização dos esquemas de metadados para gerenciamento de objetos de aprendizagem. Apresenta-se um Modelo de Agregação e Representação de Conteúdo para conceituação de um Repositório Semântico de Objetos de Aprendizagem. O Modelo de Agregação faz uso do padrão LOM (Learning Object Metadata) para descrever e agregar conteúdos educacionais. O Modelo de Representação de Conteúdos é um Esquema de Classificação baseado no padrão SKOS (Simple Knowledge Organisation Systems) destinado à especificação de Sistemas de Organização do Conhecimento na Web Semântica. Utilizou-se a metodologia METHONTOLOGY, linguagem OWL (Web Ontology Language) para construção da ontologia e o uso do framework Jena destinado à manipulação de modelo ontológico. Desta forma, discutem-se pressupostos associados à representação do conhecimento na Web, tecnologias educacionais, perspectivas e desafios para o desenvolvimento da nova geração da Web.

Learning Management Systems (LMSs), in a blended learning educational environment, support face to face education and enable enhanced communication and interaction among instructors and students as well as among students. However, Technology-Enhanced Learning (TEL), which improves the learning process, does not come without challenges. The aim of this research is double fold. Firstly, it aims to explore users’ –instructors and students- perceptions on how the LMS Open eClass, in TEI of Athens Greece, supports and facilitates their communication and interaction. Secondly, based on users’ needs and desires, the study aims to formulate suggestions for improving communication and interaction through the platform. The study adopts an interpretivist stance and is built upon an inductive qualitative approach. Firstly, users’ perceptions are solicited through semi-structured interviews and the collected data are analyzed through the thematic analysis method. Subsequently, the study adopts Soft Systems Methodology (SSM) to capture the complexity of the situation, derived from the different worldviews of instructors and students in their association with Open eClass and emerge suggestions for improvements. The results indicate that Open eClass is used to facilitate instructors convey material and information to students, while neither meaningful communication and interaction nor collaboration is performed adequately through the platform. However, the users have expressed a positive disposition towards utilizing these capabilities of the platform, as they recognize their fundamental importance to learning, especially during an economic crisis which constraints the physical presence of many students in classes. Therefore, the study proposes three, accommodating to all, systemically desirable and culturally feasible changes that could improve the situation, mainly based on pedagogy. Overall, this research contributes to existing knowledge about the usage of LMS regarding interaction and communication in a blended learning environment by providing a holistic view on users’ perceptions and identifying changes capable to bring about improvements.

The advance of the internet and Web 2.0 technologies continue to drive a dramatic change in the way people access and share information through various channels of communication. In the education sector, several learning management systems have been integrated into teaching and learning activities. To increase more interactivities between teachers and learners, tools for synchronous video conferencing are implemented in universities to enable online education. Prior studies indicate that the adoption and use of the tools in higher education institutions have been substantially expanding, more particularly in developed countries. Therefore, understanding the state of integrating synchronous video conference tools to support teaching and learning activities is important for scholars and academicians as this innovative communication technology is proven to have a substantial impact on quality education and effective learning. In Rwanda, before COVID-19, research on the adoption and use of video conference systems is still scarce. The objective of this study was therefore twofold: (1) to understand the adoption and use of synchronous video conference technologies for teaching and learning purposes and (2) to propose a strategy for effective implementation and value addition of video conferencing tools (VCT) at University of Rwanda. A qualitative method was adopted and case study was used as a research strategy for this research. Meanwhile, the Social-Technical System theory was applied in this research for data collection, analysis and reporting of results. 17 responses from participants (teachers and eLearning Officers) were collected using an online internet-based survey questionnaire. Key findings indicate that the adoption and use of video conference systems was found to be at a lower level and the associated contributing inhibitors were identified and reported in this research. Based on the empirical findings and on the responses from participants, this study proposed a contextual strategy for effective integration of video conference systems at the case study institution. Overall, this study concluded that for an effective delivery of live lectures through webinars enabled by the web-based video conference tools, the 10 elements composing the proposed action-oriented strategy for integrating video conference systems should be taken into consideration by the case study institution. Practical and scientific contributions of this research are reported in this thesis and recommendations for further research in connection with the current one have been also put forward.

