This study sought to identify factors that influence the adoption of Web-based courses by State University of New York faculty members engaged in professional development and preparation of teachers. The central question of this research study was: What factors and concerns affect State University of New York teacher education faculty members' decisions regarding development and implementation of Web-based courses? The study addressed issues raised during earlier research efforts on the objections, problems, or barriers to the use of distance learning during the academic preparation of teachers. Earlier studies revealed technical barriers surrounding the perceived reliability or unreliability of hardware components or software available to instructors. Non-technical problems centered on professional objections to online courses. Job security, intellectual property rights, course control, and the constant requirement to learn or maintain new skills were listed as concerns by faculty. Implementation of Web-based courses also required a training period for faculty. Teacher education programs found within the State University of New York were selected as the focus of this study due to the availability of a structured resource for faculty seeking to develop and present online courses to their students. State University of New York faculty respondents in these programs were experienced educators who viewed Web-based teaching within the context of pre-service teacher preparation as important or very important but were concerned about "quality" issues such as student discussion or interaction, the suitability of course content, and concerns that more time is needed to prepare online courses without any corresponding support or policy guidance from institutional administration. Few courses were offered to pre-service teachers in the setting that was studied. Many respondents viewed the use of Web-mediated instruction as inconsistent with the requirements of pre-service classroom observation or other efforts to develop teaching skills. Several respondents reported that they had no online teaching experience but indicated some exposure to online teaching resources. This would suggest that hybrid courses (a mix of classroom contact supported by Web-based classes) should be explored. / Ed. D.

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Thesis (MBA)--Stellenbosch University, 2005. / ENGLISH ABSTRACT: This study is an investigation into the four year implementation period of WebCT as web-based learning support and content management system, within the Faculty of Economic and Management Sciences in order to: • Identify the critical success factors related to the success of the implemented system. • Review the relevance of these critical success factors by means of literature study, along with reference to case studies of similar WebCT implementations. • Review the initiatives undertaken by both the university and the faculty in order to adhere to the identified critical success factors. • To test, by means of a faculty questionnaire, whether these critical success factors have in fact been met. • To make recommendations for the way fonward based on the literature review, the faculty review and the results obtained from the faculty questionnaire. Reviewing e-Iearning derives various definitions and understandings of the concept of e-Iearning within the modem e-Iearning environment and expands into the basic activities of e-Iearning as practised within traditional universities to establish an understanding of e-Ieaming application of e-Iearning within the University of Stellenbosch. A further investigation reveals how the leaming and content management system (WebCT) was implemented at the University of Stellenbosch as supportive e-Iearning systern as supported by various advantages and subjected to several criticisms. The following eight critical success factors were identified for the faculty: • All staff and students have access to the necessary stable 24/7 IT infrastructure and support. • All stakeholders have a shared vision of the system's objectives. • Top management is strongly committed to the idea of e-Iearning. • Performance evaluation of implemented system. • Establishing a minimum online presence as launch pad. • The Faculty buying into/taking ownership of the new system. • Establishing lecturer's competency, benefits and e-Iearning integration. • WebCT management becomes part of the normal business activities. From the review into the relevance of the eight critical success factors, as identified above, along with the faculty investigation of how these factors were managed and the results obtained from the faculty survey, it can be concluded that there is room for further improvement and that specific prioritised and classified management recommendations relating to the future management of WebCT as learning support system within the faculty can be made. Specific recommendations are made to promote faculty development through strategy formulation that addresses a prioritised list of recommendations, including the following: • The inclusion and recognition of e-Iearning development and administration in normal workload. • Lecture's development through technical competency development, the developing awareness of benefits of e-Iearning and developing the awareness and competency of e-Iearning integration. • Setting and maintaining a standard of minimum presence. • Providing additional lecturer support. • System evaluation. • Establishing a reward system for e-Iearning initiatives. • Strategy review. • E-Iearning research. These recommendations aim to drive the faculty development in line with the university's e-Iearning's vision and the university's e-Iearning main objective of: "elearning becoming a strategic asset". / AFRIKAANSE OPSOMMING: Hierdie