Dissertations / Theses on the topic 'Cognitive distance'
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簡國治 and Kwok-chee Joshua Kan. "Cognitive distance scaling methodologies: a comparative study." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1987. http://hub.hku.hk/bib/B31208629.
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Kan, Kwok-chee Joshua. "Cognitive distance scaling methodologies : a comparative study /." [Hong Kong] : University of Hong Kong, 1987. http://sunzi.lib.hku.hk/hkuto/record.jsp?B12434401.
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Vann, Bugmann Davi. "Retrieval, action and the representation of distance in cognitive maps." Thesis, University of Plymouth, 2003. http://hdl.handle.net/10026.1/2301.
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This thesis examines the context effects on retrieval, and the influence of action on the representation of distance in cognitive maps. It is proposed that bias in distance estimation is a function of the contexts of retrieval that trigger the representation of action in memory during evaluation tasks. The proposal is consistent with embodied cognition evidence that suggests that actions are implicitly a part of the representation, and will be naturally extracted as part of the retrieval process. The experimental work presented examines two different contextual cues; the frequency of visitation to landmarks, and the importance of activity performed at landmarks. Each cue primes differently the conceptualisation of landmarks prior to making distance estimation. This priming facilitates memory access, which fleshes out relevant spatial information from cognitive maps that are used in distance estimation and route description. This proposal was examined in a series of four experiments that employed structured interviews. Participants had to rate landmarks based on frequency of visitation criteria or importance of activity criteria, or both. They then made verbal distance estimations and route descriptions. The results found implicate the involvement of action representation. The involvement of action in cognitive process was empirically investigated in three further experiments. A new methodology was developed featuring the use of a blindfold, linguistic descriptions, and control of actual movements. Blindfolded participants learned new environments through verbal descriptions by imagining themselves walking in time with the metronome beats. During turns, they were carefully moved. Following instructions, they performed an action at mid-route. Their memories for the newly learned environments were tested through recalls and measured again with the metronome beats. The results found were consistent with explanations based on network-map theory. They implicate attentional processes as an intrinsic part of the cognitive mechanism, and the strings of the network-map as the actual motor program that executes the movement. These results are discussed in relation to the nature of cognitive maps.
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Raap, Eric R. "The Influence of Spatial Distance Priming on Test Anxiety and Judgments." TopSCHOLAR®, 2013. http://digitalcommons.wku.edu/theses/1238.
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This paper examined the effects of distance priming on test anxiety and judgment. Research suggests that individuals’ perceived distance can impact their affect and judgments, which sheds light on the principle of “distance equals safety” (Williams & Bargh, 2008). Taking an exam invokes both cognitive and emotional anxiety, such as worry, panic, and tension. It is hypothesized that the distance priming may reduce test anxiety—particularly, the emotionality aspect—as well as perceived test difficulty. The results showed that, counter to the hypotheses, there was no significant difference among the three priming groups in their emotional test anxiety or perceived test difficulty. There is a significant correlation between ACT score and cognitive test anxiety, supporting past literature that as one’s intellectual ability increases, their cognitive test anxiety decreases. Further research needs to be conducted to replicate the efficacy of the priming method by Williams and Bargh (2008) and to use more effective ways of provoking performance anxiety.
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Miller, Benjamin Alan. "Distance Effects in Similarity Based Free Categorization." CSUSB ScholarWorks, 2015. https://scholarworks.lib.csusb.edu/etd/238.
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This experiment investigated the processes underlying similarity-based free categorization. Of particular interest was how temporal distance between similar objects affects the likelihood that people will put them into the same novel category. Participants engaged in a free categorization task referred to as binomial labeling. This task required participants to generate a two-part label (A1, B1, C1, etc.) indicating family (superordinate) and species (subordinate) levels of categorization for each object in a visual display. Participants were shown the objects one at a time in a sequential presentation; after labeling each object, they were asked to describe the similarity between that object and previous objects by selecting one of five choices from a drop down menu. Our main prediction was that temporal distance should affect categorization, specifically, that people should be less likely to give two identical objects the same category label the farther apart they are shown in the display. The primary question being addressed in this study was whether the effects of distance are due to a decreased likelihood of remembering the first object when labeling the second (what we refer to as a stage 1 or sampling effect) or to factors during the actual comparison itself (a stage 2 or decision effect)? Our results showed a significant effect of distance on both the likelihood of giving identical objects the same label as well as on the likelihood of mentioning the first object when labeling the second object in an identical pair. Specifically, as the distance between two identical objects increased, the likelihood of giving them the same label, as well as mentioning their similarity, both decreased. Importantly, the decreased probability of giving the second object the same label seemed entirely due to the decreased probability of remembering (sampling) the first object, as indicated by the menu responses. These results provide strong support for the idea that the effect of temporal distance on free categorization is mainly due to stage 1 factors, specifically to its effect on the availability of the first instance in memory when labeling the second. No strong evidence was found in this experiment supporting a separate distance effect at the comparison-decision stage (i.e., stage 2).