In 2016 employers hiring four-year college graduates indicate that 27.8% have deficiencies in written communication. Postsecondary learning objectives should focus on improving specific writing skills like grammar, sentence structure, and vocabulary usage for individual students and monitoring text readability as an overall score to measure learning outcomes. Web-based applications and the tools integrated into them have the potential to serve as a diagnostic solution for analyzing the text readability and writing skills of students. Organization and structuring of Canvas data was required before adding text readability and other writing skills analytics as part of the process to develop diagnostic learning analytics that interprets student writing skills in the learning management system. Decision modeling was used to capture and describe the specifics of literacy improvement decisions for instructors and administrators in a graphical notation and structured format.

In our knowledge-intensive economy, charismatic managers of organisations are increasingly adopting innovation and knowledge management strategic imperatives to improve products and services for service delivery and competitive edge. However, organisations implementing homogeneous and intellectual resource organisational capabilities such as Innovation Capability (INNO) and Knowledge Management Capability (KMC) suffer inertia, lack of understanding and organisational capability inefficiencies caused by multiple influences, complex building blocks and depleted organisational capability. Therefore, the main purpose of this study was to examine if Organisational Capability Efficiency (OCE) is improved by aligning/synthesising organisational capabilities when implementing Innovation Capability and Knowledge Management Capability in organisations. The main objective of the study was to develop a conceptual framework for the alignment of Innovation Capability (INNO) and Knowledge Management Capability (KMC) that would assist managers in organisations during implementation to improve Organisational Capability Efficiency (OCE). This study adopted a positivist research philosophy. The variables derived from the theory for this study were Innovation Capability (INNO), Knowledge Management Capability (KMC) and Organisational Capability Efficiency (OCE). An in-depth literature review was undertaken to develop the constructs for the conceptual research model. The hypothesis and research questions were developed from the theory. The variables were operationalised into definable measurable indicators and a research survey instrument was used to measure the variables and operationalise the indicators to test the hypothesis. Quantitative research was used in this exploratory study and data were collected from a representative sample. No sampling was done in this study because the researcher conducted a census survey. A semi-structured questionnaire, mainly utilising the five-point Likert scale, was used to collect data. The target population consisted of all organisations, including national government departments, state-owned enterprises and listed SA companies engaged in innovation and knowledge management in South Africa. The data were analysed statistically, primarily by means of factor analysis, to determine the significant factors that contributed to the validation of the conceptual framework. The Structured Equation Model in chapter 4 (figure 4.7), which shows the interrelationships between Innovation Capability, Knowledge Management Capability and Organisational Capability Efficiency, and the conceptual framework described in chapter 5 (section 5.3.1), which offers insight into the aligned/synthesised implementation of Innovation Capability and Knowledge Management Capability are considered to be contributions to the body of knowledge. In terms of the research result, it is recommended that organisations implementing Innovation Capability consider Knowledge Management Capability concepts and, where applicable, align/synthesise them with the appropriate Innovation Capability, using their order of importance to prioritise implementation for the organisation and attain Organisational Capability