Thesis (MA)--Stellenbosch University, 2015 / ENGLISH ABSTRACT : The use of technology in teaching is often seen as a deus ex machina. Teachers and parents are quick to identify that the best way to improve teaching is the implementation of technology, by means of a Blended Learning approach. However, little thought is given to the practical considerations of this statement. Reflection on whether the Blended Learning approach can be implemented in the already established teaching practice or whether this necessitates a complete change in teaching methods rarely happens. This study aims to determine whether the incorporation of certain aspects of Blended Learning into an already existing teaching methodology results in a significant change in learners’ German performance. Grade 8 beginner German learners took part in this study during the third term of 2014. Two groups were identified: an experimental group and a control group. The experimental group did all homework assignments on the available online learning platform, Moodle, while the control group did homework assignments in the conventional way – on paper. At the end of the third term, learners’ examination results were compared to the results of the examination of the second term. The changes in the results of the two groups were compared to determine whether one group manifested a significantly greater change in results than the other. The outcome of the study is that incorporating only elements of a Blended Learning approach into an already existing teaching system, while keeping the methods of instruction constant and only changing the medium of homework delivery, does not have a significant influence on learners’ performance in German. / AFRIKAANSE OPSOMMING : Geen Afrikaanse opsomming beskikbaar nie. / rs201508

The aim of this study is to identify teachers’ professional opinion of SchoolSoft, a learning platform that is used in all public schools on Gotland, Sweden. Qualitative group interviews with a total of twelve teachers, together with the results of a questionnaire that the participating teachers filled in provided the data for this study. The participating teachers all worked in Swedish grundskolan(compulsory primary- and lower secondary school). The teachers’ opinions of Schoolsoft were identified by subjecting the data to a content analysis.    The results of this study show that the teachers who participated in the study used only a handful of the many available functions of SchoolSoft. They explained that whilst there are some useful functions of the software there exist a plethora of issues, primarily pertaining to its lacking ease of use. Using the Technology Acceptance model, the relationship between perceived ease of use and perceived usefulness can explain the teachers’ overwhelmingly negative opinion of SchoolSoft. Furthermore, it became apparent that only one of the twelve teachers had received any formal training in the usage of SchoolSoft, despite the fact that all teachers on Gotland are required to use it. This fact is likely associated with the teachers critique of the software’s ease of use. An analysis of the teachers’ usage of SchoolSoft through the Innovation-Decision Model shows that the teachers who participated in this study, being long term users of the learning platform and therefore having already progressed through the preceding stages of the model, were all in the conformation phase. The majority of whom indicating that they would neither like to increase their usage of SchoolSoft or continue using it to the same degree.    When questioned if the compulsory usage SchoolSoft affects their freedom to structure their teaching in the way they see fit (Swedish: friutrymme) the teachers responded that it does not. They plan their lessons however they want regardless. They did however indicate that as a result their transparency towards their students’ parents is limited because the teachers are not always able to publish their lesson plans on the learning platform.

The requirements of modern e-learning techniques change. Aspects such as community interaction, flexibility, pervasive learning and increasing mobility in communication habits become more important. To meet these challenges e-learning platforms must provide support on mobile learning. Most approaches try to adopt centralised and static e-learning mechanisms to mobile devices. However, often technically it is not possible for all kinds of devices to be connected to a central server. Therefore we introduce an application of a mobile e-learning network which operates totally decentralised with the help of an underlying ad hoc network architecture. Furthermore the concept of ad hoc messaging network (AMNET) is used as basis system architecture for our approach to implement a platform for pervasive mobile e-learning.