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Rocci, Randy L. "A cognitive and pedagogical evaluation framework for computer-based training." Thesis, Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 2003. http://library.nps.navy.mil/uhtbin/hyperion-image/03sep%5FRocci.pdf.
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Thesis (M.S. in Information Technology Management)--Naval Postgraduate School, September 2003.Thesis advisor(s): Thomas Housel, Tony Ciavarelli, Steven Pilnick. Includes bibliographical references (p. 123-126). Also available online.
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Vanijdee, Alisa. "Language learning strategy use, interaction with self-instructional materials, and learner autonomy of Thai distance language learners." Thesis, University of Reading, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.365377.
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Sotsky, Vladislav. "Représentation ergonomique d'informations pour la formation à distance (FAD)." Université Louis Pasteur (Strasbourg) (1971-2008), 2007. https://publication-theses.unistra.fr/restreint/theses_doctorat/2007/SOTSKY_Vladislav_2007.pdf.
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La thèse ayant pour sujet la représentation ergonomique d'informations pour la formation à distance (FAD) présente un panorama des travaux dans les trois domaines principaux: l'ergonomie, la conception du site Web pour la FAD et la psychologie cognitive appliquée à la présentation de l'information sur l'écran. L'approche pluridisciplinaire a notamment permis d'examiner la correspondance de l'interface homme-machine aux critères ergonomiques et d'expliquer les processus cognitifs qui déterminent le comportement des utilisateurs, leur choix de la stratégie de recherche d'informations et des particularités de leur interprétation. La partie théorique de la recherche est consacrée aux aspects de la conception et l'utilisation des sites Web pour le but d'apprentissage et aux questions de l'évaluation de leur efficacité. La méthodologie d'évaluation proposée dans ce cadre est utilisée dans la partie expérimentale qui a pour objectif de montrer le rôle du facteur humain lors de l'évaluation de l'efficacité des moyens d'apprentissage mis à la disposition des élèvesThe thesis on ergonomic presentation of information for e-Learning introduces a panorama of works in the three main areas: ergonomics, web design for e-Learning and cognitive psychology applied to the presentation of information on the screen. The multidisciplinary approach allowed to examine the correspondence of the man-machine interface to the ergonomic criteria and to explain the cognitive processes which determine the behaviour of the users, their choice of the strategy of the information research and the features of its interpretation. The theoretical part of the research is dedicated to the aspects of design and usage of web sites for e-Learning purposes and to the questions of evaluation of their effectiveness. The methodology of evaluation suggested in this context is used in the experimental part whose purpose is to show the role of the human factor during the evaluation of the effectiveness of the means of study made available to the users
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Sotsky, Vladislav Keith Bernard Monakov Vladimir. "Représentation ergonomique d'informations pour la formation à distance (FAD)." Strasbourg : Université Louis Pasteur, 2007. http://eprints-scd-ulp.u-strasbg.fr:8080/secure/00000810/01/SOTSKY2007.pdf.
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Ruiz, Dominguez German Alonso. "Caractérisation de l'activité de conception collaborative à distance : études et effets de synchronisation cognitive." Grenoble INPG, 2005. http://www.theses.fr/2005INPG0137.