studie is 'n ondersoek na die vierjaar-implementering van WebCT as webgebaseerde leerondersteunings- en inhoudbestuurstelsel, binne die Fakulteit van Ekonomiese en Bestuurswetenskappe met doel om: • Die kritiese suksesfaktore t.o.v. die geimplementeerde stelsel te identifiseer. • Die relevantheid van hierdie suksesfaktore te ondersoek deur middel van literatuurstudie, tesame met verwysing na gevallestudies van soortegelyke WebCT implementerings. • 'n Oorsig te verskaf oor die bestuursinisiatiewe wat deur die universiteit en die fakulteit onderneem is om te voldoen aan die kritiese suksesfaktore soos geidentifiseer. • Om deur middel van 'n fakulteitsvraelys te toets of die fakulteit aan hierdie kritiese sukses faktore voldoen het. • Om aanbevelings aan die hand van die literatuurstudie, die fakulteit se inisiatiewe en die resultate van die fakulteitsvraelys, aanbevelings te maak vir die pad vorentoe. Uit die literatuurstudie spruit daar verskeie definisies en verklarings vir die konsep van e-leer binne die moderne e-Ieer omgewing. Hierdie basiese definisies lei na 'n oorsig van die basiese e-Ieer aktiwiteite soos beoefen in tradisionele universiteite om ten einde 'n basiese agtergrond daar te stel van die toepassing van e-Ieer by die Universiteit van Stellenbosch. 'n Verdere ondersoek wys hoe die leer- en inhoudsbestuurstelsel (WebCT) geimplementeer was in die Universiteit van Stellenbosch om as ondersteundende e-Ieer stelsel te funksioneer aan die hand van die voordele en kritieke gekoppel aan die gebruik van soortegelyke stelsels. Die volgende agt kritiese suksesfaktore is vir die fakulteit geidentifiseer: • Alle personeel en studente het 24/7 toegang tot die vereiste infrastruktuur en ondersteunding. • Alle belanghebbendes het 'n verenigde visie van die stelsel se doelwitte. • Topvlakbestuur is sterk toegewyd tot die e-Ieer konsep. • Prestasie-evaluasie van die geimplementeerde stelsel. • Die daarstel van 'n minimum aan-Iyn teenwoordigheid as vertrekpunt. • Dosente (gebruikers) se inkoop/eienaarskap in die nuwe stelsel. • Die daarstel van dosente se bevoegdheid, voordele en e-Ieer integrasie. • Bestuur van WebCT word gevestig as deel van normale besigheidsaktiwiteite. Vanuit die oorsig van die relevantheid van elk van die agt kritiese suksesfaktore, soos hierbo ge'fdentifiseer, tesame met die ondersoek t.o.v. hoe die faktore bestuur is binne die fakulteit en die resultate wat vanaf die vraelys verkry is, kan daar tot gevolgtrekking gekom word dat daar ruimte vir verdere verbetering bestaan. Om hierdie ruimte vir verbetering te vul en die toekomstige bestuur van WebCT as e-Ieer ondersteunende stelsel aan te spreek, kan spesifieke, prioriteitsgekoppelde en geklassifiseerde aanbevelings t.o.v. die toekomstige bestuur van e-Ieer gemaak word. Spesifieke aanbevelings is gemaak om die fakulteit se ontwikkeling d.m.v. strategieformulering wat 'n Iys van geprioritiseerde aanbevelings aanspreek, te bevorder. Die aanbevelings stuil die volgende in: • Die insluiting en erkenning van e-Ieer ontwikkeling en administrasie in die normale werklas. • Dosente-ontwikkeling d.m.v. tegniese vaardigheidsontwikkeling, ontwikkeling van bewustheid van voordele van e-Ieer en die ontwikkeling van bewustheid en vaardigheid t.o.v. e-Ieer integrasie. • Die daarstel en onderhoud van 'n minimum teenwoordigheid. • Verskaffing van addisionele dosente-ondersteuning. • Stelsel-evaluasie. • Die daarstel van 'n erkenning- en vergoedingstelsel vir e-Ieer inisiatiewe. • Strategie hersiening. • E-Ieer navorsing. Hierdie aanbevelings poog om die fakulteit te dryf in Iyn met die universiteit se e-Ieer visie en die hoofdoelwit van e-Ieer aan die universiteit: "dat e-Ieer 'n strategiese bate moet word."

The purpose of this study was to compare the effects of Web-based learning (WBL) versus those of traditional instructor-based learning (IBL) on student knowledge and satisfaction based on student learning styles. Other goals were to determine if WBL is more effective for those with a particular learning style. The study examined a sample of undergraduate students who were enrolled in the college algebra offered as both oncampus instructor-based (traditional) and Web-based at the university of North Texas (UNT). A total of 36 Web-based students and 58 instructor-based students participated in this study. This study utilized a posttest-only intact group. The Kolb Learning Style Inventory (LSI) measured the learning styles of students. This study used learning methods (Web-based learning (WBL), instructor-based learning (IBL)), and learning styles (Diverger, Converger, Assimilator, and Accommodator) as independent variables. Student knowledge and student satisfaction was measured at the end of the course as independent variables. Based upon the results of the LSI, post-learning exam, and satisfaction a series of two-way analysis of variance (ANOVA 4x2) techniques and independent variable tests was used for each of the dependent variables, knowledge and satisfaction, based on a student's learning styles. The results revealed that students' learning styles were statistically significant for knowledge when learning on the Web versus instructor-led. In addition, the learning style was important factor for Web-based learning. The results indicated students with Assimilator and Converger as learning styles received better result with the Web-based learning method. Furthermore, this study found there is significant difference in student satisfaction based on learning on the Web versus instructor-led. The outcome of the study could be of particular interest in educational institutions; especially those that want to transfer some of their traditional courses onto the Web. The finding also has implications for training organizations as they seek efficient and effective ways to satisfy their training needs.

