Dissertationen: „Networked teaching and learning“

1

Yang, Dai Fei. „Improving Networked Learning in Higher Education: Language Functions and Design Patterns“. Thesis, The University of Sydney, 2007. http://hdl.handle.net/2123/2465.

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The thesis of this study is that two seemingly disparate research disciplines can be coalesced to develop an effective pedagogical framework for educational design in the context of networked learning. That contention is grounded in, and inspired by, the rapid developments in educational technologies which have greatly changed the landscape in teaching and learning in higher education over the last decade. The study attempts to add to the corpus of contemporary learning theory which sees students not merely as passive recipients of knowledge, but as active participants in the learning process, having much greater control over their selection of technological learning tools, learning resources and learning methodologies. This is very much in line with the shift from the traditional focus on content design and knowledge transmission towards a more student-centred design for knowledge co-construction, a development which demands the type of new thinking about the design of learning tasks and learning resources contained in this study. Also set out are new lines of action for the fashioning of a collaborative learning environment, for community interaction and the sharing of knowledge, and for promoting good teaching and learning practice. The central argument of the study is that such pedagogical goals may be attained by juxtaposing the theories of Systemic Functional Linguistics (hereafter SFL) and pattern languages. These have not, thus far, been used in combination. SFL is a well established theory in the study of language, and is used in this thesis to help analyse and classify discourses produced and shared by teachers and students in networked learning. Pattern languages have their origin in architecture. Design patterns can be used as a means of representing and sharing important and specific empirical research results and design experiences. This new knowledge can be used to support and improve the quality of educational design. The study has two central components. The first uses the SFL theoretical framework to demonstrate how text is used as a key medium in networked learning. In other words, it is argued in this section that the quality of texts has a direct impact on the quality of learning and learning outcomes. The quality of text is assessed by means of a detailed discourse analysis of selected texts. This process involves deconstructing, identifying and capturing the linguistic resources and language strategies used in the texts. The detailed discourse analysis also illustrates and reveals how language is used in the construction of knowledge and the promotion of collaboration in teaching and learning. The second component centres on the argument that SFL provides valuable language knowledge which can be represented by using Alexander’s design patterns. New knowledge encoded in these design patterns can be used by teachers and designers as reusable and shared resources to help them improve their design work. The empirical research was carried out in three phases. The first involved a) the identification of text patterns of discourses used in networked learning based on detailed discourse analysis; b) Interviewing experienced academic staff to identify their perspectives on good online teaching practices and success factors. The second phase involved using the data which emerged from these interviews and discourse analysis to model illustrative patterns. (Here, illustrative means that due to the scope of the study, it is only possible to develop a limited number of patterns to illustrate the methods used for pattern development. It is not the intention to develop a full repository of design patterns in this study). In the third (validation) phase the patterns were reviewed by two groups of academic staff, with the aim of improving these patterns. Improved patterns were then tested on a group of educational design students for their usefulness and application. It is concluded from this research that it is possible to develop design patterns which ensure the best use of linguistic resources in both the teaching and learning process. Finally, it is argued that the combination of SFL and pattern languages provides a promising theoretical framework for the complex and demanding task of educational design. Future research could make use of such a framework to explore a fuller application of the pattern- based approach for the representation of new knowledge for educational design. Suggested additional research directions include finding new ways of capturing a new pedagogical approach to mobile learning and blended learning. Also, a promising direction could be the use of SFL Appraisal theory (Martin, 2000) for the investigation on how students construct interpersonal relationships (appraise peer work) in online joint projects. In the conclusion, it is contended that through its exploration of new ground in the use of SFL and pattern language theory in the construction of education design patterns, the study makes a significant contribution to knowledge in the field of networked learning.

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2

Yang, Dai Fei. „Improving Networked Learning in Higher Education: Language Functions and Design Patterns“. University of Sydney, 2007. http://hdl.handle.net/2123/2465.

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Doctor of Philosophy
The thesis of this study is that two seemingly disparate research disciplines can be coalesced to develop an effective pedagogical framework for educational design in the context of networked learning. That contention is grounded in, and inspired by, the rapid developments in educational technologies which have greatly changed the landscape in teaching and learning in higher education over the last decade. The study attempts to add to the corpus of contemporary learning theory which sees students not merely as passive recipients of knowledge, but as active participants in the learning process, having much greater control over their selection of technological learning tools, learning resources and learning methodologies. This is very much in line with the shift from the traditional focus on content design and knowledge transmission towards a more student-centred design for knowledge co-construction, a development which demands the type of new thinking about the design of learning tasks and learning resources contained in this study. Also set out are new lines of action for the fashioning of a collaborative learning environment, for community interaction and the sharing of knowledge, and for promoting good teaching and learning practice. The central argument of the study is that such pedagogical goals may be attained by juxtaposing the theories of Systemic Functional Linguistics (hereafter SFL) and pattern languages. These have not, thus far, been used in combination. SFL is a well established theory in the study of language, and is used in this thesis to help analyse and classify discourses produced and shared by teachers and students in networked learning. Pattern languages have their origin in architecture. Design patterns can be used as a means of representing and sharing important and specific empirical research results and design experiences. This new knowledge can be used to support and improve the quality of educational design. The study has two central components. The first uses the SFL theoretical framework to demonstrate how text is used as a key medium in networked learning. In other words, it is argued in this section that the quality of texts has a direct impact on the quality of learning and learning outcomes. The quality of text is assessed by means of a detailed discourse analysis of selected texts. This process involves deconstructing, identifying and capturing the linguistic resources and language strategies used in the texts. The detailed discourse analysis also illustrates and reveals how language is used in the construction of knowledge and the promotion of collaboration in teaching and learning. The second component centres on the argument that SFL provides valuable language knowledge which can be represented by using Alexander’s design patterns. New knowledge encoded in these design patterns can be used by teachers and designers as reusable and shared resources to help them improve their design work. The empirical research was carried out in three phases. The first involved a) the identification of text patterns of discourses used in networked learning based on detailed discourse analysis; b) Interviewing experienced academic staff to identify their perspectives on good online teaching practices and success factors. The second phase involved using the data which emerged from these interviews and discourse analysis to model illustrative patterns. (Here, illustrative means that due to the scope of the study, it is only possible to develop a limited number of patterns to illustrate the methods used for pattern development. It is not the intention to develop a full repository of design patterns in this study). In the third (validation) phase the patterns were reviewed by two groups of academic staff, with the aim of improving these patterns. Improved patterns were then tested on a group of educational design students for their usefulness and application. It is concluded from this research that it is possible to develop design patterns which ensure the best use of linguistic resources in both the teaching and learning process. Finally, it is argued that the combination of SFL and pattern languages provides a promising theoretical framework for the complex and demanding task of educational design. Future research could make use of such a framework to explore a fuller application of the pattern- based approach for the representation of new knowledge for educational design. Suggested additional research directions include finding new ways of capturing a new pedagogical approach to mobile learning and blended learning. Also, a promising direction could be the use of SFL Appraisal theory (Martin, 2000) for the investigation on how students construct interpersonal relationships (appraise peer work) in online joint projects. In the conclusion, it is contended that through its exploration of new ground in the use of SFL and pattern language theory in the construction of education design patterns, the study makes a significant contribution to knowledge in the field of networked learning.

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3

Howard, Lyz. „An exploration of the potential for analytic autonetnography as an emerging eResearch methodology, to examine my networked learning teaching praxis“. Thesis, Lancaster University, 2018. http://eprints.lancs.ac.uk/124498/.

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Presented using performative writing in the form of an autonetnographic monograph, this research explores how analytic autonetnography (aANG), as an emerging eResearch methodology, might contribute to the field of networked learning (NL). As an experienced face-to-face teacher, yet neophyte online teacher, an examination of the literature to determine the key roles, attributes and characteristics of the online teacher highlighted a developmental chasm between doing online teaching and being an online teacher. With the intention to shift spaces from the classroom to online teaching, geographic and professional isolation from others’ teaching in the field of NL, and a desire to extend from practice towards praxis caused me to examine my own networked learning teaching praxis (NLTP). Despite evidence reporting the potential for autonetnography as an eResearch methodology, there is a dearth of literature that goes beyond introducing the theoretical application of autonetnography to any digitally-mediated field. A theoretical model for aANG, is conceptualised by undertaking a meta-synthesis of autoethnographic methodologies and research papers alluding to the concept of autonetnography. The aANG theoretical model is employed to situate my NLTP, consider the impact my online interactions had on student interaction and group cohesion, and inform my professional development as an online teacher. A mixed methods case-study examines my own practice in teaching online for five weeks. Data sources included reflective blogs, reflexive interviews, situational analysis, social network analysis, timeline, culturegram, group cohesion and directed content analysis. Three themes became apparent: fragile self-belief, promoting learner autonomy, and (re)positioning my NLTP. To ensure my aANG findings were credible and trustworthy, theoretical analysis of my findings were compared with peer-reviewed literature. Whilst the aANG theoretical model was developed specifically to meet my own needs, reflection on its use unearthed similarities between what I experienced and the transformative dimensions of adult learning. I recognised that it was feasible to adapt my aANG model for application to any digitally-mediated field where an examination of one’s own practice is chosen. To afford a more generic approach, an as yet untested autonetnography (ANG) model is proposed, that incorporates the transformational aspects of professional development. This thesis contributes to the body of knowledge through (1) adding to the literature/knowledge with a case study of my own NLTP, which may be of value to other online practitioners, (2) adding to the literature and understanding of aANG as a new methodology, and (3) developing the ANG methodology as a contribution to practice, which online practitioners might use, amend, revise or apply to other digital fields.

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Wu, Hao, und 吴颢. „SNS use in teaching and learning in China“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2013. http://hdl.handle.net/10722/198865.

