explosion in the use of computing and interactive systems of all kinds. This growth has brought with it an awareness among developers of interactive systems about the importance of user centered design and usability. In the Virginia Tech Usability tools lab, efforts are underway to develop tools and processes that assist in usability evaluation. This has led to the development of the User Action Framework (UAF) (Andre et al., 1999), a framework that forms the basis of several usability inspection tools like the Explorer, UPI (Usability Problem Inspector), UPC (Usability Problem Classifier) and the usability problem database. The UAF explorer is the tool in the toolkit, which allows users to explore and learn the structure of the UAF. The framework, in its final stages of development, is based on an interaction cycle derived from Norman's action model (1986). For its acceptance, the user action framework, which is based on human factors and cognitive concepts, needed a training program to make it accessible and understandable to the usability practioners in industry and academia. This thesis addressed the following research activities: (1) Developing a web-based training tool for the User Action Framework explorer and (2) Evaluating a web- based training tool using various formative evaluation techniques and a final summative evaluation to measure effectiveness of the training, transfer of training, knowledge/skill acquisition and reaction to the training. The summative evaluation used a pretest-posttest between subjects experimental design to determine the effectiveness of the training tool with the use of lecture-based training as a control group. The data collection included objective measures of performance and subjective measures through questionnaires and rating scales. The summative evaluation found no significant differences between gain scores on lecture-based training and web-based training under controlled conditions. Opportunities for future research were identified and the training tool is expected to contribute to the efforts of the VT usability tools lab towards educating usability professionals and researchers alike on the usefulness of the User Action Framework and its associated tools. This work also seeks to proliferate the use of web based training methods as a valuable way to train remote learners on such developing frameworks and toolkits. / Master of Science

The purpose of this study was to investigate how online testing was implemented within a statewide high-stakes testing program in Virginia's public education system. Virginia's state assessments, known as the Standards of Learning (SOL) tests, were first administered to public school students in 1998 as paper-and-pencil, multiple-choice tests where students used a paper test booklet, an optical scan paper answer document, and a #2 pencil to complete each test. In 2000, at the direction of the Governor and General Assembly of the Commonwealth, the Virginia Department of Education (VDOE) introduced a technology initiative where, upon successful implementation, students would be able to complete their required SOL tests electronically via the Internet. The researcher, an employee of the VDOE with direct involvement in the implementation of online testing, conducted a participant-observer case study and interviewed individuals closely associated with the Virginia Web-based Standards of Learning Technology Initiative. The interview transcripts, project documents, and experiences of the researcher as a participant-observer were used as the primary data sources. Glaser and Strauss's (1967) constant comparative method with suggested procedural additions from Lincoln and Guba (1985) and Maykut and Morehouse (1994), was applied in data analysis. The findings are presented as a monograph with the history and implementation of Virginia's Web-based Standards of Learning Technology Initiative detailed by the participant-observer researcher. The desired outcomes of the researcher's efforts are (a) informing others of Virginia's experiences, including its successes and failures, (b) sharing the lessons learned throughout the implementation of Virginia's Web-based SOL Technology Initiative, and (c) identifying best practices that could be transferable to other state or local organizations attempting similar large-scale initiatives. / Ed. D.

The purpose of this study was to understand how secondary mathematics teachers in underserved communities learned to teach online during the COVID-19 pandemic. The study used three different methods of data collection: surveys, critical incident questionnaires, and semi-structured interviews. The survey sample consisted of 51 participants, with 20 of those participants opting to complete the critical incident questionnaire in addition to the survey. 39 of the 51 survey participants volunteered to participate in semi-structured interviews. The researcher conducted approximately 18 hours of interviews with 20 of these volunteer participants. The findings were analyzed using inductive and deductive coding techniques, as well as within and cross case analysis to identify trends and themes across participant data. Teachers learned to teach their respective secondary math content in an online setting during the pandemic through a mostly self-directed, trial-and-error process with some support from colleagues. Teachers were given limited guidance and direction as to how to approach facilitating their content online from school administrators and district leaders. Teachers and students in underserved communities faced many barriers in the transition from in-person to online instruction during the pandemic, including limited access to the necessary tools and technology to fully engage with online learning content, a lack of adult supervision in home learning environments, and a lack of experience with online learning for both teachers and students alike. In addition to these barriers, teachers and students endured extreme personal stress throughout the pandemic, stress that may have been exacerbated by the scarcity of resources available to schools in underserved communities. Teachers were able to find some success in translating their specific math content areas and practices to an online setting. Through personal research and experimentation, teachers discovered online tools and learning platforms that empowered them to engage in the transition. The ability for teachers to teach effectively, however, was limited by low student attendance rates and low rates of student engagement and participation throughout the pandemic in underserved communities. In addition to these challenges, teachers were unable to translate specific secondary math content standards and units to the online setting, and in some cases, were forced to completely remove these topics from their curriculum during the unit. The combination of these challenges may have led to the gaps in student learning that emerged throughout the pandemic, particularly among underserved communities. Recommendations included for current and prospective teachers to gain experience with specific online tools and platforms that may have applications to both in-person and online teaching, for school administrators and district leaders to develop more detailed emergency plans and support systems for teachers in the event of a future crisis like the COVID-19 pandemic, and for teacher preparation programs to include at least one course in the curricula devoted to training candidates on how to teach and use online tools and learning platforms.

