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The emphasis on education fluctuates with the economy. When education is encouraged, many individuals flock to colleges and universities to increase earning potential or achieve goals. Thanks to advancements in technology, distance education in the 21st century can be similar to face-to-face education. Students spend many hours sitting in front of a computer completing course work. Although still in infancy stages, online education has vastly improved. Perspectives like teaching adults (andragogy), transformative learning, and teacher immediacy all address teaching individuals from afar. In consultation with these three perspectives, several qualitative measures have been developed aid with online course design. This graduate project intends to assist faculty with setting up an online course using Andragogy, Transformative Learning Theory, and Teacher Immediacy as the backbone. In addition, the Quality Online Course Initiative, Quality Matters, and Quality Online Learning and Teaching tools are applied.

The aim of the study was to investigate the dynamics of two online communities of practice (oCoP) for preservice teachers. The research process encompassed three main phases. Phase 1 was related to the design and development of online environment. By the help of existing literature and a pilot study, a portal which is called as &ldquo / Professional Development Circle (PDC)&rdquo / was developed. In Phase-2, 28 preservice teachers from three different universities participated to an online course as a part of an undergraduate course. During the term, they discussed on different video cases which were recorded in real classroom environments and produced new lesson plans for these lessons in the light of given suggestions. In the third phase, the same preservice teachers got involved in a different online environment without any grading motivation in the Phase 2. They discussed on some hot topics in mathematics teaching with other preservice teachers, academicians and experienced teachers. This research study was mainly a qualitative study. Two cases of the study were two oCoP which included mandatory or voluntary participation of preservice teachers to discussions. The data were collected through written reflection reports, observations and interviews. In addition, private e-mail exchange with participants and discussion list message history were rich data sources. The data were analyzed according to qualitative data analysis techniques. The design principles and findings of this research study were discussed in the frame of Activity Theory. This study revealed outcomes of two online communities of practice environments in preservice teacher education. In addition, motivators and barriers to be active in oCoP environments were discussed. Some of the motivators were getting more responsibility, self confidance, sociable personality, altruism, sincerity in the environment, and quality of materials while some of the barriers were not wanting to enter a fight, lack of time, the idea &ldquo / max benefit minimum effort&rdquo / , feeling availability of others, and Internet access and computer availability.