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Social Network Sites (SNSs) are increasingly influencing the academic and industry researchers intrigued by their affordances and settings. Although SNS has been claimed that it occupied too much of peoples’ daily lives by many researchers and scientists, the fact also demonstrates the growing use of SNS in education area, which proved that SNS has its unique pedagogical significance and potential to foster students’ learning experience. Used and promoted in many countries around the world, SNS is now not only serving as a social network environment (SNE) for people to communicate, but also a platform for academic information exchange and sharing in various contexts. This study aimed at exploring the differences between western and Chinese localised SNS, evaluating the practicability of SNS use in China’s education, and identifying certain problems in the implementation. Referenced by the literature on SNS experiment in teaching, cultural influence and pedagogy value, Chinese SNS would be analysed from comprehensive perspectives. This study combined two parts, one was the comparison study for four selected SNSs from China and foreign countries, the other was the research experiment conducted with a class of 17 students enrolling in an English educational institution in Chinese mainland, where the students took a spoken English course which lasted for one and a half month. The selected SNSs used in the experiment were implemented to facilitate the teaching and support designed learning process that requires students to explore the use of SNS and motivate them to interact more with peers and teacher off-class while completing the course objectives. Date collection and analysis conducted mixed methods in this research, the data of this research were collected by different levels of participants’ interviews, observations, recordings and questionnaires that covers the perceptions for research topic, everyday use of SNSs, taken-forgranted interactions and communication among teacher and students in the learning and teaching process. This research not only justify the practicability of SNS use in China’s education, it also revealed various functions that SNSs could provide in China’s education. In terms of functionality, it could serves as a platform for (a) facilitating presentation and demonstration, (b) developing personal learning record and portfolios, (c) distributing and sharing resources, (d) promoting student-teacher offline interaction, (e) enabling free comment and feedbacks. Theoretical research would be conducted and practical implementation would also be introduced. Through the experiment, the research would make the best of SNSs in education, which further discuss the special characteristics of Chinese localised SNSs and broaden the understanding of using SNS in education. Pedagogical principles are also discussed.
published_or_final_version
Education
Master
Master of Education

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Wakefield, Kelly. „Transnational Higher Education Networks for Learning and Teaching (TNLTs) in Geography“. Thesis, Loughborough University, 2013. https://dspace.lboro.ac.uk/2134/11849.

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Transnational Higher Education Networks for Learning and Teaching (TNLTs) in Geography are networks of academic geographers that facilitate a common interest in exchanging knowledge about higher education learning and teaching. Participation within these learning and teaching networks arguably provides benefits of information sharing but is often compromised by barriers such as finance and time. The aim of this study is to contribute to geographies of higher education by exploring academic networking practices for learning and teaching through geographers motivations, experiences and outcomes of participation alongside the role that technology plays in facilitating these. The subject of learning and teaching is an increasingly important area of study. The complex relationship between the practices of learning and teaching alongside research and administration duties within higher education has been previously explored yet little discussion is offered on academics who focus on learning and teaching practice. However, within the context of human geography research TNLTs as defined within this thesis have only received cursory treatment. This study situates TNLTs under the umbrella of geographies of higher education that are increasingly being studied with focuses on transnational academic mobility, international student mobility and international collaborations in higher education. This study sketches a conceptual framework for engaging in academic networking by bringing research together on TNLTs, Continuing Professional Development (CPD), higher education on a global scale, Communities of Practice (CoP) and the technology driven-network society that comprise five bodies of literature that have not been considered collectively before. Due to a lack of literature and previous work on TNLTs, this thesis applies grounded theorising that generated findings out of the data rather than testing a hypothesis. Such inductive methodology develops and constructs theory and is a useful approach to researching TNLTs because it also allows for a combination of different research methods. In this thesis, various ways to access TNLTs are blended to effectively study them, including both face-to-face and online surveys and interviews.

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Corser, Kristy L. „Teaching and learning with cloud platforms in the primary school classroom“. Thesis, Queensland University of Technology, 2019. https://eprints.qut.edu.au/157473/1/Kristy_Corser_Thesis.pdf.

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This research investigated teaching and learning with Chromebook computers and Google's G Suite for Education in a Queensland year 5 primary school classroom. The research used Actor Network Theory and Communities of Practice theory to explore the material aspects of using technologies in the classroom, and how cloud-based technologies promote collaborative learning. Analysis of classroom practice revealed the potential advantages of using cloud platforms in education, while analysis of technology policies from the Federal government level to the classroom revealed misalignments in expectation for students' learning. The findings inform recommendations for technology policy development, curriculum planning and teachers' pedagogical practices.

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LeNoue, Marvin Dale. „Educational Social Software: The Use of Social Network Sites for Teaching and Learning“. Diss., North Dakota State University, 2012. https://hdl.handle.net/10365/26833.

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Although social network sites (SNS) are in use by millions worldwide, the deployment of such sites as tools for teaching and learning is new. Topics related to the ways, means, and outcomes of SNS use in education and training contexts constitute a fresh research area within the field of educational technology. This mixed-methods research project gathered information regarding the use of SNS in education and training settings. Respondents to an Internet survey showed familiarity with a range of social media software, and several had used social network sites including Facebook, Ning, and MySpace in their professional practices. Respondents identified these sites as offering support for communication and community building, and rated this affordance as the most useful aspect of SNS for use in educational settings. Privacy control settings were the individual SNS feature identified as most important in the educational use of SNS. Personal publishing, content creation, and multimedia display functions were also rated as important. Respondents supported the utility of social network sites for use in the delivery of education. Themes expressed in the data regarding participant views of the use and importance of various features of educational social software indicated apparent acceptance of SNS-type tools as potential agents of paradigmatic change (as per Kuhn, 1996) in educational domains. Respondents made substantial commitments to working toward support of a new paradigm shaped by the use of SNS and social media tools.

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Leong, Jacina T. „'When you can't envision, you can't give permission': learning and teaching through a STEAM network“. Thesis, Queensland University of Technology, 2017. https://eprints.qut.edu.au/103761/1/Jacina_Leong_Thesis.pdf.

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This thesis proposes a framework for learning and teaching through an interdisciplinary STEAM (Science, Technology, Engineering, Arts, Mathematics) network. The framework was developed from teaching experience, interviews with STEAM institutions and practitioners, and practice-led research in the field. The thesis recommends adopting practices seen in STEAM initiatives in North America to rapidly developing Australian experiences, approaches, attitudes and motivations for STEAM education, and advocates the implementation of open studio art educational models to help shape new pedagogical experiences in the STEAM field.

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Fraser, Katie C. „Homework through a network : designing technologies to support learning activities within the home and between home and school“. Thesis, University of Nottingham, 2009. http://eprints.nottingham.ac.uk/10658/.

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Government policy and academic research both talk about transforming learning through networked technologies – sharing newly available information about the learning context with new partners to support lifelong learning activities, and giving learners increased power and autonomy. This thesis examines how such learning opportunities might be supported. In order to ground these learning opportunities in current educational activity it studies homework, which is an example of a learning activity that spans multiple contexts and the current roll-out point of networked technologies in UK schools. This thesis uses an ecological approach to studying homework practices and activities, and the views, needs and roles of stakeholders, working with ICT coordinators, children, and families. Its core findings are twofold, and centre on the opening up and closing down of homework to involvement within the homework community. The first core finding is that children benefit from actively structuring their homework activities to involve or exclude other family members, and that the networked technologies which teachers plan to use in homework fail to mediate these processes successfully, unlike traditional homework technologies. The second core finding is that details of homework activities transmitted across a network can include too much information about a child or a family’s wider activities, violating privacy and leading families to reject technologies. This thesis identifies design tactics which can help children and their families negotiate how and when information is shared, and provides evidence that these design solutions can be implemented successfully within homework, if designed to fit within the ecology of the home. It discusses the circumstances in which these tactics could be useful in supporting lifelong learning, and establishes the importance of considering how families will integrate any educational activity or technology within their everyday activities.

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Voss, Gleizer Bierhalz. „TCN5 - TEACHING COMPUTER NETWORKS IN A FREE IMMERSIVE VIRTUAL ENVIRONMENT“. Universidade Federal de Santa Maria, 2014. http://repositorio.ufsm.br/handle/1/5425.