No description available.

Cloud-based Integrated Development Environments (IDEs) are highly complex systems compared to stand-alone IDEs that are installed on client devices. Today, the visual simulation environments developed as services on the cloud can offer similar features as client-based IDEs thanks to the advancements to the cloud technologies. However, most of the existing visual simulation tools are developed for client-based systems. Moving towards the cloud for visual simulation environments can provide better collaboration for simulation developers, easy access to the software, and less client hardware dependency. Proper guidance for the development of visual simulation tools can help researchers to develop their tools as a service on the cloud. This thesis presents a Cloud-based visuAl simulatioN enVironment for trAffic networkS (CANVAS), providing a framework that tackles challenges on the cloud-based visual simulation tools. CANVAS offers a set of tools for the composition and visualization of simulation models for the traffic network problem domain. CANVAS uses an asynchronous visualization protocol with efficient resource utilization on the server, enabling concurrent usage of the IDE. The simulation is executed on the server while the visualization is processed on the client-device within web browsers enabling execution-heavy simulations to thin clients. The component-based architecture of CANVAS offers a fully decoupled system that provides easier development and maintenance. The architecture can be used for the development of other cloud-based visual simulation IDEs. The CANVAS design and asynchronous visualization protocol show that advanced visualization capabilities can be provided to the client without depending on the client hardware. / Master of Science / Doing things “in the cloud” has become ubiquitous. The term “in the cloud” implies that a software application runs on a server computer somewhere in the world and a user with a web browser uses it over the Internet on a computer such as desktop or laptop. This thesis addresses the problem of how to create and execute a visual simulation of a system all “in the cloud”. We developed a system called cloud-based visual simulation environment for traffic networks (CANVAS). We selected traffic networks as an example problem domain to illustrate the capabilities of CANVAS. A person interested in creating and executing a visual simulation of a traffic network “in the cloud” can use CANVAS. Using a web browser on an Internet-connected computer, the user can develop and execute a visual simulation of a traffic network with the tools made available in CANVAS.

No / This paper presents a discussion based on a literature review and a case study on the suitability of using an intranet as a platform to implement Knowledge Management System (KMS). A description of Knowledge Management (KM) and the current research carried out in this area, with examples of web-based KMS systems currently implemented in organisations, are presented. Further, this paper then describes how knowledge mapping of an organisation's intranet as a form of a KMS can be used to promote the re-utilisation of knowledge, which will contribute to the competitiveness of the organisation. A case study that illustrates and presents evidence of the need and suitability of such a system is provided. The paper ends with a proposal for future research to be carried out in this area.

The main campus of Virginia Polytechnic Institute and State University (Virginia Tech) has a current parking inventory of approximately 14,310 parking spaces in 88 surface lots. Of the available parking spaces 92% are designated for the use of Virginia Tech students, faculty and staff members. The share of visitor usage of these parking spaces is approximately 2%. The objective of this thesis is to evaluate the current visitor parking system and develop techniques to enhance the parking facility operations. The current visitor parking demand is determined by conducting a field evaluation of the visitor parking in five parking lots. Personal and follow-up interviews were conducted with university visitors to determine their satisfaction levels with the existing parking facilities. While the survey results demonstrated that 52% of visitors rated the parking services to be good or very good, the study also showed that approximately 28% of the visitors did not know the location of the most convenient parking lot to access their destination and almost 6% were not satisfied with the parking services offered by Virginia Tech. Apart from this, about 32% of the visitors had to visit at least 2 parking lots before finding a parking space. These figures clearly demonstrate a need for a better management of the parking lots to serve the visitors in an efficient way. In an attempt to enhance the visitor parking system a web-based interactive framework is proposed. This framework identifies the best possible parking lot(s) for a selected destination considering various factors like - distance of the parking lot to the destination and typical occupancy of the parking lot at specific times of the day and other relevant factors. The web-based interactive system is designed to provide the visitor with two or more choices for the parking in order to arrive at their desired destination. / Master of Science

