The global COVID-19 pandemic dramatically altered learning experiences for children, parents, and teachers worldwide. For very young children, the scrambled introduction of complex virtual tools as a proxy for the classroom experience has been particularly challenging. I conducted interviews with kindergarten teachers and parents with young children to better understand their experiences navigating virtual learning during a stressful time. Insights from those discussions informed the iterative design process I used to generate alternative interactive interfaces for online kindergarten instruction. In this thesis, I present findings from the interviews, the multi-stage interface design process, participant responses to the interface design, and promising directions for future work. / Master of Science / The global COVID-19 pandemic dramatically altered learning experiences for children, parents, and teachers worldwide. For very young children, the scrambled introduction of complex virtual tools as a proxy for the classroom experience has been particularly challenging. I conducted interviews with kindergarten teachers and parents with young children to better understand their experiences navigating virtual learning during a stressful time. Insights from those discussions informed the iterative design process I used to generate alternative interactive interfaces for online kindergarten instruction. In this thesis, I present findings from the interviews, the multi-stage interface design process, participant responses to the interface design, and promising directions for future work.

Sammanfattning Syfte och frågeställningar Syftet med studien var att undersöka svenska skolelevers och lärares uppfattningar om virtuell undervisningsteknik. Hur upplever elever det flippade klassrummet? Vad anser elever att de lär sig med hjälp av flippat klassrum i jämförelse med traditionell undervisning? Vad anser lärare och vad vill de åstadkomma med virtuell studieteknik? Metod Kvalitativa och strukturerade intervjuer genomfördes på två skolor i Stockholm. Eleverna i studien var sammanlagt sex personer och gick i grundskolans lågstadium. Även två lärare intervjuades. Den ena var lärare i ämnet musik för grundskolans lågstadium, den andra läraren var gymnasielärare i ämnena matematik och fysik. Studien har sin utgångspunkt i det sociokulturella lärandeperspektivet. Resultat Det visade sig att samtliga elever i studien såg fördelar med flippat klassrum i undervisningen. Samtliga elever upplevde ett flippat klassrum som ett hjälpmedel. Samtliga elever tyckte att de lärde sig bättre och mer effektivt med flippat klassrum jämfört med traditionell undervisning. Två elever såg nackdelar med flippat klassrum vilket handlade om brister i bloggen och om tekniska svårigheter att finna bloggen. Det visade även sig att lärarna främst såg fördelar och att det var enklare att nå alla elever genom användningen av virtuell undervisning. Lärarna ansåg att lärandemiljön blev roligare och effektivare. De påpekade att virtuell undervisning fungerade bättre än traditionell undervisning. De nackdelar som lyftes av lärarna handlade om materialbrist och om den virtuella tekniken inte fungerade som den skulle eller missköttes av eleverna. Slutsats Studiens resultat stämmer generellt överens till den tidigare forskning som beskrivits. Enligt Vygotskijs sociokulturella teori visade det sig att bloggen, ipad och dator var viktiga redskap för elevernas inlärning. Elevernas utsagor framhävde att det var främst sinnena som stimulerades med flippat klassrum då de oftast satt ensamma hemma, medan den sociala delen av lärandet främjades på lektionstid i skolan då de interagerade med sina klasskamrater och lärare. Lärarnas uppfattningar och deras mål med virtuell undervisning utifrån studien kan anknytas till Vygotskijs pedagogiska proximala utvecklingszon. / Abstract Aim The purpose of this study was to investigate the Swedish school pupils and teachers perceptions of virtual education technology. How do students perceive flipped classroom? What do students think that they learn with the help of flipped classroom in comparison with traditional teaching? What do teachers think and what do they want to achieve with virtual education technology? Method Qualitative and structured interviews were conducted at two schools in Stockholm. Students in the study were a total of six people and went to primary school. Even two teachers were interviewed. One was a teacher in the subject music in one primary school, the other teacher was a teacher of mathematics and physics in one upper secondary school. The study has its origins in the socio-cultural learning perspective. Results It turned out that all the students in the study saw the benefits of the flipped classroom teaching. All students experienced a flipped classroom as an aid. All the students said they learned better and more efficiently with flipped classrooms compared to traditional teaching. Two students saw disadvantages with flipped classroom, which was about the deficiencies in the blog and on technical difficulties in finding the blog. It also showed that teachers mainly saw the benefits, and that it was easier to reach all students through the use of virtual teaching. The teachers felt that the learning environment was fun and effective. They pointed out that virtual teaching worked better than traditional teaching. The disadvantages highlighted by the teachers were about material shortages and that virtual technology did not work as it should or mismanaged by the students. Conclusions The study's findings are generally consistent with the previous research described. According to Vygotsky's sociocultural theory the blog, ipad and the computer proved to be important tools for the students learning. The students statements highlighted that it was primarily the senses that were stimulated with flipped classroom when they sat alone at home, while the social part of learning promoted most of the class time at school when they interacted with their classmates and teachers. Teacher’s perceptions and their vision for virtual education on the basis of the study can be linked to Vygotsky's educational proximal development zone.