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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior
Teaching technical themes in the area of Computer Networks involves difficult concepts to be understood in the traditional educational way, i.e. statically. At the same time, technological advances have created many opportunities in education, requiring the development of new pedagogical practices that contribute to the process of teaching and learning. The creation of immersive virtual environments and the addressing of issues related to context-aware computing can support this process. For that, in this dissertation it was developed an immersive virtual environment for teaching Computer Networks that uses learner context information -e.g. technology, cognitive style, and quality of context-, while providing a significant learning from the integration and interaction between users and technology. To achieve the objectives of this study, an exploratory research with a case study was performed in order to verify whether the use of an immersive virtual environment can facilitate and/or improve the process of learning the discipline of Computer Networks. The construction of this environment, named TCN5, has as basis four main elements, these being,WampServer, OpenSimulator, Sloodle and UVLEQoC Moodle, which adds features from modules like U-SEA 2.0 and SEDECA 2.0, in addition to Bootstrap theme, applying QoC parameters and metrics about the information collected in the environment, aiming to ensure the suitability of the connection for the preferences and needs of the students. In order to verify the practical feasibility of the work and the usage of the environment through mobile devices, a case study was conducted, which showed that despite mobile technologies allow the realization of most of the proposed activities, there are still some technological limitations that make difficult the usage of such devices in the educational context. At the same time, a comparative analysis between different viewers for virtual worlds was performed, pointing out advantages and disadvantages by considering aspects of available resources for processing and supported file types. Finally, a non-experimental study was conducted, using a Pedagogical Architecture, which served as the basis for the use and evaluation of the environment by a group of 25 students from the Computer Networks discipline of Computer Science program at the Federal University of Santa Maria. The results obtained during the evaluation with students accomplished the desired expectations, achieving a rating of "Excellent" on the scale of the SUS usability test and a considerable increase in the average obtained in the elaboration of the conceptual maps after using TCN5, an indication that the environment helped, at least in part, to the construction of knowledge of this group, despite the limitations and difficulties encountered during its development.
O ensino de temas técnicos na área de Redes de Computadores envolve conceitos difíceis de serem entendidos na forma pedagógica tradicional, ou seja, de forma estática. Ao mesmo tempo, os avanços tecnológicos criaram diversas possibilidades na educação, exigindo o desenvolvimento de novas práticas pedagógicas que contribuam para o processo de ensino e aprendizagem. A criação de ambientes virtuais imersivos e o tratamento de questões relacionadas com a computação sensível ao contexto podem auxiliar nesse processo. Para isso, foi desenvolvido nesta dissertação um ambiente virtual imersivo para o ensino de Redes de Computadores que trata informações de contexto do aluno (e.g., tecnologia, estilo cognitivo e qualidade do contexto), proporcionando ao mesmo uma aprendizagem significativa, a partir da integração e interação entre usuários e tecnologia. Para atingir os objetivos deste trabalho foi realizada uma pesquisa exploratória com estudo de caso, a fim de verificar se a utilização de um ambiente virtual imersivo pode facilitar e/ou melhorar o processo de aprendizagem da disciplina de Redes de Computadores. A construção desse ambiente, denominado TCN5, teve como base quatro elementos principais, sendo esses, o WampServer, o OpenSimulator, o Sloodle e o Moodle UVLEQoC, que agrega as características tanto dos módulos U-SEA 2.0 e SEDECA 2.0 como do Tema Bootstrap, aplicando parâmetros e métricas de QoC sobre as informações coletadas no ambiente, com o objetivo de garantir que o contexto formulado esteja adequado às preferências e necessidades dos alunos. Para verificar a viabilidade prática do trabalho quanto à utilização do ambiente por meio do uso de dispositivos móveis foi realizado um estudo de caso, que demonstrou que apesar das tecnologias móveis permitirem a realização da maioria das atividades propostas, existem ainda algumas limitações tecnológicas que dificultam a utilização desses dispositivos no contexto educacional. Ao mesmo tempo, foi realizada uma análise comparativa entre os diversos visualizadores de mundos virtuais disponíveis, apontando vantagens e desvantagens, considerando aspectos de processamento, recursos disponibilizados e tipos de arquivos suportados. Por fim, foi realizado um estudo Não-Experimental utilizando uma Arquitetura Pedagógica, que serviu como base para a utilização e avaliação do ambiente por uma turma de 25 alunos da disciplina de Redes de Computadores do Curso de Ciência da Computação da Universidade Federal de Santa Maria. Os resultados obtidos durante a avaliação com os alunos atenderam as expectativas, alcançando uma classificação Excelente na escala do teste de usabilidade SUS, bem como um aumento considerável na média obtida na elaboração dos mapas conceituais após a utilização do TCN5, um indício de que o ambiente auxiliou, pelo menos em parte, na construção do conhecimento dessa turma, apesar das limitações e dificuldades encontradas durante o seu desenvolvimento.

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Olamijulo, Christianah. „An investigation into integrating social sites as a teaching and learning practice to create dialogue spaces in the language classroom“. Thesis, Nelson Mandela Metropolitan University, 2012. http://hdl.handle.net/10948/d1020149.

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This study intends to explore how social media or social networking sites (SNSs) such as Facebook can facilitate communication channels or create dialogue spaces in a language class. Social media is a form of participatory media, which broadly refers to the “collection of communication channels or mediums (primarily online and mobile) through which social networks originate and are sustained” (Flew 2008:109). Although the term social media is often used as a collective term for SNSs or as the core trademark of Web 2.0, Flew (2008:17) also distinguishes social media by calling it a “communications infrastructure” that allows for “participation, interactivity, collaborative learning and social networking”. Flew (2008) identifies various online sites including the online encyclopaedia Wikipedia and the online user-generated video site YouTube as well as various personalised web space sites such as MySpace, Facebook, Friendster and Bebo as participatory media. The study’s data collection was situated at Nelson Mandela Metropolitan University (NMMU) and investigated how social media can be used to facilitate dialogue between a tutor and BKI1120 Communication in English B students in a Higher Education (HE) context using qualitative methodology. This study compared the use of existing and more traditional or conventional classroom communication practices with those of SNSs as a communication channel, while focusing on social media application as a communication tool to create dialogue spaces that support teaching and learning practices. The research also attempted to identify alternative applications of social media for teaching and learning practices to inform researchers in the fields of HE and media. In the first data-collection phase, BKI1120 Communication in English B Public Management students were selected as the sample for the study. Seventeen students participated in the BKI1120 Facebook page created for the purpose of this study. In the second data-collection phase, a taped focus-group interview was conducted with eight BKI1120 Communication in English B students. The interview transcript was then analysed qualitatively for themes. The research findings showed that social media or SNSs such as Facebook can facilitate communication channels or create dialogue spaces in a language class, if it is managed effectively.

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Sturgeon, Thomas. „Exploratory learning for wireless networking“. Thesis, University of St Andrews, 2010. http://hdl.handle.net/10023/1702.

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This dissertation highlights the importance of computer networking education and the challenges in engaging and educating students. An exploratory learning approach is discussed with reference to other learning models and taxonomies. It is felt that an exploratory learning approach to wireless networks improves student engagement and perceived educational value. In order to support exploratory learning and improve the effectiveness of computer networking education the WiFi Virtual Laboratory (WiFiVL) has been developed. This framework enables students to access a powerful network simulator without the barrier of learning a specialised systems programming language. The WiFiVL has been designed to provide “anytime anywhere” access to a self-paced or guided exploratory learning environment. The initial framework was designed to enable users to access a network simulator using an HTML form embedded in a web page. Users could construct a scenario wherein multiple wireless nodes were situated. Traffic links between the nodes were also specified using the form interface. The scenario is then translated into a portable format, a URL, and simulated using the WiFiVL framework detailed in this dissertation. The resulting simulation is played back to the user on a web page, via a Flash animation. This initial approach was extended to exploit the greater potential for interaction afforded by a Rich Internet Application (RIA), referred to as WiFiVL II. The dissertation also details the expansion of WiFiVL into the realm of 3-dimensional, immersive, virtual worlds. It is shown how these virtual worlds can be exploited to create an engaging and educational virtual laboratory for wireless networks. Throughout each development the supporting framework has been re-used and has proved capable of supporting multiple interfaces and views. Each of the implementations described in this dissertation has been evaluated with learners in undergraduate and postgraduate degrees at the University of St Andrews. The results validate the efficacy of a virtual laboratory approach for supporting exploratory learning for wireless networks.

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Alnutaifi, Abdullah Mohammed A. „Potential use of online collaborative social networks to enhance learning and teaching in Saudi higher education“. Thesis, University of Leeds, 2016. http://etheses.whiterose.ac.uk/17694/.

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Education plays an important role in developing societies, and most governments around the world are paying more attention to collaborative learning in order to enhance educational outcomes. In this context, using technologies in education has been a critical factor in developing such educational systems. The use of online collaborative social networks (OCSNs) for educational purposes has become a highly debated topic among researchers all over the world. The current study aims to contribute to this debate by examining the potential use of OCSNs in Saudi Arabia’s higher education, which, due to its specific culture, faces particular educational issues. The study used a mixed method approach, with the Delphi method and followed up with interviews. Forty-eight experts selected from five Saudi government universities participated in the study and some of them participated in the later interviews. A combination of qualitative and quantitative data was obtained from these two methods and the findings of the interviews method were used to help understand the findings from Delphi method. As part of the study, a new model of building knowledge in four dimensions was designed and was called the SNTPCK model. This model was used as a framework for the study and as a codes generator for data analysis. The findings of the study showed that it is possible to improve Saudi higher education by using OCSNs, and stated a number of factors that might affect such usage. In addition, the study developed a new model for using OCSNs in higher education and described its implementation phases. In order to support the implementation model, the study developed a framework for the usage of OCSNs in education policy. The study concluded to that the Delphi method is an appropriate method of researching such phenomena. It recommended using OCSNs in Saudi higher education and recommended that OCSN implementation carried out gradually in the educational process.

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14

Chan, Pun-tak, und 陳本德. „Facilitating learning with network discussion forum“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B31962245.

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15

Mustafa, Hassan M., und Ayoub Al-Hamadi. „On Teaching Quality Improvement of a Mathematical Topic Using Artificial Neural Networks Modeling (With a Case Study)“. Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-80718.

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This paper inspired by simulation by Artificial Neural Networks (ANNs) applied recently for evaluation of phonics methodology to teach children "how to read". A novel approach for teaching a mathematical topic using a computer aided learning (CAL) package applied at educational field (a children classroom). Interesting practical results obtained after field application of suggested CAL package with and without associated teacher's voice. Presented study highly recommends application of a novel teaching trend based on behaviorism and individuals' learning styles. That is to improve quality of children mathematical learning performance.

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Nainabasti, Binod. „Role of Students’ Participation on Learning Physics in Active Learning Classes“. FIU Digital Commons, 2016. http://digitalcommons.fiu.edu/etd/3022.