[pt] O crescente interesse em ambientes de aprendizado na Web incentiva pesquisas e torna evidente a importância do desenvolvimento de tecnologias e padrões que permitam ambientes, instrutores e participantes a criar, encontrar, consumir, reusar e compartilhar conteúdos instrucionais, conhecidos como objetos de aprendizagem ou learning objects. Padrões para metadados, objetos de aprendizagem e arquiteturas para prover suporte a estas tecnologias em sistema de ensino na web (learning management systems - LMS) são a chave para o sucesso do e-Learning. Neste sentido, o conceito de objetos de aprendizagem possui fundamental importância e concentra grande parte das pesquisas realizadas nesta área. Em paralelo, a observação de que o aprendizado na web ocorre através do auxílio de ferramentas e serviços que fazem parte dos LMS gera a reflexão sobre a atual modelagem e entendimento destes serviços. Com isso, este trabalho defende a modificação do conceito de learning objects, estendendo o atual, incorporando serviços à sua abrangência, sendo estes modelados com base na tecnologia de serviços web (web services). No final, é apresentado um framework para facilitar a adaptação de Learning Management Systems a este novo conceito de learning objects e o estudo de caso no Ambiente AulaNet. / [en] The increasing interest in web-based learning environments stimulates researches and evidences the importance of developing technologies and standards that allow environments, instructors and participants to create, find, consume, reuse, and to share instructional contents, known as learning objects. Metadata standards, learning objects and architectures to support these technologies in Learning Management Systems (LMS) are the key for the success of e-learning. In this context, the learning object concept has essential importance and concentrates the majority of the researches accomplished in this field. At the same time, observing that the learning in the web happens through the aid of tools and learning services which are part of LMS, leads to the reflection about the current modeling and understanding of these services. This work defends the modification of the learning objects concept, extending the current one by incorporating services to its extent, being these modeled as Web Services. Finally, a framework is presented in order to facilitate the adapting of the Learning Management Systems to the new concept of learning objects, as well as a case study in the AulaNet Environment.

This study investigated a synchronous web-based course system (SWBCS) as a supplement todistance learning courses. Although challenges exist (such as the complex interface and potentialtechnological problems); these systems hold the potential to enhance the distance learning experiencethrough increased interaction, immediacy, social presence, group work, and collaboration. Using a rigorous blend of research methods, the study investigated the following questions: (1) what types of pedagogical strategies do instructors implement, (2) how do instructors utilize the tools, (3) which tools do instructors choose to use, (4) why do instructors use the tools and strategies that they choose, and (5) what perceptions do students and instructors have about using a SWBCS? A total of five unique cases were examined using surveys, interviews, focus groups, analysis of archival documents and extensive classroom observations. The classrooms observations were essential to answering the research questions; a comprehensive observation instrument was developed and validated during this research. Results show instructors implemented familiar strategies based on their teaching styles. The most successful strategies were: (1) mini lectures with interactive exercises, (2) structured group work and collaborative exercises, and (3) case study discussions. Each instructor used the tools in the synchronous system to solve a problem or address an issue, such as lack of immediacy or the need to guide the assimilation of information. Most instructors used a wide variety of the tools, including: (1) VOIP, (2) textual chat, (3) white board, (4) hand raising and emoticons, and (5) breakout rooms. Although some tried many tools, most chose to use tools based on training, experience, the teaching strategies selected and student needs. Both instructor and student perceptions were positive and all of the instructors planned to continue to use a SWBCS in the future. Overall, the SWBCS was found to supplement existing distance courses, allowing educators to build connections with and among students more efficiently and increase the potential for interaction in the online classroom. In addition, this research provided the initial framework for the development of a set of guidelines to support the planning and use of SWBCS in higher education instruction.