Submitted by GABRIELA GRIMALDI BESSANI null (ggrimaldi.gl@gmail.com) on 2016-06-07T00:59:39Z No. of bitstreams: 1 Gabriela Grimaldi Bessani.pdf: 3431872 bytes, checksum: f2267ea70c6be1e0f0499e3a0d227e30 (MD5) / Approved for entry into archive by Ana Paula Grisoto (grisotoana@reitoria.unesp.br) on 2016-06-07T19:03:32Z (GMT) No. of bitstreams: 1 bessani_gg_me_rcla.pdf: 3431872 bytes, checksum: f2267ea70c6be1e0f0499e3a0d227e30 (MD5) / Made available in DSpace on 2016-06-07T19:03:32Z (GMT). No. of bitstreams: 1 bessani_gg_me_rcla.pdf: 3431872 bytes, checksum: f2267ea70c6be1e0f0499e3a0d227e30 (MD5) Previous issue date: 2016-05-04 / Ainda que pouco conhecido, Wilhelm Reich, durante o desenvolvimento de sua vida e obra, produziu um vasto conhecimento que merece ser difundido. Em função disso, o objetivo desta pesquisa consistiu em reunir informações sobre Wilhelm Reich, disponibilizadas por meio de vídeos, blogs, grupos de discussões, livros e artigos em português impressos e publicados na internet, a fim de organizar, implementar e avaliar um curso introdutório on-line visando à difusão de sua vida e obra. Para atingir esse objetivo dividimos essa pesquisa em duas etapas. A primeira etapa consistiu em uma pesquisa bibliográfica sobre a vida e obra de Wilhelm Reich, portanto, em torno de sua biografia e estudos, referindo-se à colaboração das Tecnologias da Informação e Comunicação no processo de difusão de seu pensamento. Na segunda etapa, foi organizado e implementado um curso on-line com os tópicos e conteúdos relacionados à sua biografia, à trajetória de seu pensamento, às dificuldades na disseminação de suas ideias e às suas contribuições para diferentes áreas do conhecimento. Participaram ativamente do curso 15 alunos, que realizaram todas as atividades propostas, inclusive criando outros meios para a difusão da vida e obra de Reich com auxílio das Tecnologias da Informação e Comunicação. Após a realização do curso on-line, este e os demais instrumentos utilizados na pesquisa foram analisados, por meio da técnica de análise de conteúdo de Bardin (2011), sendo criadas as seguintes categorias de análise: “Noções sobre Wilhem Reich”, “Uso das tecnologias” e “Difusão do pensamento reichiano”, observando em cada uma delas os relatos apresentados pelos alunos do curso e verificando-se a sua colaboração para a difusão do pensamento reichiano. Ao final do curso, experiências positivas foram relatadas, especialmente, mostrando maior interesse dos alunos em relação ao conhecimento sobre a vida e a obra de Reich, demonstrando que um curso on-line, pode ser uma ferramente eficaz na difusão do pensamento reichiano e estimulante para àqueles que dele participam. / Although that he is not well known, Wilhelm Reich, during the development of his life and work, produced a vast knowledge that deserves to be widespread. Because of this, the objective of this research was to organize information about Wilhelm Reich, available through videos, blogs, groups of discussion, books and Portuguese articles printed and published on the internet to organize, implement and evaluate an introductory course of extension online in order to disseminate his life and work. To achieve this goal we separated this research in two stages. The first consisted in a bibliographic research on the life and work of Wilhelm Reich, therefore, about his biography and studies, speaking about the collaboration of Technologies of Information and Communication in the process of diffusion of his thought. In the second stage, was organized and implemented an online course with the topics and content about his biography, the trajectory of his thought, the difficulties in divulgation his ideas and contributions to different areas of knowledge. Participated in the course 15 students, who performed all the activities, creating other means to spread the life and work of Reich with the help of Technologies of Information and Communication. Completed the online course, this and others instruments used in the research were analyzed with the technique of the Bardin Content Analysis (2011), and was created categories of analysis: "Understanding Wilhem Reich", "Use of technology" and "Divulgation of Reich’s thought", watching the reports presented by the students of the course and verifying their collaboration to spread the thought of Reich. At the end of the course, positive experiences was reported, especially reporting the interest of students in relation to knowledge about the life and work of Reich, demonstrating that an online course, can be effective in spreading the thought of Reich and stimulating for those who participate.