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Students’ interactions can be an influential component of students’ success in an interactive learning environment. From a participation perspective, learning is viewed in terms of how students transform their participation. However, many of the seminal papers discussing the participationist framework are vague on specific details about what student participation really looks like on a fine-grained scale. As part of a large project to understand the role of student participation in learning, this study gathered data that quantified students’ participation in three broad areas of two student-centered introductory calculus-based physics classes structured around the Investigative Science Learning Environment (ISLE) philosophy. These three broad areas of classes were in-class learning activities, class review sessions that happened at the beginning of every class, and the informal learning community that formed outside of class time. Using video data, classroom observations, and students’ self-reported social network data, this study quantified students’ participation in these three aspects of the class throughout two semesters. The relationship between behaviors of students’ engagement in various settings of an active learning environment and (a) their conceptual understanding (measured by FCI gain) and (b) academic success in the courses as measured by exam scores and scores on out-of-class assignments were investigated. The results from the analysis of the student interaction in the learning process show that three class components, viz. the Review Session, Learning Activities, and Informal Learning Community, play distinct roles in learning. Students who come in the class with better content knowledge do not necessarily participate more in the learning activities of active learning classrooms. Learning Communities serve as a “support network” for students to finish assignments and help students to pass the course. Group discussions, which are facilitated by students themselves, better help students in gaining conceptual understanding. Since patterns of students’ participation do not change significantly over time, instructors should try to ensure greater participation by incorporating different learning activities in the active learning classroom.

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魯葉大 und Yip-tai Darryl Lo. „A study of a 3D virtual learning environment in education: active world Eduverse“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B31256405.

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Porter, Mary. „The benefit of distance learning“. CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2776.

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This project will address the issues concerning the benefits of distance learning, a growing area in our education system today. Distance learning takes place when the teacher and students are separated, and technology is used to bridge the instructional gap.

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Helsper, Charles Bernard. „Incorporating internet technology as as educational and learning tool“. CSUSB ScholarWorks, 1998. https://scholarworks.lib.csusb.edu/etd-project/1818.

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Lee, Jung Min. „A Comparative Analysis of Demographics and Reported Preferential Learning Modes of Florida and non-Florida Osher Lifelong Learning Institutes Members“. Scholar Commons, 2016. http://scholarcommons.usf.edu/etd/6297.

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This research examined demographic factors and reported preferential learning mode among a sample of Florida Osher Lifelong Learning Institute (OLLI) members compared to a national sample profile of OLLI members. This study was prompted by an earlier study of OLLI members conducted by the National Resource Center (NRC) for OLLIs, which produced a national profile describing OLLI members. Although there was a national profile for OLLI members, there were no existing profiles of Florida OLLI members that could be used by OLLI administrators and instructors. This study employed an online survey to compare data between the national OLLI member profile and the Florida profile. Demographic factors such as age, gender, marital status, educational level, employment status, and relocation after retirement, as well as reported preferential learning mode were compared. The data resulting from this comparison indicated that although the gender and marital status distributions of the sample participants were similar, a majority of the other demographic variables were different for the Florida and national OLLI samples. The reported preferential learning mode between national and Florida OLLI members also were significantly different, in contrast to earlier research, which suggested that OLLI members were a homogenous group. The findings from this study suggest that it is important for adult education field educators, administrators, and OLLI instructors to recognize the growing diversity and technical proficiency of current retirees in order to continue to promote effective lifelong learning practices.

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Pick, Dorothy. „A RELATIONAL DIFFUSION NETWORK STUDY OF SYNCHRONOUS AND ASYNCHRONOUS INTERNET-BASED FACULTY'S PERSONAL NETWORK EXPOSURE MODELS R“. Doctoral diss., University of Central Florida, 2006. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2409.

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For many faculty, teaching online represents a new instructional delivery method, requiring the development of new teaching skills. This exploratory investigation builds upon Rogers' (2003) Diffusion of Innovations theory and communication channels to describe the influence of faculty discussions on their perceptions and decisions about teaching and learning. A sequential explanatory mixed-methods research design, using both sociometric and phenomenological methodologies, guided the exploration of faculty personal network exposure models and social learning opportunities. The study utilized online survey and open-ended interview instruments for the investigation. Faculty from several colleges at the University of Central Florida voluntarily completed the survey instrument identifying with whom, how, and why they discuss teaching online, including the influence of these discussions. In-depth interviews offered internal descriptions of their personal networks. Survey results established baseline data for demographic and future comparisons and identified concerns, issues, and trends unique to synchronous and asynchronous Internet-based faculty development and support needs. Phenomenological data produced the emergent categories and themes used to investigate and explain faculty's communication channel usage and social learning experiences. Similarities between diffusion and knowledge research findings and participants reflected more conformity than anticipated. Differences in communication channel and learning style preferences and usage and faculty's 24/7 work life needs, present challenges to administrators and educators responsible for providing development and support systems.
Ed.D.
Department of Educational Studies
Education
Curriculum and Instruction

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Renzi, Stefano. „Differences in university teaching after Learning Management System adoption : an explanatory model based on Ajzen's Theory of Planned Behavior“. University of Western Australia. Graduate School of Management, 2008. http://theses.library.uwa.edu.au/adt-WU2008.0193.

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[Truncated abstract] Current literature about university teaching argues that online teaching requires online social learning based on social interaction to be effective. This implies a shift in pedagogy based on engagement and collaboration, instead of trying to reproduce face-to- face teaching, in online environments. However, when a university adopts an elearning platform (or Learning Management System, LMS), most teachers tend to reproduce their traditional teaching, delivering, through the LMS, educational material. This study explored factors which influence university teachers to adopt teaching models based on online social interaction (OSI) when an e-learning platform is used to complement undergraduate classroom teaching. Online teaching model adoption was considered in the framework of technology adoption and post-adoption behavior, i.e., adoption and use by individuals after an organization has adopted an ICT-based innovation (Jasperson, Carter, & Zmud, 2005). Behaviors were investigated using a model based on Ajzen's (1991) Theory of Planned Behavior (TPB). In total, 26 university teachers 15 from Australia and 11 from Italy holding undergraduate courses, were recruited. They responded to a semi-structured interview based on the TPB, built on purpose for this research. Teachers were divided into three different groups on the basis of their approach to online teaching, corresponding to three different levels of adoption of OSI. The three different online teaching models were:

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Fu, Jun. „Fostering digital literacy through web-based collaborative inquiry learning“. HKBU Institutional Repository, 2011. http://repository.hkbu.edu.hk/etd_ra/1238.

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Hartzell, Courtney. „Using a University Network to Advance Internationalization of the Curriculum: A Case Study“. Thesis, Boston College, 2020. http://hdl.handle.net/2345/bc-ir:108840.

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Thesis advisor: Betty Leask
Universities around the world are increasingly adopting internationalization strategies, which call attention to intentionality in using the curriculum and strategic regional networks as ways to achieve university agendas. Internationalization of the curriculum (IoC) endeavors are typically led by a select group of individuals within a single university, and often struggle to gain diverse wide-spread support within the university community (Leask, 2013). However, university networks, which demand interconnectivity, have been argued to “constitute the core of internationalisation,” and present varied academic opportunities for engagement that expand channels of information sharing and knowledge creation (de Wit & Callan, 1995, p.89). Therefore, university networks have unexplored potential in providing unique learning opportunities for member institutions’ faculty and staff in internationalizing their curricula, while advancing their institution’s internationalization agenda. Through a framework of network theories, professional learning theory, and an internationalization of the curriculum conceptual framework, this study investigated faculty and staff engagement with one network, and how their engagement has influenced conceptualizations of internationalization of the curriculum. Drawing from semi-structured interviews with fourteen members of faculty and staff from two of five universities in a European university network, the results demonstrate that this network supports faculty and staff in contextualizing and conceptualizing internationalization. The analysis points to the differences in conceptualizations of IoC, depending on the level of faculty and staff engagement with the network. The diverse representation of faculty and staff at network events created significant interactions where individuals were able to validate and share their experiences and expertise related to internationalizing curriculum, as well as critically examine their own approaches and university policies. Faculty and staff engagement with the network resulted in mature conceptualizations of internationalizing curriculum, and contributed to a greater adaptability to working in changing, intercultural environments. The study suggests that engagement in this network is conducive to the internationalization of one’s academic Self, and to fostering a greater sense of regional camaraderie (Sanderson, 2008). Finally, the results of this study demonstrate one university network’s ability to engage an increasing mass of reflective faculty and staff that are aware of internationalization and its implications for their learning environments. The contributions of this study are significant for university leaders, scholars, and practitioners, and especially those working in the nuanced intersection of internationalizing curricula and university networks
Thesis (MA) — Boston College, 2020
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Leadership and Higher Education

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Hermansson, Adam, und Stefan Generalao. „Interpretable Superhuman Machine Learning Systems: An explorative study focusing on interpretability and detecting Unknown Knowns using GAN“. Thesis, Malmö universitet, Fakulteten för teknik och samhälle (TS), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-20857.

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I en framtid där förutsägelser och beslut som tas av maskininlärningssystem överträffar människors förmåga behöver systemen att vara tolkbara för att vi skall kunna lita på och förstå dem. Vår studie utforskar världen av tolkbar maskininlärning genom att designa och undersöka artefakter. Vi genomför experiment för att utforska förklarbarhet, tolkbarhet samt tekniska utmaningar att skapa maskininlärningsmodeller för att identifiera liknande men unika objekt. Slutligen genomför vi ett användartest för att utvärdera toppmoderna förklaringsverktyg i ett direkt mänskligt sammanhang. Med insikter från dessa experiment diskuterar vi den potentiella framtiden för detta fält
In a future where predictions and decisions made by machine learning systems outperform humans we need the systems to be interpretable in order for us to trust and understand them. Our study explore the realm of interpretable machine learning through designing artifacts. We conduct experiments to explore explainability, interpretability as well as technical challenges of creating machine learning models to identify objects that appear similar to humans. Lastly, we conduct a user test to evaluate current state-of-the-art visual explanatory tools in a human setting. From these insights, we discuss the potential future of this field.