This research investigated the perception of social presence that students in a virtual high school have of using computer-mediated communication (CMC): email, discussion board, tutoring sessions, and asynchronous classroom activities. The research analyzed data for social presence based on gender, years of experience in a cyber school, and self-proficiency ratings on each form of CMC. The purpose of this study was to identify if high school students in a virtual community perceive email, discussion board, tutoring sessions and asynchronous classroom activities as enhancing their social presence within the virtual community. The findings of the study are: <br>1. Students perceived that email showed more social presence than the other forms of CMC and asynchronous classroom activities showed more social presence than discussion board and tutoring sessions. <br>2. There was no significant difference found between male and females social presence in any of the CMC studied. <br>3. Students who rate their own self proficiency as being above average or expert had higher social presence scores on email and asynchronous classroom activities than students who rate their proficiency average, below average or novice. <br>4. Students perceived that email showed more social interaction than discussion board, tutoring session and asynchronous classroom activities. Asynchronous classroom activities showed more social interaction than discussion board or tutoring sessions. <br>5. The number of years a student attends a cyber school has no relationship with the student's perceived social presence in any form of CMC studied. <br> Understanding students' perception of social presence based on the use of CMC will enable cyber schools to use the appropriate form of CMC to help students develop their social skills. / School of Education / Instructional Technology (EdDIT) / EdD / Dissertation

Advocacy is a foundational skill that contributes to professional development and enhances the mission of occupational therapy (McKinnon, 2015; Jacobs, 2012). Despite the requirement of the Accreditation Council for Occupational Therapy Education (ACOTE) for advocacy education, students report minimal understanding of advocacy, lack of understanding to the connection to practice, and minimal tools and resources to support advocacy and political action strategies during school (Lyons et al., 2015; Restall & Ripat, 2008). Without advocacy education for students, there will be less involvement in the promotion of the occupational therapy thus decreasing strength and expansion of services for the profession and the populations we serve and making it a focus of this doctoral project. L.E.A.P. or Learning to Engage in Advocacy Participation, is a theory and evidence-based on-line learning educational platform designed to address the gap in knowledge and skills for advocacy participation for occupational therapy (OT) and occupational therapy assistant (OTA) students. The self-guided interactive platform is accessible and available free-of-charge at www.OTadvocacy.com. L.E.A.P. describes the distinct value of advocacy participation. Unique characteristics of the platform include the choice of learning materials which provides participants the opportunity to access resources to support their own learning styles and an opportunity to apply concepts to participant’s interest at the end of each module, achieving a greater connection between new knowledge and one’s own context. The content and construct of the three modules L.E.A.P. are based on recommendations following a thorough literature review which identified meaningful frameworks that guide adult learners, elicit communication related to advocacy, and support constructs of online education. These theories include: Adult Learning Theory (Knowles et al., 2011), Situational Theory of Publics (Grunig, 1997), and the Community of Inquiry framework (Garrison et al., 2010). Understanding the value of advocacy, knowledge of priorities and skill development for advocacy in occupational therapy contributes to disseminating the distinct value of occupational therapy to stakeholders. Therefore, advocacy has significant value on strengthening the occupational therapy profession and influencing change at the national and international levels and L.E.A.P. provides an opportunity to enhance these skills for students and clinicians.