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La coopération est un aspect important dans les équipes de conception. L'ingénierie concourante a fait que les organisations industrielles évoluent d'une approche séquentielle à une approche intégrée pour réaliser ses processus de conception. Ainsi les processus de conception se reélisent de plus en plus à distance, ou les concepteurs sont répartis dans des endroits différents. Pour étudier cette problématique, cette thèse analyse l'activité de conception à distance. En particulier, elle s'attache à la caractérisation des activités de conception et à la modélisation du phénomène d'intercompréhension à travers des objets. A partir des résultats deux propositions sont faites : d'une part, un modèle d'activité qui prend en compte les aspects collectifs et cognitifs de la conception et d'autre part, un cadre pour l'analyse et le développement des outils pour l'assistance de l'activité collective de conceptionCo-operation is an important issue in design teams. Concurrent engineering made that the industrial organisations evolve from a sequential approach to an integrated approach to carry out their design processes. Thus design processes are carried out more and more in a distributed way, where designers are in different places. To study these problems, this thesis anal yzes the distributed design activity. Ln particular it sticks to the characterization of design activities and the modelling of shared understanding phenomena through objects. From results two proposals are made : on one hand, a model of activity which takes into account the collective and cognitive aspects of design, and on the other hand, a framework for the anal ysis and the development of support tools for the collective activity of design
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Barrett, Elizabeth Ann. "The effects of second language proficiency and linguistic distance on cognitive abilities in bilingual children." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2011. http://hub.hku.hk/bib/B4722941X.
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Bilingual speakers have shown better performance than their monolingual peers on tasks that examine a range of cognitive abilities (e.g. attention, phonological awareness); however, other studies report no group differences. Two reasons may explain the inconsistencies across studies: 1) many studies did not examine and control, when needed, group differences in cognitive abilities that could influence performance on the ability in question; 2) variability in the language proficiency and linguistic similarity between first (L1) and second (L2) language. The current project examined language-related cognitive abilities (i.e. phonological awareness) and general cognitive abilities (i.e. attention and inhibition) in two studies of 8-10 year-old children in Hong Kong. Study 1 investigated whether these abilities, as well as reading, were affected by bilingualism and L1-L2 linguistic distance. There were three groups: English monolingual, Cantonese- English bilingual, and European language-English bilingual. All children had similar educational backgrounds, as they attended English speaking International schools. Particular effort was made to control for group differences in cognitive abilities that could act as confounding variables, which included: intelligence, English proficiency, working memory, and short-term memory. There were no group differences on the tasks of attention and inhibition. However, there were for phonological awareness and reading. L1-L2 linguistic distance provided an advantage over the monolinguals on phonological awareness as only the European bilinguals group performed better than the monolinguals. Whereas, bilingual children of linguistically distant L1- L2 (Cantonese-English) demonstrated difficulty with phonological awareness and reading tasks using nonwords but not real words compared with the other groups. The results suggest that children who speak two linguistically distant languages may have difficulty transferring L2 skills from familiar words to novel words, which is a skill needed in literacy development.
Study 2 explored the influence of L2 proficiency on the two sets of abilities. The data from the English monolingual and Cantonese bilingual group in Study 1 was analyzed with data from a new group of children, those who spoke Cantonese (L1) and were learning English as a L2 (ESL). Once again, particular effort was made to statistically control for cognitive abilities that could act as confounding factors. The results of the general cognitive abilities show no group differences. The results of the phonological awareness task show that the ESL group performed worse than the English monolingual and Cantonese bilingual group. This was explained by their low L2 proficiency, as well as difference in the instructional method of English reading.
The results of this project advance our understanding of bilingualism. Bilingual advantages are not observed in all children learning a L2 but are influenced by factors embedded in bilingualism (i.e. L2 proficiency, L1-L2 linguistic distance). This highlights that the effects of bilingualism need to be qualified. Additionally, bilingualism does not produce wide-spread advantages; rather, the influence of speaking two languages can affect one cognitive domain, such as language-related abilities, but not the general cognitive abilities within the same groups of children. The results are discussed in relation to the larger body of work and direction of future work is suggested.published_or_final_version
Speech and Hearing Sciences
Doctoral
Doctor of Philosophy
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Recker, Kara Marie. "How do young children and adults use relative distance to scale location?" Diss., University of Iowa, 2008. http://ir.uiowa.edu/etd/23.
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Jiga-Boy, Gabriela-Maria. "Adaptative thinking about the future : temporal construal, health-related behaviour and perceived temporal distance." Grenoble 2, 2008. http://www.theses.fr/2008GRE29032.