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Spaggiari, Enrico. „Tem que ter categoria: construção do saber futebolístico“. Universidade de São Paulo, 2009. http://www.teses.usp.br/teses/disponiveis/8/8134/tde-02022010-133343/.

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Esta pesquisa teve como objetivo principal investigar o ensino e aprendizado da prática futebolística para crianças e jovens de alguns bairros da Zona Leste de São Paulo. Acompanhei as aulas, treinos e jogos relacionados à escolinha do CDM Cidade Líder, como também as demais atividades praticadas naquele espaço, principalmente, as partidas de futebol de várzea aos finais de semana. A partir da observação das relações construídas entre os diversos atores (crianças, jovens, jogadores de várzea, pais e mães, olheiros, empresários e outros), pude identificar diferentes aspectos ligados ao ensino e aprendizado do futebol, que aparecem articulados na etnografia: trabalho, corpo, dom, peneiras, masculinidade, modelos pedagógicos, profissionalização etc. Se, por um lado, observava o processo de ensino e aprendizado do futebol entre os alunos, pais e professores, por outro, percebia que, concomitante ao ensino, trabalhava-se a idéia da formação de jovens jogadores. Tal questão me fez pensar em estender a pesquisa a novas espacialidades. Marcada, inicialmente, pela observação no bairro Cidade Líder, na Zona Leste paulistana, a pesquisa posteriormente ganhou uma amplitude de atores, experiências, trajetórias e situações, o que me fez atentar às redes de relações entre os diversos atores. Com este fim, tracei uma rede futebolística, entre outras tantas possíveis, que se inicia no bairro de Guaianases, também na Zona Leste, com o objetivo de investigar a diversidade de situações, atores e questões conectadas ao processo de formação de jovens jogadores de futebol. Assim, temas como peneiras, empresários, clientelismo, política municipal e futebol de várzea aparecem entrelaçados e mostram-se decisivos no processo de formação dos jogadores. Por meio desta rede, pesquisei atores e práticas que se encontram numa posição de invisibilidade quando observados somente por meio de classificações dicotômicas: jogo/esporte, amadorismo/profissionalismo e cotidiano/ritual. Trata-se, portanto, de um esforço de investigação de algumas das inúmeras mudanças estruturais do universo futebolístico, tanto no plano profissional, quanto nas formas cotidianamente ativadas nos espaços urbanos.
This study aimed to investigate the main teaching and learning of football practices for children and young people in some districts of the East Zone of São Paulo. I followed the instruction, drills and games related to the CDM Cidade Líder football school, as well as other activities conducted in that area, especially the amateur football games in the weekends. From the observation of the relationships built between the various actors (children, young people, amateur players, parents and mothers, scouts, agents and others), I could identify different aspects of teaching and learning of football, which appear in the pleadings ethnography: working, body, Dom, screens, masculinity, pedagogical models, professionalism etc. If, on the one hand, I watched the process of teaching and learning football between students, parents and teachers, on the other hand, I understood that, concurrent to education, the idea of training young players was also developed. This question made me think of extending the search to a new space. Marked, initially, for observation in the Cidade Líder district in East Sao Paulo, the search later won a range of actors, experiences, histories and situations, which made me look at the networks of relationships between different actors. To this end, a specific football network was plotted, among many others that are possible, which begins in the neighborhood of Guaianases, also in the East, aiming to investigate the diversity of situations, actors and issues connected to the process of training young football players. Thus, issues such as sieves, business, patronage, local politics and amateur football appear interwoven and are crucial in the training of players. Through this network, I researched actors and practices that are in a position of invisibility when seen only by means of dichotomous classifications: game/sport, amateurism/professionalism and everyday/ritual. It is therefore an effort to research some of the many structural changes in world of football, in the professional and in the everyday forms that turn up in urban spaces.

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Notare, Márcia Rodrigues. „Comunicação e aprendizagem matemática on-line : um estudo com o editor científico ROODA exata“. reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2009. http://hdl.handle.net/10183/17256.

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Este trabalho discute as possibilidades de comunicação e aprendizagem de Matemática em ambientes virtuais de aprendizagem. Para que esses processos ocorram, são necessárias ferramentas que possibilitem a utilização de símbolos, fórmulas e expressões, pois a Matemática pode ser entendida como uma linguagem formada por uma simbologia própria. Esta linguagem precisa ser dominada e utilizada para que ocorra uma boa comunicação e expressão. Este suporte à linguagem científica deve estar presente nos mais diversos meios de comunicação e interação on-line, como fórum de discussão, bate-papo, e-mail, mensagens instantâneas, entre outros. Entretanto, ainda são poucos os ambientes virtuais de aprendizagem que permitem a comunicação científica a distância. Para possibilitar essa nova forma de comunicação on-line, este trabalho projetou e desenvolveu um editor científico, denominado ROODA Exata. Trata-se de uma ferramenta que se encontra integrada às diferentes funcionalidades síncronas e assíncronas oferecidas pelo ambiente virtual de aprendizagem ROODA. Seu objetivo é possibilitar a comunicação na área das ciências exatas, de forma rápida e precisa. Para analisar e validar o ROODA Exata, utilizou-se o ROODA como ambiente de apoio extraclasse em uma turma de Cálculo Diferencial, na modalidade presencial. As interações dos alunos neste ambiente serviram como fonte de dados para a análise. Assim, foram analisados os processos cognitivos desencadeados pelas interações no ROODA, à luz da teoria do desenvolvimento cognitivo de Piaget, e o processo de comunicação e aprendizagem ocorrido no ambiente. A pesquisa evidenciou que o editor ROODA Exata potencializa a comunicação matemática on-line e que, sem sua utilização, muitos debates seriam inviabilizados, pela complexidade das expressões matemáticas utilizadas. Além disso, os estudos realizados mostram que o processo de aprendizagem de Matemática pode ser desencadeado pelas trocas ocorridas em ambiente virtual. Estas trocas podem ocorrer a partir de atividades que priorizem a participação ativa dos alunos na resolução de problemas, valorizando ações como argumentação, justificativa, análise do percurso do raciocínio, entre outras.
This paper discusses the possibilities of Mathematical learning and communication supported by virtual learning environments. For these processes to occur, tools that enable symbol utilization, formulas and expressions are necessary because Mathematics can be understood as a language with its own symbology. This language should be mastered and used so that good communication and expression can take place. This support to scientific language has to be present in several communication means and on-line interactions such as discussion forum, chat, e-mail, instant messages, among others. Yet, there are still very few virtual learning environments and tools that allow for distant learning scientific communication. To make this new way of on-line communication possible, the project described herein designed and developed a scientific editor denominated ROODA Exata. ROODA Exata is a tool that is integrated into the different resources of interaction and communication offered by the virtual learning environment ROODA. The objective is to enable quick and precise on-line communication in exact sciences. To analyse and validate ROODA Exata, the virtual learning environment was used as extra class support for a group in Differential Calculus, in the presential modality. The interactions among students within the environment provided data for the analysis. Thus, we analysed the cognitive processes triggered by interactions in ROODA, following Piaget´s theory of cognitive development and the processes of communication and learning that occurred there. The research made evident that the editor ROODA Exata potentiates on-line mathematical communication and without it, many debates would be unfeasible because of the complexity of mathematical expressions used. Besides, the studies show that the processes of Mathematical learning can be triggered by exchanges among participants. These exchanges occur following the emphasis placed on active participation of those involved in solving the problems, valuing actions such as argumentation, justification, rationality path analyses, among others.

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Taljaard, Marinda. „Using E-learning to support IT education in a university environment a case study approach“. Thesis, University of Port Elizabeth, 2003. http://hdl.handle.net/10948/d1015740.

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At the University of Port Elizabeth (UPE), the End User Computing course (EUC) acts as a service course for many departments. This implies that many students are forced by their curricula to register for this course. The ever-increasing numbers in EUC place a considerable load on existing human and physical resources. In lecture groups of 120 –160, students rarely get the attention they need, and the pace at which the content is delivered (too slow or too fast) may also inhibit the learning process. During an initial investigation into E-learning at UPE in 1999, a prototype virtual classroom was developed. There were, however, a number of problems with this prototype. Firstly, it was implemented using a number of different technologies, which made it difficult to extend and maintain. Secondly, it only addressed some aspects of an E-learning environment, which proved insufficient for the EUC course. In the existing EUC course at UPE, the students are already exposed to some E-learning concepts, as a section of their skills training component is handled by using multimedia software in a simulated environment. The objective of this project was to extend the E-learning component further to determine the advantages and disadvantages of using E-learning to support information technology (IT) education in a contact-university environment. This project included a literature search and survey of existing E-learning environments at other universities. This research was used to develop a draft framework for an E-learning environment. The framework was used to select a tool to create an E-learning environment at UPE. An experiment was designed using this E-learning environment to support two IT courses at different year levels. The results of the experiment were analysed using qualitative and quantitative methods to determine the impact of using E-learning to support IT education at UPE. The results of this research show that E-learning can be used to support IT education at UPE. More success, however, was achieved at postgraduate level than at first-year level. Making use of Elearning increased student satisfaction and promoted active learning, while providing benefits like convenience, communication, flexibility and scaffolding. We conclude, therefore, that E-learning can provide a flexible approach to IT education in a university environment in the future.

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Bower, Matthew. „Designing for interactive and collaborative learning in a web-conferencing environment“. Phd thesis, Australia : Macquarie University, 2008. http://hdl.handle.net/1959.14/26888.