In order to understand withdrawal rates in online K-12 schools, it is vital to have detailed documentation of these rates and to describe characteristics of the students who withdraw compared to the students who remain enrolled. Once these characteristics are known schools can develop programs and/or policies that support students who are at risk of withdrawing. This study was a descriptive analysis of (a) attendance, (b) lessons completed, (c) participation, (d) teacher-student communication, and (e) overall performance percentage comparing the means between the enrolled student population and the withdrawn student population using extant data. Four of the five variables, (a) attendance, (b) lessons completed, (c) teacher-student communication, and (d) overall performance percentage, were significant at the p < .01 level. Upon analysis, the results of average lessons per day were not reportable due to problems with the data. The Enrolled group had significantly higher means in the following variables: (a) attendance, (b) lessons completed, (c) teacher-student synchronous contact, and (d) overall performance percentage.

Esta pesquisa aborda sobre os adolescentes em conflito com a lei: o ensinar e o aprender através das tecnologias da informação e comunicação. A questão que norteou a pesquisa foi: Em que medida o uso do Ambiente Virtual de Aprendizagem (AVA) pode favorecer, a partir do seu acesso, meios que oportunizem aprendizagem dos conceitos de formação ética ensinados na sala de aula fora do ambiente formal de ensino? O objetivo principal foi observar a importância das tecnologias digitais, como instrumentos mediadores privilegiados, favorecem os processos cognitivos, que levam o sujeito a aprender por meio da interação social e da mediação entre as atividades de ensino. Visa também viabilizar uma interação e partilha de recursos de modo a criar um ambiente de aprendizagem colaborativo para os adolescentes em conflito com a lei no Circo Escola em São Luís do Maranhão. Ainda, apresenta como objetivos específicos a análise das contribuições que o uso do AVA trouxe aos estudantes na aprendizagem e na interação social durante o decorrer do período em que ocorreram várias atividades dentro do grupo; e a implementação do Curso de Formação Ética, garantindo, aos adolescentes em conflito com a lei, a aplicação dos conhecimentos através das TIC; e a utilização do AVA, com o intuito de fornecer aos adolescentes um ambiente colaborativo de troca de conteúdo didático e recursos educativos que possam facilitar o aprendizado. Metodologicamente, esta pesquisa é de cunho qualitativo, do tipo pesquisa-ação entre os participantes – 05 adolescentes do Circo Escola. A investigação fundamentou-se na teoria sócio-histórica, por entender que as relações entre os seres humanos não acontecem individualmente, mas por meio da interação social, mediante abordagem qualitativa. Os resultados apontaram que o favorecimento do Curso sobre Formação Ética através do AVA oportunizou o desenvolvimento do processo do ensino e da aprendizagem com consequente mudança comportamental de atitudes dos adolescentes. / This research deals with adolescents in conflict with the law: the teaching and learning through information and communication technologies. The question that guided the research was:To what extent the use of Virtual Learning Environment (VLE) may favor, from your access means oportunizem learning the concepts of ethics training taught in the classroom outside the formal learning environment? The main objective was to observe the importance of digital technologies, as privileged mediators instruments, favor the cognitive processes that lead the subject to learn through social interaction and mediation between teaching activities. It also aims to facilitate interaction and sharing mode capabilities to create a collaborative learning environment for adolescents in conflict with the law in Circus School in San Luis. It also presents the specific purpose of analysis of the contributions that the use of VLE brought students in learning and social interaction during the course of the period in which there were several activities within the group; and implementation of the training course Ethics, ensuring adolescents in conflict with the law, the application of knowledge through ICT; and the use of the VLE, in order to provide adolescents with a collaborative environment to exchange educational content and educational resources that can facilitate learning. Methodologically, this research is of qualitative nature, type action research among participants - 05 teenagers Circus School. The research was based on the socio-historical theory, understanding that the relationship between humans do not happen individually, but through social interaction, through a qualitative approach. The results showed that the favoring of the Course on Ethics Training through VLE provided an opportunity the development of the teaching and learning with consequent behavioral change attitudes of adolescents.