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Cette thèse analyse le contraste entre l'importance d'être "orienté(e) vers le futur" et la qualité de nos pensées relatives au futur. Nous explorons les bases théoriques et apportons des preuves empiriques soutenant la valeur adaptative de l'orientation vers le futur et ses liens avec la motivation (Chapitre I). Notre démarche s'appuie sur la théorie des niveaux de représentation (Liberman & Trope, 1998). Nous avons d’abord répliqué le pattern de relation entre distance temporelle vers événements futurs et abstraction des représentations mentales (Chapitre II). Ensuite, nous avons tenté de répliquer ce pattern pour des comportements relatifs à la santé et montré qu'on se représente ces comportements de façon plus concrète ou plus abstraite indépendamment du moment où ils auront lieu. Ces résultats contradictoires ont motivé notre démarche d'explorer la nature des représentations cognitives des événements futurs (Chapitre III). Les individus se représentent des événements futurs en fonction de leur pertinence, des motivations, ou des actions dans lesquelles les individus sont impliqués. Nous avons aussi analysé la contribution des représentations futures aux prédictions futures trop confiantes. Pour finir, nous avons situé nos actions dans le temps et exploré comment on perçoit la distance temporelle vers événements futurs (Chapitre IV) : plus une tâche future demande de l’effort, plus tôt on perçoit le moment où elle a lieu. Globalement, cette thèse contribue à éclaircir la façon dont les individus situent leurs actions dans le temps et se représentent les actions futures. Plus généralement, ils offrent un regard sur nos capacités à anticiper le futurThis thesis investigated a "functional paradox" between the importance we ascribe to being future-oriented in order to function efficiently and the quality of our future outlooks. The underlying processes signal that one is most of the time wrong when predicting future behaviours. We explored the way individuals construe future events and act on the basis of these representations (Chapter I). Drawing on construal level theory (Liberman & Trope, 1998), we first replicated the relationship between temporal distance and concrete/abstract construal of future events (Chapter II). Next, we failed to characterize construal of health-related behaviour using this pattern. These events were construed more concretely/abstractly irrespective of temporal distance of their enactment. We further investigated the factors shaping construal level and found that it varies with the personal relevance of information, the individual’s goals, and the goal-related actions he (she) is engaged in (Chapter III). Finally, in order to situate our actions in time, we explored how individuals perceive temporal distance to future events (Chapter IV). We found that effort to be invested in a future event shapes the perception of when the event happens: more effortful events are felt to be happening earlier than less effortful events. Overall, the findings reported in this thesis bring information about what underlies our future outlooks. They suggest that the way we represent our future actions is grounded in their personal context – in other words that our interests, motivations, and actions' personal relevancies shape the concreteness of our future actions’ construal
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Colt, Diana Lynn. "Cognitive presence among mathematics teachers an analysis of tasks and discussions in an asynchronous online graduate course /." Thesis, Montana State University, 2008. http://etd.lib.montana.edu/etd/2008/colt/ColtD0508.pdf.
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Higher order learning, in terms of both process and outcome, is frequently cited as the goal of higher education (Garrison, Anderson, & Archer, 2000). However, the adoption of computer mediated communication in higher education has far outpaced our understanding of how this medium can best be used to promote higher order learning (Garrison, Anderson, & Archer, 2004). Researchers have examined quantitative components of computer mediated communication, but little work has been done to examine the cognitive aspects of online discussion. Those studies that do exist demonstrate inconsistent evidence of higher order learning in online discussions (Kanuka & Anderson, 1998; Littleton & Whitelock, 2005; McLoughlin & Luca, 2000; Meyer, 2003). Researchers conjecture that this could be due to the nature of the tasks that instructors implement for discussion purposes (Arnold & Ducate, 2006; Meyer, 2004; Murphy, 2004; Vonderwell, 2003). This study explored whether one component of instruction, the tasks assigned to students, had an effect on the level of cognitive presence that existed in the mathematical discussions of practicing mathematics teachers enrolled in an online graduate course. Through the method of content analysis, discussion transcripts were analyzed to look for evidence of higher-order learning based on the cognitive presence coding protocol developed by Garrison, Anderson, and Archer (2001). Seventeen students in a History of Mathematics course form the primary sample for this study. The results of the content analysis were triangulated with qualitative data from a questionnaire on student backgrounds and demographics and a post-course survey assessing student perceptions of their learning experiences. The researcher concluded that the MATH 500 course discussions did provide evidence of higher order learning in terms of cognitive presence. Task type, as defined in this study, was not directly related to the levels of cognitive presence achieved in the course. This finding does not negate the possibility of such a relationship, but in this study the effects of task type could not be isolated from other features of the course structure and assignments.
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Mills, Jodi J. "A Mixed Methods Approach To Investigating Cognitive Load And Cognitive Presence In An Online And Face-To-Face College Algebra Course." UKnowledge, 2016. http://uknowledge.uky.edu/edsc_etds/8.