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Thesis (PhD)--Macquarie University, Division of Information and Communication Sciences, Computing Department, 2008.
Bibliography: p. 503-514.
This study investigated learning design in a web-conferencing environment based on three semesters of lessons conducted as part of an introductory programming subject. As well as characterizing the nature of discourse and interaction, the study focused on how the design of the interface, activity and task type affected collaboration and learning. Engeström's (1987) Activity Theory based upon a socio-constructivist view of learning was used to frame the analysis. --Interface designs incorporated theory relating to graphical user interface design, multimedia learning, and findings from the cognitive sciences. Activity designs were differentiated based on the degree of student ownership, from teacher-centred (transmissive) approaches, to teacher-led (guided interaction) approaches, to student-centred (collaborative group-work) designs. Types of tasks were considered on the basis of their level of knowledge (declarative, procedural and conceptual), their character (authenticity, situatedness) and their domain specific nature (in the field of computer science education). The effects of the different interface, activity and task designs on collaboration and mental model formation were explored. --A mixed method approach to analysis was adopted, incorporating a design-based research study and a multimodal discourse analysis. The design-based research allowed a broader, more interpretivistic and process focused analysis to be conducted, based on the strategic redesigns that occurred between iterations of the subject. The multimodal discourse analysis enabled more detailed, objective and outcomes based measurements of the subject of discourse, the nature of interactions and the types of modalities used to mediate learning. Triangulating data from the design-based research study and the multimodal discourse analysis provided a more complete description of phenomena and promoted greater reliability. --Results include the way in which different modalities afforded different possibilities for representing, and how combinations of those modalities could be effectively integrated by applying multimedia learning principles. Student-centred learning designs increased student involvement, allowing them to take greater ownership over the content and to more fully share their mental models. Authentic, meaningful problem solving tasks promoted greater student engagement. The capacity to dynamically redesign the interface based on the collaborative and cognitive requirements of the learning episode supported more effective implementation of conversational (Laurillard, 2002) approaches to learning. --More effective interaction and collaboration resulted from prescribing patterns of engagement, managing activity and technology so that student discourse could focus on content, and providing guidance regarding semiotic representational forms so that students could concentrate on applying those representations rather than inventing them. Teacher and student virtual classroom competencies critically influenced collaboration and learning. --Based on the findings in this study, a framework of nine pedagogical patterns for teaching and learning in web-conferencing environments is proposed. The framework provides an integrated approach to learning design that relates the interface design with the activity design and the level of knowledge (task type).
Mode of access: World Wide Web.
vii, 514 p. ill. (some col.)

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Cole, Jason. „Foreign language learning in the age of the internet : a comparison of informal acquirers and traditional classroom learners in central Brazil“. Thesis, University of Oxford, 2015. https://ora.ox.ac.uk/objects/uuid:db80473a-2075-4e91-bb07-a706bb6a433f.

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Several recent studies (e.g., Benson and Chik, 2010; Sockett, 2014) suggest that as a result of changes in technology and the concomitant emergence of a globalized culture, highly effective out-of-class, informal English acquisition is becoming more common. The present study compared high-level, well-motivated Central Brazilian classroom-trained learners (CTLs) with fully autonomous self-instructed learners (FASILs) of similar backgrounds. Using linguistic tests, a questionnaire and a structured interview, the study analysed group differences as well as individual differences in language proficiency, learner histories, behaviour, beliefs, and attitudes. The key research question asked whether there existed, in more than rare circumstances, FASILs who attained levels of proficiency at least as high as highly-motivated, well-trained CTLs? Furthermore, if the knowledge and skills of FASILs were, in some respects, superior to those of CTLs, what variables accounted for the advantage? FASILs significantly outperformed CTLs across a battery of linguistic tests measuring a range of knowledge and skills. Test results indicated that while CTLs tended to plateau at upper intermediate levels, FASILs generally improved through advanced levels, often achieving native-like levels of knowledge and use. The strongest contributing factor to proficiency was found to be self-determined motivation driven by a personalized relationship with English often marked by a transnational identity. The evidence suggests this type of motivation, significantly more associated with FASILs than CTLs, led users to engage deeply with the linguistic details of informal sources. The findings challenge dominant paradigms in several fields of SLA which prioritize expert regulation over independent discovery and controlled, collaborative environments over real-world contexts of use entered into for personal reasons. A hoped for consequence of this study is that SLA research and teaching practice will begin to recognize and promote rather than regulate or dismiss the unique learning arcs that more and more English learners experience in their everyday lives.

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Koebley, Sarah Cotton. „Dimensions of Social Capital Among High School Mathematics Teachers“. Kent State University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=kent1364830696.

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Dale, Crispin. „Engaging the networked learner : theoretical and practical issues“. Thesis, University of Wolverhampton, 2010. http://hdl.handle.net/2436/106818.

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The nature of learning and teaching in higher education has changed significantly in recent years. The emergence of social media and technologies has had a profound impact upon learner engagement and tutors have had to adapt their learning and teaching strategies accordingly. The thesis discusses the author’s published body of research and presents a pedagogical framework for engaging the networked learner. The framework is based upon three perspectives that have emerged from the author’s research. Firstly, different learning paradigms should be acknowledged when developing pedagogical approaches to using learning technologies. Secondly, the thesis discusses how the author’s research on learning technologies, including VLEs and iPod technologies, should embrace networked communities and learner empowerment. Thirdly, the research on learning approaches is discussed which acknowledges different learning behaviours and the adoption of differentiated methods in learning and teaching. Whilst discussing the evolving nature of the learning environment, the pedagogical framework draws together each of the aforementioned perspectives. The framework raises a number of factors for engaging the networked learner. A set of practical guidelines based around institutional, tutor and learner perspectives are discussed and underpin the application of the framework. The thesis concludes with theoretical observations on learning and learning theory and presents limitations and areas for further research.

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Avery, Barry. „e-Portfolio assessment in networked learning based communities“. Thesis, Lancaster University, 2016. http://eprints.lancs.ac.uk/81542/.

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There is a substantial body of research suggesting the advantages of using e- Portfolios in higher education assessment, where work is collated by individuals to record their learning. The use of learning communities in this context is an under-researched area, despite the number of e-Portfolios that implement a social component. This work develops an alternative e-Portfolio approach by using a networked learning based pedagogy, which brings richer descriptions of both artifacts and the structure of the underlying community. Action research and free/open source development principles have been aligned over two cycles, where students have participated as both co-researchers and co-developers. Evolving the nature and presentation of assessment artifacts, participants have determined how these are best shared and reused, and the ways in which larger contextual information about the community can improve both the learning and the knowledge of the learning taking place. A multi-method research framework is used to show what artifacts are created, who is interacting with whom and why participants act as they do. Data has been collected using interviews, focus groups and from analytics from the e-Portfolio itself. The findings suggest that the types of artifacts created are influenced by both the community and by the nature of the material being learnt. Artifacts reveal the sources that students use for their work and although participants can be reluctant to reveal incorrect or incomplete work to the community, this can be encouraged by a carefully constructed induction, reinforcing the importance of the role of teacher as tutor. Expertise is quickly associated with some participants by the quality and regularity of their artifact construction, who become more central and influential to the community, with their work becoming increasingly visible through search activities. This work presents the framework, an analysis of the results, conclusions and recommendations along with a reference implementation.

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Guimarães, Leandro Bottazzo [UNESP]. „A formação continuada de professores do ensino superior para a atuação docente on-line: desafios e possibilidades“. Universidade Estadual Paulista (UNESP), 2009. http://hdl.handle.net/11449/92377.

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Made available in DSpace on 2014-06-11T19:26:00Z (GMT). No. of bitstreams: 0 Previous issue date: 2009-03-27Bitstream added on 2014-06-13T19:53:52Z : No. of bitstreams: 1 guimaraes_lb_me_prud.pdf: 1157949 bytes, checksum: e0d6a0fc66ac75adfdaa70975c3b64f9 (MD5)
Este trabalho insere-se no contexto da linha de pesquisa “Tecnologias de Informação e Comunicação e Educação” e investiga um processo de formação continuada de professores do ensino superior para o uso do ambiente colaborativo on-line MOODLE para apoiar sua prática docente e a ocorrência da formação de uma rede de aprendizagem on-line após a capacitação. Baseia-se principalmente em pressupostos teóricos que norteiam a formação continuada contextualizada e na perspectiva da simetria invertida, nos conceitos de professor reflexivo e pesquisador, nas competências digitais necessárias para atuação docente, nas redes de aprendizagem on-line e na utilização da EAD para apoiar processos formativos. Utiliza-se da metodologia quanti-qualitativa na abordagem da investigação-formação. Os dados foram coletados no ambiente virtual utilizado durante o período da capacitação docente analisada. Os resultados apontam a possibilidade de se formar uma rede de aprendizagem on-line a partir da formação continuada, cujo foco seja o desenvolvimento das competências docentes necessárias para a mediação pedagógica com as tecnologias digitais.
This paper is within the context of the Information and Communication Technologies and Education research line and investigates a process of continuous training of higher teachers for the use of on-line collaborative environment MOODLE to support their teaching practice and the occurrence of the formation of a network of on-line learning after the training. It is mainly based on theoretical assumptions that guide the continuing education context and in view of the reverse symmetry, on the concepts of reflective teacher and researcher, on the skills necessary for proper teacher performance in networks of on-line learning and the use of LMS to support training processes. It uses the methodology in the qualitative-quantitative approach to research and training. Data were collected in the virtual environment used during the teacher training examination. The results indicate the possibility of forming a network of on-line learning from continuing education, whose focus is the development of teaching skills necessary to mediation training with digital technologies.

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Rybas, Sergey. „Community Revisited: Invoking the Subjectivity of the Online Learner“. Bowling Green, Ohio : Bowling Green State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1213152492.