Made available in DSpace on 2016-01-26T18:49:44Z (GMT). No. of bitstreams: 1 Dissertacao_KELLEN_Final_PUBLICAR.pdf: 4653313 bytes, checksum: 1262e71851a574b0c937693c770aceb0 (MD5) Previous issue date: 2011-04-06 / This essay is part of a program from the Oeste Paulista University called Pro Graduation Strictu Sensu in Master s degree together the research Pedagogic Practice and formation of the teaching staff in the area: Institutional Education and Teacher s formation . The point is to identify and examine the methodology of online distance learning course of the vocational Technologic Center from the state of Minas Gerais (Brazil). This research s analysis is based on literature, philosophy, pedagogic and methodology approaches, and distance learning (EAD) Standards. The analysis is made from categories of this teaching features, considering online learning environment, the adopted procedures to this practice and the student s clients- requirement, it means, what the job market demands. Related subjects, as continued learning (adult course) and professional graduation are emphasized because of the approached paradigms. The theory basis is an analysis of the teaching- learning proposal of these distance learning courses, by specific categories that allows the researcher realize if he/ she is dealing with the EAD project or a virtual book. It was decided to make a retrospective about virtual Increase in the state of Minas Gerais, which originated this project and consequently the project Web of Professional Formation leaded by job market (Rede de Formação Profissional Orientada pelo Mercardo- RFPOM) and also the CVT project, its working structure and layout.To portray these teaching methods, thing like history, pedagogic procedures and teaching- learning avaliation were analised. It was used exploratory research in both quality and quantity, based on information and by watching students who use the EAD Methods from the CVT S. This research made possible to identify what was wished and done by RFPOM project, otherwise the related public and geographic reach. Theoric basis and the proposal s profile, reaffirmed the conception and features of the EAD and its method. / A presente dissertação faz parte do Programa de Pós-Graduação Stricto Sensu em Educação do Mestrado em Educação da Universidade do Oeste Paulista, vinculado à linha de pesquisa Formação e Prática Pedagógica do Profissional Docente , na área de concentração Instituição Educacional e Formação do Educador , e teve como objetivo identificar e analisar os aspectos metodológicos dos cursos a distância acessíveis do ambiente virtual de ensino dos Centros Vocacionais Tecnológicos (CVT) do Estado de Minas Gerais. A discussão e a análise desta pesquisa se amparam na revisão da literatura, filosofia, abordagens pedagógicas, metodológicas e padrões de planejamento de Educação a Distância (EAD). Os aspectos analisados são delineados a partir de categorias efetivadas em função das características dessa modalidade de ensino, considerando-se o ambiente virtual de aprendizagem, os procedimentos adotados para essa prática e as exigências do aluno usuário , ou seja, as demandas do mercado de trabalho. Assuntos relacionados e/ou paralelos, tais como educação continuada e formação profissional são originados e enfatizados em função dos paradigmas abordados. A fundamentação teórica se dá por meio da análise da proposta de ensino-aprendizagem dos cursos a distância, por meio de categorias traçadas que permitem ao pesquisador identificar se está diante de um projeto de EAD ou de uma cartilha digitalizada. Optou-se por fazer uma retrospectiva da iniciativa voltada à inclusão digital no Estado de Minas Gerais, a qual deu origem ao programa de Inclusão Digital e, consequentemente, ao projeto Rede de Formação Profissional Orientada pelo Mercado (RFPOM), assim como a implantação do projeto dos CVT, sua estrutura física e operacional. Para retratar a plataforma de ensino desses espaços, aspectos como o histórico dos cursos de EAD, a plataforma, e os procedimentos pedagógicos, didáticos e avaliativos de ensino-aprendizagem foram levantados. Utilizou-se a pesquisa exploratória, de caráter quanti-qualitativo, baseada em informações e observação de participantes do ambiente de ensino-aprendizagem em EAD dos CVT. Por meio desta pesquisa foi possível identificar os aspectos almejados e atingidos do projeto RFPOM, bem como o público-alvo e a abrangência geográfica. O embasamento teórico e o perfil da proposta de caráter instrucionista reafirmaram a concepção e as características do EAD e a metodologia utilizada.