Efficiency. It was found that implementing Innovation Capability and Knowledge Management Capability separately did not produce Organisational Capability Efficiency. However, aligning/synthesising Innovation Capability and Knowledge Management Capability coherently allowed managers and practitioners to achieve cohesive implementation strategies, optimised utilisation of resources, reduced redundancy of effort, improved investments and accessibility to scarce and skilled resources. / In die hedendaagse kennisekonomie gee charismatiese maatskappybestuurders voorkeur aan innovering en kennisbestuur om hulle organisasies se produkte en dienste te verbeter en ʼn mededingende voordeel te behaal. Organisasies wat homogene en intellektuele hulpbronvermoëns, soos Innoveringsvermoë (INNO) en Kennisbestuursvermoë (KBV), implementeer, openbaar egter mettertyd ʼn traagheid, ʼn gebrekkige begrip en ondoeltreffendheid as gevolg van verskeie invloede, waaronder ingewikkelde boustene en verminderde organisasievermoëns. Daarom probeer hierdie studie vasstel of Organisasievermoëdoeltreffendheid (OVD) verbeter indien organisasievermoëns gekorreleer of gesintetiseer kan word deur Innoveringsvermoë en Kennisbestuursvermoë in organisasies te implementeer. Die doel van hierdie studie was om ʼn konseptuele raamwerk vir die korrelering van Innoveringsvermoë (INNO) en Kennisbestuurvermoë (KBV) te ontwikkel wat tydens die implementering van Organisasievermoëdoeltreffendheid (OVD) vir maatskappybestuurders van nut kan wees. Hierdie studie het ʼn positiwistiese navorsingsbenadering gevolg. Die veranderlikes wat uit die teorie afgelei is, is Innoveringsvermoë (INNO), Kennisbestuursvermoë (KBV) en Organisasievermoëdoeltreffendheid (OVD). Die literatuur is grondig bestudeer om die konstrukte van die konseptuele navorsingsmodel te ontwikkel. Die hipotese en navorsingsvrae het uit die teorie voortgespruit. ʼn Navorsingsopname-instrument is gebruik om die veranderlikes te meet en in omskryfbare en meetbare aanwysers te operasionaliseer ten einde die hipotese te toets. Kwantitatiewe navorsing is in hierdie verkennende studie onderneem, en data is uit ʼn verteenwoordigende steekproef versamel. Geen steekproef is vir hierdie studie geneem nie, aangesien die navorser ʼn sensusopame gedoen het. Data is met behulp van ʼn halfgestruktureerde vraelys volgens die vyfpunt-Likert-skaal ingesamel. Allerlei organisasies, van staatsdepartemente en ondernemings in staatsbesit tot genoteerde plaaslike maatskappye wat by innovering en kennisbestuur in Suid-Afrika betrokke is, het A conceptual framework for the relationship between the implementation of innovation and knowledge management and its link to organisational capabilities Page 7 of 260 die teikenpopulasie gevorm. Die data is grotendeels aan die hand van ʼn faktoranalise statisties ontleed om die faktore te bepaal wat die geldigheid van die konseptuele raamwerk bevestig. Die Gestruktureerde Vergelykingsmodel in hoofstuk 4 (figuur 4.7) en die konseptuele raamwerk wat in hoofstuk 5 (afdeling 5.3.1) beskryf word, lewer ʼn bydrae tot die geheel van kennis. Eersgenoemde toon die onderlinge verbande tussen Innoveringsvermoë, Kennisbestuursvermoë en Organisasievermoëdoeltreffendheid, en laasgenoemde bied insig in die gekorreleerde of gesintetiseerde implementering van Innoveringsvermoë en Kennisbestuursvermoë. Wat die navorsingsuitslag betref, word aanbeveel dat organisasies wat Innoveringsvermoë implementeer, die Kennisbestuursvermoëkonsepte in ag neem en, as dit nodig is, met die toepaslike Innoveringsvermoë korreleer of sintetiseer, en volgens hulle eie prioriteite in werking stel om Organisasievermoëdoeltreffendheid moontlik te maak. Daar is bevind dat wanneer Innoveringsvermoë en Kennisbestuursvermoë afsonderlik geïmplementeer word, Organisasievermoëdoeltreffendheid nie verbeter nie. Indien Innoveringsvermoë en Kennisbestuursvermoë egter samehangend gekorreleer of gesintetiseer word, is bestuurders en praktisyns se implementeringstrategieë samehangend, word hulpbronne optimaal aangewend, verminder onnodige inspanning, verbeter beleggings, en is skaars en opgeleide hulpbronne meer toeganklik. / Olwazini wethu lomnotho obanzi, abaphathi abanobuntu bezinhlangano