Submitted by (edna.saturno@ufrpe.br) on 2017-03-30T11:54:38Z No. of bitstreams: 1 Mauricio dos Santos Neves.pdf: 1447302 bytes, checksum: 791d8e33465620f9aadfe171f5000c93 (MD5) / Made available in DSpace on 2017-03-30T11:54:38Z (GMT). No. of bitstreams: 1 Mauricio dos Santos Neves.pdf: 1447302 bytes, checksum: 791d8e33465620f9aadfe171f5000c93 (MD5) Previous issue date: 2015-02-27 / The Distance Education (DE) is rather driven by technological advances. The objective of this work is to develop in innovative perspective, the CAMPO (Open Course Massive Pernambucano On-Line), an application to the part of MOOC (Massive Open On-line Course), which enables an greater flexibility to participator as to the where he can access the technological and digital resources to enhance learning in textual genre. The research method did consist of an exploratory literature research, in order to analyze and verify the theoretical support on the best educational use of e-learning technologies and m-learning, with the use of technological innovations, into the context of learning objects (LOs), in which is inserted the MOOC. From this, it sought to identify its origin, characteristics and its potential to be used on mobile devices. In addition, an experiment of participation in a MOOC Tutoring, in participator condition, it ground with a view from the practice, the process’ creation of the app. The research results were the basis for the definition of resources available in the final product, the CAMPO, a new digital tool for the teaching and learning process, that is, a resource with wide opportunities to contribute in a singular way to the school education, academic degree or professional qualification. This application brings into itself with more bold and innovative proposals from the interaction point of view and collaborative learning network. The results achieved in this work are consolidated as a scientific contribution and they indicate to the unfolding of your potential for future works aimed to DE. / Educação a Distância (EaD) é bastante impulsionada pelos avanços tecnológicos. O objetivo deste trabalho é desenvolver, em perspectiva inovadora, o CAMPO (Curso Aberto Massivo Pernambucano On-line), um aplicativo educacional para a vertente de MOOC (Massive Open Online Course), o qual possibilite uma maior flexibilidade ao cursista quanto aos locais onde possa acessar os recursos tecnológicos e digitais para aperfeiçoar a aprendizagem em gêneros textuais. O método de pesquisa constituiu-se de uma investigação bibliográfica, de caráter exploratório, com o intuito de analisar e verificar o suporte teórico sobre o melhor aproveitamento didático de tecnologias de e-learning e m-learning com o uso de inovações tecnológicas, no âmbito dos objetos de aprendizagem (OA), no qual está inserido o MOOC. Deste, buscou-se identificar sua origem, características e seu potencial para ser utilizado em dispositivos móveis. Além disto, um experimento de participação em um MOOC Tutoria, na condição de cursista, fundamentou com uma visão a partir da prática a concretização do CAMPO. Os resultados da pesquisa serviram de base para a definição dos recursos disponibilizados no produto final, o CAMPO, uma nova ferramenta digital para o processo ensino-aprendizagem, isto é, um recurso com amplas possibilidades de contribuir de modo singular para a formação escolar, graduação acadêmica ou qualificação profissional. Este aplicativo traz em si propostas de interação e de aprendizagem colaborativa em rede. Os resultados alcançados nesta obra consolidam-se como uma contribuição científica e apontam para o desdobramento de seus potenciais em trabalhos futuros voltados para a EaD.

ERP software and applications have become basic requirement of almost every organization in order to compete with each other and in time constraint. In order to develop an efficient application, project planning and analysis play very important role in better understanding of the problem domain and to provide a risk free solution. There are many different approaches which software developers used to develop the systems. These traditional approaches have some drawbacks and constraints. Either these are ad-hoc basis or have some fixed patterns and rules. We discussed all these techniques and suggest that planning and analysis of ERP application during its development can be done by applying more appropriate knowledge engineering commonKADS model. CommonKADS is a structured approach, It comprises of different model suites. Thesis presents that by using commonKADS model for project planning and analysis, real problem domain and efficient solution can be identified. Also domain process is identified. Tasks related to each process in the domain are identified. Knowledge assets related to each task are identified. These features help in defining real knowledge specification. In this way, ERP applications can be made knowledge based. ERP systems were introduced to solve different organizational problems and provide integrated structure. Although ERP packages offer advantages to enterprises, they have not achieved many of their anticipated benefits. Autonomous and heterogeneous applications co-exist in companies with ERP systems and integration problem having not been addressed. This thesis seeks to make some suggestions to this area by studying and analyzing ERP problems, through mapping commonKADS methodology in a case study. Thesis in start, presents an overview about ERP applications, Knowledge Engineering and commonKADS methodology. In the end, thesis presents our contribution a case study ―online courses Registration Portal for BTH which shows that planning and analysis of ERP applications by using commonKADS methodology helps in reaching knowledge based and more accurate solutions. / Syed Abdul Basit basitbth@gmail.com, Omar Malik omar_m20@hotmail.com.