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Koole, Marguerite. „Identity positioning of doctoral students in networked learning environments“. Thesis, Lancaster University, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.663243.

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As the highest degree awarded, successful completion of a doctorate demands that learners work at a conceptual level. The demands of independent, original research intended to extend knowledge in a field can lead to oscillating feelings of confidence, acceptance, and belonging—intellectually and socially. Exposure to new ideas, norms, and ethics can cause learners to question their position within their various social contexts. The descriptions of doctoral experiences of identity positioning in networked learning environments is the focus of this thesis. I set out to examine to what extent doctoral students in two NL programs experience identity positioning; how they describe this process; and whether or not positioning might be described differently by students in different fields. This investigation took place at a distance university in Canada in which the learners used networking technologies to exchange information and discuss ideas. Participants were solicited from doctoral courses offered via networked learning in education and business. The main method of data collection was semi-structured interviews. The interviews were transcribed and coded through qualitative open coding in which I sought themes indicative of social positioning. Discourse analysis was also used to aid in the analysis of interview transcripts, allowing deeper interrogation of the meanings of and relationships between specific utterances appearing within the transcripts. The results indicate that doctoral students experience identity positioning across multiple aspects of their lives including, but not limited to their social, intimate, professional, and academic contexts. The importance of this work is partially directed towards the concerns of governments and funding agencies that may pass over the intangible benefits of doctoral studies in search of direct and measureable economic and social outcomes. More importantly, this work is intended to draw attention to the variety of social contexts that may impact doctoral students’ experiences, and how these influences might influence learners’ persistence, completion, and enjoyment of doctoral studies.

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Koole, Marguerite. „Identify positioning of doctoral students in networked learning environments“. Thesis, Lancaster University, 2013. http://eprints.lancs.ac.uk/64294/.

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As the highest degree awarded, successful completion of a doctorate demands that learners work at a conceptual level. The demands of independent, original research intended to extend knowledge in a field can lead to oscillating feelings of confidence, acceptance, and belonging—intellectually and socially. Exposure to new ideas, norms, and ethics can cause learners to question their position within their various social contexts. The descriptions of doctoral experiences of identity positioning in networked learning environments is the focus of this thesis. I set out to examine to what extent doctoral students in two NL programs experience identity positioning; how they describe this process; and whether or not positioning might be described differently by students in different fields. This investigation took place at a distance university in Canada in which the learners used networking technologies to exchange information and discuss ideas. Participants were solicited from doctoral courses offered via networked learning in education and business. The main method of data collection was semi-structured interviews. The interviews were transcribed and coded through qualitative open coding in which I sought themes indicative of social positioning. Discourse analysis was also used to aid in the analysis of interview transcripts, allowing deeper interrogation of the meanings of and relationships between specific utterances appearing within the transcripts. The results indicate that doctoral students experience identity positioning across multiple aspects of their lives including, but not limited to their social, intimate, professional, and academic contexts. The importance of this work is partially directed towards the concerns of governments and funding agencies that may pass over the intangible benefits of doctoral studies in search of direct and measureable economic and social outcomes. More importantly, this work is intended to draw attention to the variety of social contexts that may impact doctoral students’ experiences, and how these influences might influence learners’ persistence, completion, and enjoyment of doctoral studies.

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Macdonald, Janet Ruth. „Appropriate assessment for resource based learning in networked environments“. Thesis, Open University, 1999. http://oro.open.ac.uk/54809/.

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Recent advances in the use of information and communications technologies in Higher Education have led to an explosion of interest in networked learning, which offers the potential for more open ended and flexible study in an ODL context. Anew generation of resource based courses in networked environments combines access to a wide variety of resources in electronic form, with the construction and negotiation of meaning through online collaborative interaction. This study set out to establish what assessment strategies might be appropriate to support student learning in this context. A case study of one Open University undergraduate course was undertaken over a three year period, with three cohorts of students, and the findings were compared with a short study of a second postgraduate course. The research explored perspectives on resource based learning in networked environments and highlighted aspects of assessment which appeared to support learning effectively. These findings led to the refining of assessment in later course presentations, demonstrating a successful interplay between evaluation and teaching practice. The study has confirmed that the assessment strategy must be aligned with the exercise of self-directed learning, whilst developing information handling and online collaborative skills, and allowing scope for open-ness and flexibility in content. The extent to which these criteria for design are important will depend on the stage of development of the students, and the aims, and degree of openness of the course. The experience here shows that it is important to identify and differentiate between appropriate skills required for a course, and those which the course will seek to develop, so that the assessment can reflect these aims.

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Kotze, Jeannette. „The effect of a dynamic technological learning environment on the geometry conceptualisation of pre-service mathematics teachers / by Jeannette Kotze“. Thesis, North-West University, 2006. http://hdl.handle.net/10394/1359.

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Jolliffe, Wendy. „The implementation of cooperative learning : a case study of cooperative learning in a networked learning community“. Thesis, University of Hull, 2010. http://hydra.hull.ac.uk/resources/hull:4453.

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This thesis presents a case study of the implementation of cooperative learning in a networked learning community of two secondary schools and eight primary schools in the north of England. How this came about in a context of national educational prescription, in which cooperative learning has played little part, has driven this research. Before examining this further, however, it is important to clarify what is meant by cooperative learning. Based on this, the rationale for the research will be presented, together with the research questions. The chapter will conclude with an overview of the structure of the thesis.

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Lindsay, Lucie Jean Cornford. „Networked Professional Learning for Teachers of Computational Thinking: Design Considerations“. Thesis, The University of Sydney, 2022. https://hdl.handle.net/2123/29790.

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This study constructs knowledge about design practice, reusable design methods, and design processes. It investigates the design practice experience of New Zealand teacher-educators in creating opportunities for networked professional learning for teachers about the new Computational Thinking outcome in the Digital Technologies curriculum. This study constructs practically oriented recommendations, design principles, and reusable design methods to support future designers. The design pattern recommendations address the design of the virtual and physical settings, social arrangements, and tasks, at macro, meso, and micro levels. They offer tools and methods designers may use to adapt and expand for their requirements and settings. This study provides ideas and language about the thinking and approaches taking place during the processes of design. It helps discern the transformative processes that take place when constructing reusable design ideas grounded in practice. It explores the role of epistemic tools and design theory in supporting design processes. Overarching design research methodology, design-based implementation research (DBIR), and qualitative methods supported the data collection and analysis of participants’ experiences. The study connects the complex, evolving disciplines of technological and educational design, digital technologies, and networked learning. Digital Technologies and Computational Thinking increasingly impact many areas of daily life, and ongoing professional learning is a necessity in this rapidly changing field. Design for networked professional learning is multi-factored, complex, and applicable to many fields. Design research and design practice are under-researched in educational settings. This study contributes design practice knowledge and reusable design patterns. It adds to the discussion of design rationale, the thinking approaches, and design theory in an educational context.

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Chase, Mackie, Leah P. Macfadyen, Kenneth Reeder und Jörg Roche. „Intercultural Challenges in Networked learning: Hard Technologies Meet Soft Skills“. First Monday, 2002. http://hdl.handle.net/2429/1323.

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This paper gives an account of themes that emerged from a preliminary analysis of a large corpus of electronic communications in an online, mediated course for intercultural learners. The goals were to test assumptions that electronic communication is internationally standardized, to identify any problematic aspects of such communications, and to construct a framework for the analysis of electronic communications using constructs from intercultural communications theory. We found that cyberspace itself has a culture(s), and is not culture-free. Cultural gaps can exist between individuals, as well as between individuals and the dominant cyberculture, increasing the chances of miscommunication. The lack of elements inherent in face-to-face communication further problematizes intercultural communications online by limiting opportunities to give and save face, and to intuit meaning from non-verbal cues. We conclude that electronic communication across cultures presents distinctive challenges, as well as opportunities to course planners.

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Molch, Silke. „Agile Lehr- und Lernressourcennutzung in kooperativen und kollaborativen Netzwerken“. TUDpress, 2019. https://tud.qucosa.de/id/qucosa%3A36578.

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Ziel dieses Beitrages ist es, aufzuzeigen und an einem Beispielszenario exemplarisch darzustellen, wie mit Hilfe von an Hochschulen verfügbaren Standardtechnologien flexible kooperative und kollaborative Lehr- und Lernumgebungen je nach Bedarf und Möglichkeiten generiert und in Anwendungsszenarien mit vielen verschiedenen Lehr- und Lernprinzipien, Lehrmethoden, Lehrtechniken sowie Lehrressourcen eingesetzt werden können. Gleichzeitig soll mit den Möglichkeiten solcher Netzwerke auf die neuen Anforderungen der Arbeitswelt, den veränderten gesellschaftlichen und technischen Rahmen- bzw. Lehr- und Studierbedingungen reagiert und Mehrwerte generiert werden können. Zur Verdeutlichung des Ansatzes soll ein Anwendungsszenario aus der Ausbildung von Landschaftsarchitekten (Semesterprojekt „Landschaftsplanerische Studie“ sowie „Objekt- und Ausführungsplanung“) vorgestellt werden. Dieses Szenario kann auf andere Planungs- und Anwendungsdisziplinen der Ingenieurdisziplinen und vor allem dem Bau- und Anlagewesen übertragen werden. [... aus Punkt 1]

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Ryan, Pius. „A case study of a networked learning community : the "third space"“. Thesis, University of British Columbia, 2009. http://hdl.handle.net/2429/13858.