The purpose of this research is to identify longitudinal trends relevant to online learning research within 15 highly regarded, peer-reviewed publications in educational technology and online education. Online instruction has become a popular form of education delivery across academic institutions. A review of literature on the topic shows that missing from the corpus is a trend analysis focused in online learning research across multiple journals. Previous efforts of establishing trends in online learning are narrow in focus using only one journal or a shortened time frame. This metatrend analysis employed text mining techniques to examine twenty years (1997-2016) of published research in an effort to establish past, present and emerging trends within published literature. A general bibliometric analysis is offered highlighting prolific and yearly journal publications. Meaningful trending terms used during the twenty-year time period were identified and analyzed. A cluster analysis performed on the extracted data provides a single layer taxonomy regarding online learning research. Time trends within the clusters were identified to offer a more in-depth analysis. Trends revealed during the research indicate a changing relationship of online learning and distance education. A strong emphasis on students and learning was noted as a consistent trend throughout the literature. Emerging categories recognized include openness and mobility, game-based learning, and MOOCs. The intention of the research is to offer an overview of trends in online learning research in order to contribute to the ongoing dialogue concerning the development and delivery of online education.

Electronic government (e-Government) in terms of public service delivery and administration has endured signification transformation over the last decade. More recently, modern second generation web technologies (Web 2.0) have started to be used to deliver e-Government. However, this in turn has brought about additional challenges. By its nature, Web 2.0 is more interactive than the traditional model of information provision or creation of digital services and as such opens up a new set of benefits, costs and risks to those who make use of it as part of their e-Government approach. In the main, the usage of Web 2.0 is in its infancy within e-Government and this creates a need for research into exploring the application of Web 2.0 technologies in e-Government and to provide practical advice to practitioners. This research draws on the existing literature to present a novel conceptual model that could be used to guide implementation and evaluation of Web 2.0. The conceptual model draws the existing literature into the traditional information systems (IS) evaluation model (benefits, costs and risks) specifically in terms appropriate to Web 2.0. In turn that evaluation is set in the context of the impact on the organisation in terms of organisational, technological and social consequences. This conceptual model was tested in a United Kingdom local government authority (LGA) that had recently started to make use of Web 2.0 in terms of service delivery and for internal work purposes by its employees. The result was a qualitative enquiry making use of interviews and documentary evidence to explore the validity of the conceptual model as a tool to assist decision making in this field. The findings elicited from the in-depth case study offer an insight into IS evaluation criteria and impact factors of Web 2.0 from both a practical setting and an internal organisational perspective. An interesting finding of this study was the contrast between the agreement on the need for evaluation of Web 2.0 tools and how to carry that out, and the fact that this had not been formally carried out by the case study with respect to its early Web 2.0 projects. This study concludes that a combined analysis of the evaluation and impact factors rather than a singular approach would better assist the decision making process that leads to effective application of Web 2.0 technologies. Keywords: e-Government, Web 2.0, Information Systems Evaluation, Impact, Local Government Authorities (LGAs).