baya ngokuya bamukela izindlela ezintsha zokuphathwa kolwazi nokwenza ngcono imikhiqizo nezinsizakalo zokulethwa kwezinsiza kanye nokuncintisana. Kodwa-ke, izinhlangano ezisebenzisa amandla amakhulu wezinsizakusebenza ezinokuqonda okufana nAmandla Ezindlela Ezintsha (Innovation Capability INNO) kanye nAmandla okuPhatha uLwazi (Knowledge Management capability KMC) zihlupheka ngokweqile, ukuntuleka kokuqonda nokungakwazi ukwenza kahle kwenhlangano okubangelwa yimithelela eminingi, izakhi zokwakha ezibucayi namandla aphelile enhlangano. Ngakho-ke, inhloso esemqoka yalolu cwaningo bekuwukuhlola ukuthi ngabe Amandla okuSebenza Kahle kweNhlangano (Organisational Capability Effeciency OCE) athuthukisiwe ngokuvumelanisa / ukuhlanganisa amandla enhlangano lapho kufakwa Amandla Ezindlela Ezintsha kanye nAmandla Okuphatha uLwazi ezinhlanganweni. Inhloso esemqoka yalolu cwaningo bekuwukuqamba uhlaka oluzwisisekayo lokuqondiswa kwAmandla Ezindlela Ezintsha (Innovation Capability INNO) nAmandla okuPhatha uLwazi (Knowledge Management capability KMC) oluzosiza abaphathi ezinhlanganweni ngesikhathi sokuqalisa ukwenza ngcono Amandla okuSebenza Kahle kweNhlangano (Organisation capability Performance OCE). Lolu cwaningo lwamukele ucwaningo lolwazi olususelwa ezintweni zemvelo nobudlelwano bazo (positivist philosophy). Ukwehlukahluka okususelwa kumcabango walolu cwaningo bekungAmandla Ezindlela Ezintsha (Innovation capability INNO), Amandla okuPhatha uLwazi (Management Capability KMC) kanye nAmandla okuSebenza Kahle kweNhlangano (Organisation capability OCE). Ukubuyekezwa kwezincwadi okujulile kwenziwa ukuze kuthuthukiswe ukwakhiwa kwesifaniselo socwaningo olucatshangelwe. Imibuzo ehlongozwayo njengesisekelo sobufakazi bokuqala uphenyo locwaningo yathuthukiswa kusuka emcabangweni. Izinto eziguqukayo zazisetshenziselwa izinkomba ezikwazi ukuqondakala futhi ithuluzi lokuhlola lusetshenziselwe ukukala okuguquguqukayo futhi kusebenze izinkomba ukuhlola umqondo Kusetshenziswe uhlobo locwaningo olufuna ukuhumusha ukuqonda emininingwaneni ezosiza ukuqonda impilo yenhlalakahle (quantitative research) kulolu cwaningo lokuhlola futhi imininingwane iqoqwe kusampuli emelwe. Akukho sampula eyenziwe kulolu cwaningo ngoba umcwaningi wenze inhlolovo yokubalwa kwabantu. Uhlu lwemibuzo olwakhiwe kancane, ikakhulukazi olusebenzisa isilinganiso samaphuzu amahlanu kaLikert, lwalusetshenziselwa ukuqoqa imininingwane. Abantu ababehlosiwe babehlanganisa zonke izinhlangano, kufaka phakathi iminyango kahulumeni kazwelonke, amabhizinisi aphethwe nguhulumeni kanye nezinkampani ezikleliswe ohlwini lweNingizimu Afrika ezisebenza ezindleleni ezintsha nokuphathwa kolwazi eNingizimu Afrika. Imininingwane yahlaziywa ngokwezibalo, ngokuyinhloko kusetshenziswa ukuhlaziywa kwezinto, ukuthola izinto ezibalulekile ezaba nomthelela ekuqinisekisweni kohlaka lomqondo. ISakhiwo Esilungisiwe Sesifaniselo esahlukweni 4 (isithombe 4.7), esikhombisa ukuxhumana phakathi, kwAmandla Ezindlela Ezintsha, Amandla okuPhathwa koLwazi kanye nAmandla okuSebenza Kahle kweNhlangano, nohlaka lomqondo oluchazwe esahlukweni 5 (isigaba 5.3.1), olunikeza ukuqonda ngokuhambisana / ukuqaliswa okwenziwe kwaAmandla Ezindlela Ezintsha kanye nAmandla okuPh athwa koLwazi kubhekwa njengegalelo emzimbeni wolwazi.Ngokomphumela wokucwaninga, kuphakanyiswe ukuthi izinhlangano ezisebenzisa Amandla Ezindlela Ezintsha zibheke imiqondo yAmandla okuPhathwa koLwazi futhi, lapho kusebenza khona, zikuqondanise / zikuhlanganise nAmandla Ezindlela Ezintsha ezifanelekile, zisebenzisa ukuhleleka kokubaluleka kokubeka phambili ukusebenza kwenhlangano futhi zithole Amandla okuSebenza Kahle kweNhlangano. Kwatholakala ukuthi ukusebenzisa Amandla Ezindlela Ezintsha kanye nAmandla okuPhathwa koLwazi ngokwehlukanisa akuzange kukhiqize Amandla okuSebenza Kahle kweNhlangano. Kodwa-ke, ukuvumelanisa / ukuhlanganisa Amandla Ezindlela Ezintsha kanye nAmandla okuPhathwa koLwazi kuvumele ngokuqinile abaphathi nabasebenza ngempumelelo ukufezekisa amasu wokusebenzisa okuvumelanayo, ukusetshenziswa kahle kwezinsiza, ukunciphisa kwemizamo engadingekile, ukuthuthukiswa kokutshalwa kwemali kanye nokufinyeleleka kwezinsizakusebenza ezinamakhono. / Business Management / D.B.L.