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The purpose of this research was to develop a deeper understanding of the formation, operation, and impacts of a networked learning community within a geographically and culturally diverse school district in British Columbia, Canada. The general approach used for this research was case study methodology. As such, the work must be appreciated as a whole and as a narrative of how something came to be the way it is; in other words, to arrive at a comprehensive understanding of the group under study: Who are its members? What are their stable and recurring modes of activity and interaction? How are they related to one another and how is the group related to the rest of the world? The primary data sources for the study were network participant interviews and documents related to the network. The main findings of the study include a deeper understanding of the impact Ministry and School District level policies and practice had on the network’s inception and evolution; the operational details and structure that supported the network in order to create the conditions for learning; and how the perceived success was based upon focused “teacher talk”. Implications for practice include an understanding of how seemingly simple system actions are influenced by a broad array of macro and micro socio-political actions, as well as the historical context of an organization. The research also suggests that networks are not an end in themselves or fit into a prescribed typology but constitute a shifting terrain with impacts beyond the life of the network.

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Casey, Dearbhla. „Transnational students' accounts of processes of networked learning : a phenomenographic study“. Thesis, Lancaster University, 2017. http://eprints.lancs.ac.uk/87225/.

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Globalisation of higher education has led to an increase in the delivery of transnational programmes, those where students are located in a different country than the providing institution. These programmes are marketed as offering the same degree at the same quality standards as that delivered onshore and often the specific context or place of learning is not considered. Literature on the student experience of learning in this setting is sparse. This study addresses this gap by exploring accounts of students’ processes of networked learning on two transnational Masters programmes delivered by an Irish college in the Gulf region of the Middle East. Processes of learning are theorised using two frameworks: the approaches to learning framework; and the model of networked learning. Data is generated through interviews with 18 students. Findings show two key qualitative differences in the phenomenographical outcome spaces. Firstly, between descriptions focused on academic skills (searching literature, reading, writing) and those focused on ideas (analysing, synthesising, critiquing). Secondly, between descriptions of engagement in the act of networked learning and descriptions of non-engagement, classified as either ‘unable to engage’ or ‘unwilling to engage’. The categories of description at the lower levels of complexity in all outcome spaces are not explained well using either theoretical framework. These findings have a deeper alternative explanation when both the transnational and the individual’s contexts are taken into consideration. Conclusions are drawn for theory, methodology, policy and practice. For theory, an amended definition of networked learning is suggested which allows for the multiple contexts within which learning takes place. For methodology, it is suggested non-inclusive hierarchical structures in outcome spaces are appropriate for phenomenographical studies of the processes of learning. Finally, the notion that transnational programmes can be delivered ‘context-free’ is challenged which has implications for institutional policy and educational practice within higher education.

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Lin, Hsu-Hui, und 林旭輝. „A Study on Relationships among Network Teaching, Learning Motivation, Learning Satisfaction and Learning Efficiency“. Thesis, 2009. http://ndltd.ncl.edu.tw/handle/36394732999705430041.

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碩士
義守大學
資訊工程學系碩士班
97
This research mainly focuses on the topic of analyzing effect on students’ learning motivation, learning efficiency and learning satisfaction through methods of the network and traditional teaching. As the developing of internet, people’s living model has been completely changed which breaks through restriction of time and space, and also causes a great strike in teaching. In past, teaching was always conducted in classroom, and teachers were unable to practically understand satisfaction of learning contents from students; as well as the needs, nowadays, teaching has gone away with past frame. Teachers need to make proper adjustments of teaching method and then they could provide more fruitful resources and channels to promote the interests and efficiency of the students. This research is to primarily discuss relationship among students’ individual statistic variate, learning motivation, learning satisfaction and learning efficiency through application of network and traditional teaching based on introduction to computers. The method of this study is to take experiment design together with questionnaire for Year 1 students of Information Management Division at Kao Yuan Vocational High School. To use rotary analysis and crossed analysis of questionnaire result, conclusions are including：. 1.Among learning motivation, learning satisfaction and learning efficiency, there are outstanding effects between each other. 2.There are few effect differences among learning motivation, learning satisfaction and learning efficiency in different sex. 3.here are a lot of effect differences among learning motivation, learning satisfaction and learning efficiency under different average hour in daily internet access. 4.ere are whole effect differences among learning motivation, learning satisfaction and learning efficiency with different purpose of internet access. 5.ternet teaching surpasses traditional teaching under different teaching method.

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Bui, Nguyen Thi Khoi. „Networked Professional Learning in Intercultural Language Education: A Case Study of a Small Connectivist Open Online Course (SCOOC)“. Phd thesis, 2018. http://hdl.handle.net/1885/160643.

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The globalisation era presents an urgent need for teacher professional development in the domain of intercultural language teaching and learning (ILTL) that allows language teachers to work with and prepare their students for effective intercultural communication. However, most teacher professional development programs in ILTL are simply intercultural training workshops or based on short-term, sporadic and top-down approaches, overlooking the expertise, experience and beliefs of teacher-participants. Innovative delivery models are needed to improve teacher professional learning in ILTL. With the growth of various open online learning formats, teacher professional learning is no longer an individualistic or school-based activity but networked learning that uses information and communication technologies to promote connections between people as well as between people and resources. While connections in social networks or informal/personal learning networks do not sufficiently support professional development in specific teaching areas, SCOOCs (Small Connectivist Open Online Courses) have recently emerged as a potential course structure that better facilitates networked professional learning activities. However, little empirical research has examined the effectiveness of a SCOOC for teacher professional learning in ILTL. There is also a lack of research-based evidence on design principles for effective networked professional learning. Networked professional learning goes beyond traditional organisational boundaries to potentially foster connections and dialogues across cultures. In this light, this case study aimed to look further into how a SCOOC could facilitate networked professional learning in intercultural language education. Adapting the ADDIE-five-stage instructional design model with strong emphasis on quality assurance, a SCOOC was designed to engage networked professional learning of 84 tertiary English language teachers across cultural and geographical boundaries. Termed as “The Intercultural Dimensions of English Language Teaching” or the IDELT 2015, this SCOOC attempted to foster quality networked professional learning in a formal course structure. It was designed based on Desimone’s (2009) core professional development design features, Downes’ (2010) key Connectivism principles, O’Dowd and Waire’s (2009) telecollaboration framework, Byram’s (1997) intercultural competence model, and Byram et al.’s (2002) guidelines to develop intercultural dimensions in language education. The study adapted Desimone’s (2009) professional development evaluation framework to evaluate the SCOOC’s effectiveness in these aspects: (1) teachers experience effective professional learning, (2) professional learning increases teachers’ knowledge and skills and/or changes their attitudes and beliefs, and (3) professional learning impacts on teaching practice and student learning. Employing a mixed-methods case study approach with multiphase design, this study was conducted in three phases from 2015 to 2016. Data were collected from a needs analysis survey, an online pre-test and post-test questionnaire, module-based reflections, examples from online discussion forums, Moodle reports, and a follow-up email survey. The findings from the thematic analysis and the statistical data analysis suggested design considerations for a SCOOC in networked intercultural language teaching and learning. This study challenges some existing views on networked professional learning and provides implications for online teacher professional development in intercultural language education.

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Sekhaolelo, Lesetja Alpheus. „Adoption of Social Networks for teaching and learning at high schools“. 2015. http://encore.tut.ac.za/iii/cpro/DigitalItemViewPage.external?sp=1001603.

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M. Tech. Business Information Systems
The growing trends and the rapid developments of technological innovation have led to a new way of communication. These developments have seen individuals and organizations spending a lot of money on technological devices, software and applications much higher than ever before. On the other hand, institutions of learning are also advancing with technological innovations by shifting away from the face-to-face teaching and communicating with learners, to the use of Learning Management Systems (LMS). Amidst these challenges, these institutions of learning could leverage on freely available social networks for communication and for teaching and learning. However, these transitions have been impeded by many factors that need to be explored in order to adopt social networks for teaching and learning. The foremost objective of this study was to develop a framework for the adoption of social networks for teaching and learning at high schools.

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Liao, Shu-Fang, und 廖淑芳. „A Study of Asynchronous Network Teaching and Learning Effectiveness“. Thesis, 2008. http://ndltd.ncl.edu.tw/handle/31542957941039571181.

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碩士
嶺東科技大學
資訊科技應用研究所
96
In recent years, to follow with the national policy to promote e-learning development and coordination of the Ministry of Education policy, domestic colleges and universities actively develop a number of e-learning courses. According to the Ministry of Education 95 Yearbook of the development of digital learning, many domestic colleges and universities have more than 60 universities bring into e-learning courses by asynchronous and non-asynchronous network teaching methods, over 1700 providing credit-bearing courses over 1700. Therefore, in order to strengthen the number of students and enhance the quality of teaching-learning effectiveness, in particular learning platform for network build, a number of curriculum design and student learning outcomes and other issues, many experts and scholars also begin to do more researchers about the difference between the traditional teaching mode and network- related method of e-learning courses. This study used questionnaire survey to investigate the students of a private technical university who take non-synchronous network education courses of study for students, a total of 271 questionnaires were recovered 258 valid questionnaires were carried out by means SPSS statistical analysis software, reliability test, Analysis of variance, the independent samples t-test and rehabilitation regression analysis of statistical methods to validate the assumptions of this study. The results of this study found that the students through the basic personal background of the variance analysis showed that: (1) learning effectives based on gender difference have significant difference, (2) the difference of e-learning courses design showed significant difference between the day school and the Evening Division, (3) the satisfaction of the application of network learning platform is significant difference between the College of Information Science, the College of non-Information Science and educational system. In addition, the dimensions of factors among multiple regression analysis revealed that: (1) the use of the Internet learning platform and the satisfaction of e-learning curriculum design courses both have positive significant impact, (2) the students have higher satisfy on the e-learning course design then the satisfaction of the internet learning platform usages.

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Binns, Carole L. „Sharing knowledge for teaching and learning: overcoming personal network barriers“. 2018. http://hdl.handle.net/10454/16805.

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Dissertationen zum Thema „Networked teaching and learning“

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