Made available in DSpace on 2016-07-18T17:54:16Z (GMT). No. of bitstreams: 1 Dissertacao_KELLEN_Final_PUBLICAR.pdf: 4653313 bytes, checksum: 1262e71851a574b0c937693c770aceb0 (MD5) Previous issue date: 2011-04-06 / This essay is part of a program from the Oeste Paulista University called Pro Graduation Strictu Sensu in Master s degree together the research Pedagogic Practice and formation of the teaching staff in the area: Institutional Education and Teacher s formation . The point is to identify and examine the methodology of online distance learning course of the vocational Technologic Center from the state of Minas Gerais (Brazil). This research s analysis is based on literature, philosophy, pedagogic and methodology approaches, and distance learning (EAD) Standards. The analysis is made from categories of this teaching features, considering online learning environment, the adopted procedures to this practice and the student s clients- requirement, it means, what the job market demands. Related subjects, as continued learning (adult course) and professional graduation are emphasized because of the approached paradigms. The theory basis is an analysis of the teaching- learning proposal of these distance learning courses, by specific categories that allows the researcher realize if he/ she is dealing with the EAD project or a virtual book. It was decided to make a retrospective about virtual Increase in the state of Minas Gerais, which originated this project and consequently the project Web of Professional Formation leaded by job market (Rede de Formação Profissional Orientada pelo Mercardo- RFPOM) and also the CVT project, its working structure and layout.To portray these teaching methods, thing like history, pedagogic procedures and teaching- learning avaliation were analised. It was used exploratory research in both quality and quantity, based on information and by watching students who use the EAD Methods from the CVT S. This research made possible to identify what was wished and done by RFPOM project, otherwise the related public and geographic reach. Theoric basis and the proposal s profile, reaffirmed the conception and features of the EAD and its method. / A presente dissertação faz parte do Programa de Pós-Graduação Stricto Sensu em Educação do Mestrado em Educação da Universidade do Oeste Paulista, vinculado à linha de pesquisa Formação e Prática Pedagógica do Profissional Docente , na área de concentração Instituição Educacional e Formação do Educador , e teve como objetivo identificar e analisar os aspectos metodológicos dos cursos a distância acessíveis do ambiente virtual de ensino dos Centros Vocacionais Tecnológicos (CVT) do Estado de Minas Gerais. A discussão e a análise desta pesquisa se amparam na revisão da literatura, filosofia, abordagens pedagógicas, metodológicas e padrões de planejamento de Educação a Distância (EAD). Os aspectos analisados são delineados a partir de categorias efetivadas em função das características dessa modalidade de ensino, considerando-se o ambiente virtual de aprendizagem, os procedimentos adotados para essa prática e as exigências do aluno usuário , ou seja, as demandas do mercado de trabalho. Assuntos relacionados e/ou paralelos, tais como educação continuada e formação profissional são originados e enfatizados em função dos paradigmas abordados. A fundamentação teórica se dá por meio da análise da proposta de ensino-aprendizagem dos cursos a distância, por meio de categorias traçadas que permitem ao pesquisador identificar se está diante de um projeto de EAD ou de uma cartilha digitalizada. Optou-se por fazer uma retrospectiva da iniciativa voltada à inclusão digital no Estado de Minas Gerais, a qual deu origem ao programa de Inclusão Digital e, consequentemente, ao projeto Rede de Formação Profissional Orientada pelo Mercado (RFPOM), assim como a implantação do projeto dos CVT, sua estrutura física e operacional. Para retratar a plataforma de ensino desses espaços, aspectos como o histórico dos cursos de EAD, a plataforma, e os procedimentos pedagógicos, didáticos e avaliativos de ensino-aprendizagem foram levantados. Utilizou-se a pesquisa exploratória, de caráter quanti-qualitativo, baseada em informações e observação de participantes do ambiente de ensino-aprendizagem em EAD dos CVT. Por meio desta pesquisa foi possível identificar os aspectos almejados e atingidos do projeto RFPOM, bem como o público-alvo e a abrangência geográfica. O embasamento teórico e o perfil da proposta de caráter instrucionista reafirmaram a concepção e as características do EAD e a metodologia utilizada.