Since their inception in 2006, K-12 virtual classrooms have spread across the nation, reaching millions of students every day. Despite the technological changes in today's society, adolescents who lack key personal characteristics may struggle to successfully complete online coursework. A caring teacher-student relationship may assist today's virtual learners in ways that enhance motivation, learning, and online education success. Although a veteran teacher of nine years, in this autoethnographic narrative inquiry, I shared my experience as a novice, English I virtual teacher as I strived to enact relational with my virtual education students.

Esta pesquisa aborda sobre os adolescentes em conflito com a lei: o ensinar e o aprender através das tecnologias da informação e comunicação. A questão que norteou a pesquisa foi: Em que medida o uso do Ambiente Virtual de Aprendizagem (AVA) pode favorecer, a partir do seu acesso, meios que oportunizem aprendizagem dos conceitos de formação ética ensinados na sala de aula fora do ambiente formal de ensino? O objetivo principal foi observar a importância das tecnologias digitais, como instrumentos mediadores privilegiados, favorecem os processos cognitivos, que levam o sujeito a aprender por meio da interação social e da mediação entre as atividades de ensino. Visa também viabilizar uma interação e partilha de recursos de modo a criar um ambiente de aprendizagem colaborativo para os adolescentes em conflito com a lei no Circo Escola em São Luís do Maranhão. Ainda, apresenta como objetivos específicos a análise das contribuições que o uso do AVA trouxe aos estudantes na aprendizagem e na interação social durante o decorrer do período em que ocorreram várias atividades dentro do grupo; e a implementação do Curso de Formação Ética, garantindo, aos adolescentes em conflito com a lei, a aplicação dos conhecimentos através das TIC; e a utilização do AVA, com o intuito de fornecer aos adolescentes um ambiente colaborativo de troca de conteúdo didático e recursos educativos que possam facilitar o aprendizado. Metodologicamente, esta pesquisa é de cunho qualitativo, do tipo pesquisa-ação entre os participantes – 05 adolescentes do Circo Escola. A investigação fundamentou-se na teoria sócio-histórica, por entender que as relações entre os seres humanos não acontecem individualmente, mas por meio da interação social, mediante abordagem qualitativa. Os resultados apontaram que o favorecimento do Curso sobre Formação Ética através do AVA oportunizou o desenvolvimento do processo do ensino e da aprendizagem com consequente mudança comportamental de atitudes dos adolescentes. / This research deals with adolescents in conflict with the law: the teaching and learning through information and communication technologies. The question that guided the research was:To what extent the use of Virtual Learning Environment (VLE) may favor, from your access means oportunizem learning the concepts of ethics training taught in the classroom outside the formal learning environment? The main objective was to observe the importance of digital technologies, as privileged mediators instruments, favor the cognitive processes that lead the subject to learn through social interaction and mediation between teaching activities. It also aims to facilitate interaction and sharing mode capabilities to create a collaborative learning environment for adolescents in conflict with the law in Circus School in San Luis. It also presents the specific purpose of analysis of the contributions that the use of VLE brought students in learning and social interaction during the course of the period in which there were several activities within the group; and implementation of the training course Ethics, ensuring adolescents in conflict with the law, the application of knowledge through ICT; and the use of the VLE, in order to provide adolescents with a collaborative environment to exchange educational content and educational resources that can facilitate learning. Methodologically, this research is of qualitative nature, type action research among participants - 05 teenagers Circus School. The research was based on the socio-historical theory, understanding that the relationship between humans do not happen individually, but through social interaction, through a qualitative approach. The results showed that the favoring of the Course on Ethics Training through VLE provided an opportunity the development of the teaching and learning with consequent behavioral change attitudes of adolescents.