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Most research on Cognitive Load Theory (Sweller, 1988) has uncovered many instructional design considerations for learning complex tasks. Additionally, the Community of Inquiry (Garrison, Anderson, & Archer, 2000) framework describes many of the learning experiences in online education. A gap existed in the literature for investigating cognitive load over the duration of a college algebra course and for investigating the relationship between cognitive load and cognitive presence. This research study has addressed this gap by investigating cognitive load and cognitive presence in an online and face-to-face college algebra course.
The results of this study revealed that face-to-face students earned statistically significant higher final course grades and homework grades than the online students. The face-to-face math course was slightly more efficient because it produced learners who exerted similar cognitive load as learners in the online course but the learners in the face-to-face earned higher performance score.
Online discussion prompts that ask student to apply their solution or defend their solution engaged students in cognitive presence differently. When students were prompted to apply their solution to a real world scenario, most students reached resolution in their initial posts, but they were often not cognitively present in their follow-up posts. When students were prompted to provide a defense of their solution, most of the posts demonstrated cognitive presence, but not as many individual students reached resolution.
Additionally, students progressed through the stages of cognitive presence when an instructor asked them a specific question about their math problem or real life scenario in a timely manner. When instructors post questions to their students that directly ask for an application of their hypothesis or an explanation how they arrived at their hypothesis, students can reach the highest stage of cognitive presence. When instructors post messages that reach the highest stage of cognitive presence, students do not post messages that reach the highest stage of cognitive presence. Lastly, this study did not find a strong linear relationship between cognitive presence and cognitive load.
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Morley, Lorraine. "Testing for the effects of organisational and individual cognitive-distance in small business and creative industries innovation partnerships." Thesis, University of Warwick, 2015. http://wrap.warwick.ac.uk/74203/.
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This thesis is concerned with understanding how the similarities, or differences, between small businesses working on transactional open-innovation projects might affect the dyadic performance. Specifically it explores whether varying degrees of difference, both at the organisational-level and at the individual personal-level, affects innovation performance and whether there is a ‘trade-off’ in innovation outcomes somewhere between high levels of similarity and difference. Empirical studies of similarity and difference have conflicting findings and most research into the particular condition of similarity and difference have taken place between multi-national businesses or in industries that have more formal innovation agendas, such as bio-technology or ICT. Additionally prior research has tended to evaluate a potential linear relationship between similarity variables and innovation performance. The study here draws on the Cognitive Theory of the Firm (Nooteboom, 2003) and its conceptual model of ‘cognitive distance’ which proposes that there is an inverted U-shaped relationship between the degree of difference in an innovation partnership and the innovation performance. It suggests a tipping point where performance improves up to a threshold and then begins to decline. The sample group is drawn from a cohort of small businesses based in the North-West of England taking part in an innovation voucher scheme designed to encourage linkages between small businesses and creative services suppliers. An analytical framework based on different measures and types of similarity is developed by reviewing a broad range of literature on innovation, open-innovation and small business innovation and these measures are used to assess innovation success against a range of six performance indicators. A major contribution of the research is the extension of the empirical domain for cognitive distance to the small and micro-business sector and further, the creation of a methodology which allows cognitive-distance to be directly measured, and performance assessed, at the level of the individuals within the innovation partnership. The relativity small sample group and the quite specific context requires the findings to be further corroborated but if results found here prove valid with other sample groups and within other contexts too, there may be implications in the future for how small firms might go about selecting their innovation partners.
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Corbin, Sierra Fontaine. "Keeping Your Friends Close: Perceived Distance as a Function of Psychological Closeness." University of Dayton / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1497502217239512.
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Pecot, Fabien. "Consumers’ responses to brand heritage : cognitive and affective paths." Thesis, Aix-Marseille, 2016. http://www.theses.fr/2016AIXM1083.