Det är allt vanligare att personer använder sig av digitala lärplattformar för att lära sig nyafärdigheter. Lärplattformar gör det möjligt för personer att lära sig i sin egen takt och utan attbehöva infinna sig på en specifik plats vid specifika tillfällen, så länge denne har tillgång till endator och internetuppkoppling. Dessa digitala lärplattformar av typen Massive Open OnlineCourse eller MOOC har dock designats med ett linjärt upplägg i sin kursstruktur som inte tillåteranvändare att divergera från det utstakade spåret. Då det även rör sig om ett obegränsat antalanvändare som läser kurser i sin egen takt samtidigt så finns det heller inte möjlighet förinstruktörer att bidra med återkoppling eller hjälp när användare fastnar under kursens gång. Dettakan negativt påverka användarens motivation och leda till att kursen tar längre tid att läsa eller attanvändaren ger upp. Ett sätt att undvika detta är att lärplattformen och kurserna designas för attbidra till en känsla av inre motivation där man bryter den linjära strukturen genom att göraplattformen mer flexibel. Inre motivation handlar om att vara motiverad utifrån eget intresse, ochkan brytas ner till kategorierna autonomi, kompetens och gemenskap. Den här studien utfördesgenom en designorienterad forskningsansats där olika framtagna designelement sattes ihop i enprototyp för att se om de kunde bidra till en känsla av autonomi. Denna studie resulterade i olikadesignförslag för hur digitala lärplattformar kan designas för att bidra till en känsla av autonomi. / It’s becoming all the more common that people use digital learning platforms to learn new skills.Learning platforms makes it possible for people to learn at their own pace and without having tobe at a specific place at a specific time, as long as they have access to a computer and an internetconnection. These digital platforms called Massive Open Online Course or MOOC have beendesigned with a linear course structure that does not allow users to diverge from the establishedpath. Because there is an unlimited number of users taking courses at their own pace at the sametime it is impossible for instructors to provide feedback or help when users get stuck during thecourses. This can negatively affect the users motivation and result in increased time spent in thecourse or that the user gives up. One way to avoid this is to design the platform and the courses topromote intrinsic motivation by breaking the linear structure and make it more flexible. Intrinsicmotivation means that the person is motivated based on their interest, and can be broken down intothree categories: autonomy, competence and relatedness. This study was conducted using a designresearch approach where different design elements were assembled into a prototype to see if theycould contribute to a sense of autonomy. This study resulted in different proposed designguidelines for how digital learning platforms can be designed to promote autonomy.

Die Thematisierung der Potenziale und Risiken von internetbasierten Technologien und Inhalten im schulischen Bereich ist von enormer Wichtigkeit. Gut ausgebildete Lehrerinnen und Lehrer können ihren Schülern die gewinnbringenden Möglichkeiten näher bringen, ohne die Gefahren außer Acht zu lassen. Leider sind Lehrkräfte die auf diesem Gebiet Kenntnisse besitzen immer noch in der Minderheit. Ihre Kenntnisse haben die meisten privat erlangt, d.h. ohne direkten Bezug auf einen didaktischen Mehrwert für den Unterricht.

The emergence of moving learning activities online, due to Covid-19 pandemic preventive measures and fast growing technology, forced many educational institutions to design and prepare their distance learning systems on time, without adopting the best practices for an effective and holistic digital transformation. This fact highlights the need of reconsidering the models in online learning and redesigning the learning processes to meet students e-learning needs and receive a more qualitative educational experience. This study intends to show which are the perspectives of students on the next generation learning platform, post-covid, and how this can contribute to a more effective learning in HE. To serve this purpose, an internet-based survey was designed. The questionnaire was distributed via the DSV iLearn platform of the program to all participants-users of the platform, and the method of data analysis chosen was Quantitative analysis. The results of this study showed an overall satisfaction with the platform capabilities and a satisfactory level of students’ skills in the use of ICT technologies and a digital learning platform. Some important conclusions about dependencies of students’ characteristics that affect their engagement with an elearning platform also arose, while areas of improvement were identified regarding the feeling of safety using a digital platform, alternative assessment techniques, new platform technological features and interaction with peers and instructors. Under this study limitations and the potential of a future and more extensive research, the aim of these results is their incorporation in the design, implementation and optimization processes of the next generation learning platform, contributing to the Higher Education e-learning systems performance and responsiveness flexibility, taking also into consideration qualitative factors related to students’ characteristics and needs.