This paper addresses a new conceptual framework for a communitybased project management learning model that aims to support learning within a project and enhance the distribution of knowledge within a particular virtual community. This model also aims to develop a virtual community of doctoral students, who can manage their own projects online with other community members who have the same interest. In order to develop that model, a checklist of community-based project management process has been developed in the light of the literature review and the needs of stakeholders (doctoral students and researchers). Within this model, community-based project management includes three main elements: community, project and management. In relation to project, there are two main sub elements. First is projectbased learning (PBL), which is based on constructivist perspective of learning that make students construct their knowledge when they work together to accomplish specific goals. Second is the project management body of knowledge (PMBOK), which is a project management guide, and an internationally recognized standard [PMBOK Guide, 2004], that provides the fundamentals of project management as they apply to a wide range of projects, including construction, software, engineering, automotive, so the study deploy this approach to scaffold based project management learning model. In the terms of the community element, this study adopted the community of inquiry model, which defines a good e-learning environment through three major aspects: cognitive presence, social presence and teaching presence. The last element which is addressed in this study called knowledge management. After identifying these elements, this study investigates a range of tools in the light of this model. The study analyses six different learning and content management systems (OPAL, Moodle, Joomla, e107, ZMS and TUDWCMS) in order to find out tool(s) that is/are sufficient for implementing the suggested study model.

Um vorhandene Wissenslücken bestimmen zu können, stellen Online-Selbsttests ein geeignetes Instrument dar. In ihnen werden Soll-Anforderungen abgebildet und vorhandenes Ist-Wissen abgefragt. Durch diese mediale Unterstützung sind Lernbedarfe individuell bestimmbar, jedoch trägt sie nicht per se zur Förderung der Selbststeuerung im Lernprozess bei. Ziel dieses Beitrags ist es, Grenzen von diagnostischen Online-Selbsttests zu identifizieren und zugleich Potentiale für die Unterstützung der Reflexion im selbstgesteuerten Lernprozess aufzuzeigen. Anhand eines entwickelten Online-Selbsttests für Studierende zur eigenständigen Einschätzung ihrer Fähigkeiten und Kenntnisse im Bereich des methodisch-wissenschaftlichen Arbeitens, der hochschulweit zur Verfügung gestellt wurde, sowie parallel erhobener Metadaten erfolgt eine kritische Bestandsaufnahme zur Wirksamkeit von Online-Selbsttests. Die Ergebnisse dieses Beitrags tragen zur konzeptionellen Weiterentwicklung dieses Instrumentes bei.

Um Lehrende bei der Qualitätssicherung von E-Assessments vor dem Hintergrund des Constructive Alignment zu unterstützen, wurde bereits 2017 das E-Assessment-LiteracyTool (EAs.LiT) entwickelt und vorgestellt (Thor, Pengel, & Wollersheim, 2017). Mit diesem sollte auf Basis hochschulübergreifender Qualitätsstandards im Bereich E-Assessment technische und personelle Unterstützungsstrukturen zur Effektivierung kompetenzorientierter Lernprozesse und damit verbundener Leistungsüberprüfung etabliert werden, um damit auch den Wissens- und Erfahrungsaustausch von Lehrenden zu unterstützen. Im Rahmen des BMBF-geförderten Verbundvorhabens tech4comp wurde sowohl das Software-Projekt als auch die Anwendung EAs.LiT im Rahmen einer Major Revision grundlegend überarbeitet und erweitert. Neben dem Ausbau der allgemeinen Funktionalität konzentriert sich die Major Revision auf drei primäre Bereiche: die Unterstützung von Nutzer:innen durch vielfältige Automatismen und ein vollkommen überarbeitetes Nutzer:innenführungskonzept, die verlässlichere, validere und ausgewogenere Ausgestaltung erzeugter Prüfungen durch eine multidimensionale, äquivalenzorientierte Prüfungserzeugung, sowie die Schaffung von Integrationsmöglichkeiten und Anwendung dieser bei im deutschen Hochschulraum verbreiteten Lern-Management- und Prüfungssystemen. [Aus: Einleitung]