Auch nach Jahren stetiger Förderung sind digitale Lernangebote an deutschen Hochschulen noch immer nicht so etabliert wie klassische Formate der Hochschullehre. Während die Bedeutung bspw. von Didaktik oder institutioneller Verankerung für die Akzeptanz dieser Angebote häufig diskutiert wird, wird der Gebrauchstauglichkeit bisher kaum Aufmerksamkeit geschenkt. Der Beitrag untersucht deshalb die Usability und den wahrgenommenen Nutzen eines modulbegleitenden Onlinekurses aus Sicht der Studierenden und stellt hierbei einen bedeutsamen Zusammenhang fest.

The purpose of this study was to examine differences and relationships in student definition and background characteristics, help seeking behaviors, academic and environmental variables between and among community college students at a single institution who successfully completed and those who did not complete online courses during a single term. An adapted version of Bean and Metzner's conceptual model of nontraditional student attrition provided the theoretical framework for the study. The results of data analysis revealed statistically significant differences between completers and noncompleters on the basis of definition, gender, ethnicity, experience and prior GPA. Statistically significant relationships were found between definition, ethnicity, gender, experience, prior GPA, orientation and completion and noncompletion. No statistically significant interactions were found between definition and experience and help seeking behaviors. No statistically significant differences, relationships or predictor variables were found by degree seeking, preassessment, or technical help seeking. Additional analyses by defining characteristics revealed statistically significant differences between completers and noncompleters on the basis of residency, age and enrollment status. Predictor variables found to be significant were definition, gender, experience, prior GPA and orientation. The odds of completion increased with nontraditional definition, female gender, higher prior GPA, and orientation participation. The odds of completion decreased with experience.

The Center for Teaching and Learning, Independent Study, and the Department of French and Italian at Brigham Young University collaborated to develop the French 202 Website to be used with the French 202 course. Currently, the French 202 Website is used with the French 202 Independent Study course and with the traditional face-to-face course. This evaluation focused on the French 202 Website as it is used with the traditional face-to-face course. This evaluation was conducted in conjunction with the Center for Teaching and Learning at Brigham Young University (BYU). Based on the information collected, the evaluator found that (a) faculty used the website to supplement the face-to-face French 202 course, (b) students indicated that the website appears to function according to the criteria for this evaluation, and (c) students felt that because they used the website they were better able to achieve the learning outcomes of the course.

Improving student outcomes in community college online education requires understanding how institutional practices and student characteristics affect levels of student engagement in online courses. This study investigated community college online student engagement using an ex post facto quantitative methodology, reporting the results of an online survey administered to students enrolled in online courses at four community colleges and one statewide community college online consortium in the fall 2009 academic term. Online engagement levels were measured based on five constructs from the Community College Survey of Student Engagement (Active and Collaborative Learning, Student-Faculty Interaction, Academic Challenge, Student Effort, and Support for Learners) and a sixth construct from the literature (Presence). The study measured the engagement levels of 906 survey respondents taking classes exclusively online compared with 1,179 survey respondents taking classes both online and on-campus. Differences in engagement levels also were explored in terms of student characteristics including gender, race/ethnicity, age (traditional/nontraditional), enrollment status; experience in online classes, and veteran status. The results of this study revealed the following: Community college online students are less engaged than students taking courses both online and on campus.Enrollment status is a strong predictor of online student engagement; online students enrolled part-time are substantially less engaged than online students enrolled full-time. Experience with online learning is another strong predictor of engagement; as students gain experience in online courses, they become more engaged online learners. Student demographics appear to play less of a role in student engagement online than on campus. Although measurably less engaged, online students scored high on Student Effort, suggesting respondents found courses taught exclusively online required substantial individual effort. Online students are isolated relative to other students and faculty, and are unlikely to reach out to make connections within the college community without assistance. Based on their distinctive experiences and characteristics, online students should be tracked as a unique cohort within community college student populations. This study concludes with recommendations for further research and strategies that community colleges could implement to increase online student engagement, retention, and ultimately success. / text