Thesis (MPhil (Modern Foreign Languages. Hypermedia for Language Learning))--University of Stellenbosch, 2010. / ENGLISH ABSTRACT: The ancient Roman poet Vergil’s great literary epic, the Aeneid, is written in Latin. This so-called “dead” language is already almost three thousand years old and had a rich history and extensive influence on the Western world. The most influential development of the modern era is the World Wide Web (WWW). Hypertext drives the Web. The translation of just one book of the Aeneid can be a protracted process for the Latin student. Usually a great deal of information must be consulted to translate just one line into idiomatic Afrikaans or English. Hypertext can manage, link and rapidly make available large amounts of information. A discussion of Aeneidos Electronicum (“The Electronic Aeneid”) – a web-based electronic text commentary of Book I of the epic – shows the effectiveness of hypertext as a medium to facilitate the translation of the Aeneid. Moreover an examination of the Web determines the extent and nature of Vergil’s presence on it. Finally a critical evaluation of five websites provides an overview of the available resources for the reader/researcher of the classical poet and his works on the Web. The Aeneidos Electronicum-project attempts to show how hypertext can be utilised to make the translation of the Aeneid expeditious and translation aid more accessible. The aim of the project is to support and expand Vergil’s place in the field of computer assisted language learning. The examination and evaluation of the classical poet’s presence on the Web wishes to confirm that his and his works’ enduring influence and impact not only exists on paper, but also in cyberspace. Chapter 2 deals with Latin and Vergil respectively. Chapter 3 discusses the theory of good hypertext and web design. Chapter 4 describes and explains the contents, structure, navigation and design of the Aeneidos Electronicum-project. Chapter 5 examines Vergil’s presence on the Web and critically evaluates five websites according to the principles of good web design. Aeneidos Electronicum utilises hypertext’s ability to manage and link large amounts of information to produce an electronic text commentary of Book I of Vergil’s Aeneid. It is web-based and follows the guidelines of good hypertext and web design to be a userfriendly and extremely functional electronic translation aid. Similar websites exist, but its object is to make Latin students’ experience of Vergil and his great epic easy, informative and enriching. Vergil’s presence on the Web is considerable and there is a wide variety of websites with information and interactivity for study of the classical poet and his works available to the student/teacher/researcher as well as the lay person. The random sample of five websites shows not only the application of good and less effective web design principles, but also the predominantly good quality and importance of the presentations. Thus Vergil and his works gain further ground in computer assisted language learning and he lives on in the 21st century with all the possibilities that the Web and hypertext can offer. / AFRIKAANSE OPSOMMING: Die antieke Romeinse digter Vergilius se grootse literêre epos, die Aeneïs, is in Latyn geskryf. Dié sogenaamde “dooie” taal is al ongeveer drieduisend jaar oud en het ’n ryke geskiedenis en omvattende invloed op die Westerse wêreld gehad. Die invloedrykste tegnologiese ontwikkeling van die moderne era is die Wêreldwye Web (WWW). Hiperteks dryf die Web. Die vertaling van net een boek van die Aeneïs kan ’n langdurige proses vir die Latyn-student wees. ’n Magdom inligting moet gewoonlik geraadpleeg word om net een reël in idiomatiese Afrikaans of Engels te vertaal. Hiperteks kan groot hoeveelhede inligting hanteer, verbind en vinnig beskikbaar stel. ’n Bespreking van Aeneidos Electronicum (“Die Elektroniese Aeneïs”) – ’n webgebaseerde elektroniese tekskommentaar van Boek I van die epos – toon die effektiwiteit van hiperteks as ’n medium om die vertaling van die Aeneïs te vergemaklik. Voorts bepaal ’n ondersoek van die Web die omvang en aard van Vergilius se teenwoordigheid daarop. Ten slotte bied ’n kritiese evaluering van vyf webwerwe ’n oorsig van die beskikbare hulpbronne vir die leser/navorser van die klassieke digter en sy werke op die Web. Die Aeneidos Electronicum-projek poog om te toon hoe hiperteks ingespan kan word om die vertaling van die Aeneïs te bespoedig en vertaalhulp meer toeganklik te maak. Die oogmerk van die projek is om Vergilius se plek in die rekenaarondersteunde taalonderrigveld te ondersteun en uit te brei. Die ondersoek en evaluasie van die klassieke digter se teenwoordigheid op die Web wil bevestig dat hy en sy werke se blywende invloed en trefkrag nie net op papier voortleef nie, maar ook in die kuberruim. Hoofstuk 2 behandel onderskeidelik Latyn en Vergilius. Hoofstuk 3 bespreek die teorie van goeie hiperteks en webontwerp. Hoofstuk 4 beskryf en verklaar die inhoud, struktuur, navigasie en ontwerp van die Aeneidos Electronicumprojek. Hoofstuk 5 ondersoek Vergilius se teenwoordigheid op die Web en evalueer krities vyf webwerwe volgens die beginsels van goeie webontwerp. Aeneidos Electronicum benut hiperteks se vermoë om groot hoeveelhede inligting te hanteer en te skakel om ’n elektroniese tekskommentaar van Boek I van Vergilius se Aeneïs teweeg te bring. Dit is webgebaseerd en volg die riglyne van goeie hiperteks en webontwerp om ’n gebruikersvriendelike en uiters funksionele elektroniese vertalingshulpmiddel te wees. Soortgelyke webwerwe bestaan, maar dit het ten doel om Latyn-studente se ervaring van Vergilius en sy grootse epos gemaklik, insiggewend en verrykend te maak. Vergilius se teenwoordigheid op die Web is aansienlik en daar is ’n wye verskeidenheid webwerwe met inligting en interaktiwiteit vir studie van die klassieke digter en sy werke vir die student/onderwyser/navorser asook die leek beskikbaar. Die steekproef van vyf webwerwe toon nie net die toepassing van goeie en minder doeltreffende webontwerpbeginsels nie, maar ook die oorwegend goeie gehalte en belangrikheid van die aanbiedinge. Dus wen Vergilius en sy werke nog verder veld in rekenaarondersteunde taalonderrig en leef hy in die 21ste eeu voort met al die moontlikhede wat die Web en hiperteks kan bied.