<p>Inom intensivvården har utvecklingen av medicinteknisk utrustning de senaste tio åren gått mycket fort framåt och blivit allt mer avancerad. Utbildning och kompetensutveckling inom medicinsk teknik skaar en trygg och säker miljö för både patient och vårdpersonal och är ett led i patientsäkerhetsarbetet. Utbildning inom medicinsk teknik har sett olika ut genom åren och webbaserad utbildning är ett inlärningssätt. Syftet med examensarbetet var att beskriva intensivvårdssjuksköterskors uppfattningar av webbaserat utbildningsverktyg för medicinteknisk utrustning ur ett patientsäkerhetsperspektiv. Datainsamlingen skedde genom semistrukturerade intervjuer av åtta intensivvårdssjuksköterskor på ett sjukhus i Mellansverige. En fenomenografisk ansats användes i analysen och utfallsrummet presenterades utifrån tre kategorier som beskrev sjuksköterskornas uppfattningar. Resultatet visade att sjuksköterskorna uppfattade webbaserad utbildning TILDA som ett arbetsredskap för att inhämta kunskap och förståelse om den medicintekniska utrustningen, vilket ledde till att de kände sig tryggare och säkrare med handhavandet av medicinsk teknik i patientvården. Sjuksköterskorna uppfattade även att utbildningsmöjligheterna med TILDA påverkades av tid och miljö. Verksamheter som står inför valet att införa webbaserad utbildning bör noggrant tänka igenom hur deras organisation ser ut för att på bästa sätt ge vårdpersonalen möjlighet till en tillfredsställande kompetensutveckling.</p> / <p>The last decade the development of technology within intensive care have proceed very fast and become more advanced. Education and professional development within technology creates a safe and secure environment for both patient and healthcare staff wich is a part of the patient safety work. Education within technology has varied over the years and web-based education is one way of learning. The aim of this project was to describe ICU nurses conceptions of a web-based learning tool for medical technology from a patient safety perspective. Data was collected by semi structured interviews with eight ICU nurses in a hospital in Sweden. A phenomenographic approach was used in the analysis and the outcome space consisted of three categories which described the nurses conceptions. The results showed that nurses conceived web-based learning TILDA as a work tool to acquire knowledge and understanding about the medical technology which led to a safe and secure handle with the technology in patient care. The nurses also conceived that web-based learning TILDA was influenced by time and environment. Organisations who consider implementing web-based learning have to carefully consider how they best can provide the healthcare staff an opportunity to a satisfactory professional development.</p>

Inom intensivvården har utvecklingen av medicinteknisk utrustning de senaste tio åren gått mycket fort framåt och blivit allt mer avancerad. Utbildning och kompetensutveckling inom medicinsk teknik skaar en trygg och säker miljö för både patient och vårdpersonal och är ett led i patientsäkerhetsarbetet. Utbildning inom medicinsk teknik har sett olika ut genom åren och webbaserad utbildning är ett inlärningssätt. Syftet med examensarbetet var att beskriva intensivvårdssjuksköterskors uppfattningar av webbaserat utbildningsverktyg för medicinteknisk utrustning ur ett patientsäkerhetsperspektiv. Datainsamlingen skedde genom semistrukturerade intervjuer av åtta intensivvårdssjuksköterskor på ett sjukhus i Mellansverige. En fenomenografisk ansats användes i analysen och utfallsrummet presenterades utifrån tre kategorier som beskrev sjuksköterskornas uppfattningar. Resultatet visade att sjuksköterskorna uppfattade webbaserad utbildning TILDA som ett arbetsredskap för att inhämta kunskap och förståelse om den medicintekniska utrustningen, vilket ledde till att de kände sig tryggare och säkrare med handhavandet av medicinsk teknik i patientvården. Sjuksköterskorna uppfattade även att utbildningsmöjligheterna med TILDA påverkades av tid och miljö. Verksamheter som står inför valet att införa webbaserad utbildning bör noggrant tänka igenom hur deras organisation ser ut för att på bästa sätt ge vårdpersonalen möjlighet till en tillfredsställande kompetensutveckling. / The last decade the development of technology within intensive care have proceed very fast and become more advanced. Education and professional development within technology creates a safe and secure environment for both patient and healthcare staff wich is a part of the patient safety work. Education within technology has varied over the years and web-based education is one way of learning. The aim of this project was to describe ICU nurses conceptions of a web-based learning tool for medical technology from a patient safety perspective. Data was collected by semi structured interviews with eight ICU nurses in a hospital in Sweden. A phenomenographic approach was used in the analysis and the outcome space consisted of three categories which described the nurses conceptions. The results showed that nurses conceived web-based learning TILDA as a work tool to acquire knowledge and understanding about the medical technology which led to a safe and secure handle with the technology in patient care. The nurses also conceived that web-based learning TILDA was influenced by time and environment. Organisations who consider implementing web-based learning have to carefully consider how they best can provide the healthcare staff an opportunity to a satisfactory professional development.