abstract: Assemblers and compilers provide feedback to a programmer in the form of error messages. These error messages become input to the debugging model of the programmer. For the programmer to fix an error, they should first locate the error in the program, understand what is causing that error, and finally resolve that error. Error messages play an important role in all three stages of fixing of errors. This thesis studies the effects of error messages in the context of teaching programming. Given an error message, this work investigates how it effects student’s way of 1) understanding the error, and 2) fixing the error. As part of the study, three error message types were developed – Default, Link and Example, to better understand the effects of error messages. The Default type provides an assembler-centric single line error message, the Link type provides a program-centric detailed error description with a hyperlink for more information, and the Example type provides a program centric detailed error description with a relevant example. All these error message types were developed for assembly language programming. A think aloud programming exercise was conducted as part of the study to capture the student programmer’s knowledge model. Different codes were developed to analyze the data collected as part of think aloud exercise. After transcribing, coding, and analyzing the data, it was found that the Link type of error message helped to fix the error in less time and with fewer steps. Among the three types, the Link type of error message also resulted in a significantly higher ratio of correct to incorrect steps taken by the programmer to fix the error. / Dissertation/Thesis / Masters Thesis Software Engineering 2017

研究旨在探討《O2O教育模式應用於國中補校英語教學之個案研究─以教育部英語線上學習平臺》為例，對國中補校學生英語學習成效及可行性。本研究採取行動研究法進行教學與觀察，以新北市立越界高級中學三年級36位學生做為研究對象。教學前、後測透過GEPT全民英檢網「全民英語能力分級檢定測驗-初級」了解學生進行O2O教育模式教學後是否有所差異；教學期間教材、教學現場紀錄、教學省思札記、錄影、訪談等多元方式觀察與紀錄學生協同學習的表現情形、參與態度以及師生的互動關係等，同時參考學生在校兩次段考成績分析《O2O教育模式應用於國中補校英語教學》教學結果，並針對教學過程、教學結果、晤談來分析《O2O教育模式應用於國中補校英語教學之個案研究─以教育部英語線上學習平臺》對國中補校學生英語學習成效及可行性，最後進行資料分析與討論。本研究結果可歸納下列四項結論： 一、Cool English線上學習平臺及教材內容適合個案研究補校學生程度。 二、O2O教育模式增加線下課程(offline)的學習效益。 三、O2O教育模式發現學習者學習動機更為強烈。 四、應用O2O教育模式在補校學生英語教學，可顯著提升學生學習成效。 / This study discusses subsidiary junior high school students’ English learning effect and feasibility via “A Case Study on the O2O Educational Model Applied to Subsidiary Junior High School’s English Teaching – by the Ministry of Education’s Online English Learning Platform.” In this study, teaching and observation were carried out by action research on the study objects of 36 third grade students of Yueh Chieh Senior High School in New Taipei City. Before and after teaching, the “General English Proficiency Test – Elementary Level” on the GEPT website was used to understand whether students are different after being taught by the O2O educational model. Multiple methods such as teaching materials during teaching, teaching scene records, teaching reflection notes, recording and interviews were used to observe and record students’ performances, participation attitudes, and interactions with teachers during collaborative learning. Two school exam scores of each student were also taken for reference to analyze the teaching results of the “O2O Educational Model Applied to Subsidiary Junior High School’s English Teaching.” Besides, the teaching processes, results and interviews were used to analyze subsidiary junior high school students’ English learning effect and feasibility via “A Case Study on the O2O Educational Model Applied to Subsidiary Junior High School’s English Teaching – by the Ministry of Education’s Online English Learning Platform.” Finally, data analysis and discussion were carried out. The study results were induced into four conclusions as follows: 1.The Cool English online learning platform and teaching materials suitable for a case study of subsidiary school students’ level. 2.O2O educational model increased offline's course's learning effect. 3.Via the O2O educational model, it found that learners have stronger learning motives. 4.Applying the O2O educational model to subsidiary school students’ learning significantly increased student’s learning effects.