Esta pesquisa aborda sobre os adolescentes em conflito com a lei: o ensinar e o aprender através das tecnologias da informação e comunicação. A questão que norteou a pesquisa foi: Em que medida o uso do Ambiente Virtual de Aprendizagem (AVA) pode favorecer, a partir do seu acesso, meios que oportunizem aprendizagem dos conceitos de formação ética ensinados na sala de aula fora do ambiente formal de ensino? O objetivo principal foi observar a importância das tecnologias digitais, como instrumentos mediadores privilegiados, favorecem os processos cognitivos, que levam o sujeito a aprender por meio da interação social e da mediação entre as atividades de ensino. Visa também viabilizar uma interação e partilha de recursos de modo a criar um ambiente de aprendizagem colaborativo para os adolescentes em conflito com a lei no Circo Escola em São Luís do Maranhão. Ainda, apresenta como objetivos específicos a análise das contribuições que o uso do AVA trouxe aos estudantes na aprendizagem e na interação social durante o decorrer do período em que ocorreram várias atividades dentro do grupo; e a implementação do Curso de Formação Ética, garantindo, aos adolescentes em conflito com a lei, a aplicação dos conhecimentos através das TIC; e a utilização do AVA, com o intuito de fornecer aos adolescentes um ambiente colaborativo de troca de conteúdo didático e recursos educativos que possam facilitar o aprendizado. Metodologicamente, esta pesquisa é de cunho qualitativo, do tipo pesquisa-ação entre os participantes – 05 adolescentes do Circo Escola. A investigação fundamentou-se na teoria sócio-histórica, por entender que as relações entre os seres humanos não acontecem individualmente, mas por meio da interação social, mediante abordagem qualitativa. Os resultados apontaram que o favorecimento do Curso sobre Formação Ética através do AVA oportunizou o desenvolvimento do processo do ensino e da aprendizagem com consequente mudança comportamental de atitudes dos adolescentes. / This research deals with adolescents in conflict with the law: the teaching and learning through information and communication technologies. The question that guided the research was:To what extent the use of Virtual Learning Environment (VLE) may favor, from your access means oportunizem learning the concepts of ethics training taught in the classroom outside the formal learning environment? The main objective was to observe the importance of digital technologies, as privileged mediators instruments, favor the cognitive processes that lead the subject to learn through social interaction and mediation between teaching activities. It also aims to facilitate interaction and sharing mode capabilities to create a collaborative learning environment for adolescents in conflict with the law in Circus School in San Luis. It also presents the specific purpose of analysis of the contributions that the use of VLE brought students in learning and social interaction during the course of the period in which there were several activities within the group; and implementation of the training course Ethics, ensuring adolescents in conflict with the law, the application of knowledge through ICT; and the use of the VLE, in order to provide adolescents with a collaborative environment to exchange educational content and educational resources that can facilitate learning. Methodologically, this research is of qualitative nature, type action research among participants - 05 teenagers Circus School. The research was based on the socio-historical theory, understanding that the relationship between humans do not happen individually, but through social interaction, through a qualitative approach. The results showed that the favoring of the Course on Ethics Training through VLE provided an opportunity the development of the teaching and learning with consequent behavioral change attitudes of adolescents.

The potential generated by ICT in education raises reflect on the underlying frameworks. In this sense, the fractal is an opportunity to explain how it organizes and manages virtual education.This approach recognizes that educational dynamics are recursive and iterative processes instituted as progressive sequences, by way of fractals. This understanding enables becoming as mediated and articulated successive levels. In each dimension are embodied own activities and in turn, involves the recurrence of subsequent levels as possible solving of problem situations. Thus, the knowledge built in response to a collaborative action, participation in networks, ranging from autonomous to the cultural level or conversely. / La aplicación de las TIC en la educación suscita reflexionar sobre los marcos estructurales que la fundamentan. En ese sentido, la fractalidad constituye una aproximación a cómo se organiza y gestiona la educación virtual.Este abordaje reconoce que en la dinámica educativa existen procesos recursivos e iterativos instituidos como secuencias progresivas, a modo de los fractales. Su devenir posibilita su comprensión como un sistema mediado por niveles sucesivos y articulados. En cada dimensión se plasman actividades propias, y a su vez, involucra la recurrencia a los subsiguientes niveles, como posibilidad resolutiva de las situaciones problemáticas. Así, el conocimiento construido responde a una acción colaborativa, de participación en red, desde el nivel autónomo hasta el cultural o viceversa.