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Cette thèse étudie les représentations du passé par les marques et leur effet sur les consommateurs dans le cadre théorique de la distance temporelle. Que se passe-t-il lorsqu’une marque indique sa date de fondation sur un packaging, présente son histoire en page d’accueil du site internet ou fait de son fondateur le personnage central de ses créations publicitaires ? L’objectif de cette thèse est de qualifier ce phénomène, de mieux le comprendre et d’en mesurer les effets cognitifs et affectifs sur les consommateurs. La première partie de la thèse situe ce phénomène par rapport aux recherches sur le rôle du temps en marketing, et plus particulièrement à celles liées au passé comme le marketing rétrospectif, la nostalgie, l’authenticité et la consommation du passé. La seconde partie présente deux études qualitatives et cinq études quantitatives (chapitres 4 à 6) dont les résultats permettent de 1) proposer une nouvelle échelle pour mesurer la perception du patrimoine de marque, 2) démontrer que la mobilisation du patrimoine de marque augmente la distance temporelle entre le consommateur et la marque, 3) montrer que le patrimoine de marque est associé à des bénéfices cognitifs même si la causalité n’est pas vérifiée, et 4) prouver que le patrimoine de marque a un effet sur l’attachement à la marque, uniquement si les consommateurs en sont familiers. Ces résultats contribuent à la recherche sur la gestion de la temporalité de la marque, aux travaux sur le concept de patrimoine de marque, sur les effets cognitifs et affectifs des représentations du passé par les marques, et sur les effets de la distance temporelle dans le passéThis doctoral thesis explores brands’ representations of the past and their effect on consumers in the theoretical framework of temporal distance. What happens when a brand indicates its founding date on a packaging ? Or puts forward its history on its website ? Or uses its founder as the central character in an advertising campaign ? This thesis aims to qualify this phenomenon, to better understand it, and to measure its cognitive and affective effects on consumers. The first part of the dissertation situates this phenomenon with regards to existing research on the role of time in marketing, and most particularly, to the research relating to the past such as retrospective branding, nostalgia, authenticity and the commodification of the past. The second part details two qualitative and five quantitative empirical studies whose results : 1) suggested a new scale to measure the perception of brand heritage, 2) demonstrated that brand heritage increases temporal distance between the brand and its consumers, 3) showed that brand heritage is associated with cognitive benefits although causality is not assessed, and 4) proved the effect of brand heritage on brand attachment for familiar brands. Those results contribute to the research on temporality in brand management, on the concept of brand heritage and its measurement, on the cognitive and affective consequences of brands’ representations of the past, and on the temporal distance on the past
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Ninan, Abraham. "What are the roles of networks and clusters in the operation of an industry? The case of Queensland music." Thesis, Queensland University of Technology, 2005. https://eprints.qut.edu.au/16090/1/Abraham_Ninan_Thesis.pdf.
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The doctoral thesis examines Queensland's music industry in terms of concepts derived from cluster and network theories in the context of literature discussing creative industries. To this end, the thesis is conceived as one case study incorporating quantitative surveys, convergent interviews and document analyses as its units of investigation. This is necessary because it is the industry as a whole that is the object of theorizing (in terms of Porter and network theory). The 357 firms surveyed represent the creative content producers, distributors and suppliers that comprise Queensland's music industry. The sample for the survey was randomly selected from a universe of 10977 individuals and/or organisations involved in the following sectors of Queensland's music business: music publishing, record companies and distributors, recorded music retailing, other performing arts/music and theatre productions, music composition, and music performance. The data was analysed to understand and describe the nature of firms in the industry and investigate cluster and network dynamics in the operation of the industry. Twenty convergent interviews were also undertaken to further elaborate the qualitative dimensions of cluster and network dynamics in the industry, with particular attention to understanding how the factor input conditions of Porter's cluster model work in practice in the industry, as well as elucidating network effects not adequately addressed by Porter's theory. Policy and industry documents relating to Queensland's music industry were used to contextualise the findings. The conclusions articulate how Queensland's music industry operates as a cluster, and how innovation and creativity are facilitated. The thesis finds Porter's model insufficient to describe some key aspects of this industry's operation. Face-to-face communication, trust and informal networks combine explicit and tacit knowledge to bring about innovation. Thus the industry should be conceived of as a cluster of networks. Furthermore, the findings problematise the notion of distance in cluster and network theories. Traditionally, distance has been conceived in geographic terms; the findings suggest that in the music industry, distance must be understood as cognitive and cultural as well as geographic. The findings provide a detailed set of theoretical modifications to cluster and network theories. Implications are discussed for industry development and policy in Queensland's music industry.
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Ninan, Abraham. "What are the roles of networks and clusters in the operation of an industry? The case of Queensland music." Queensland University of Technology, 2005. http://eprints.qut.edu.au/16090/.
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The doctoral thesis examines Queensland's music industry in terms of concepts derived from cluster and network theories in the context of literature discussing creative industries. To this end, the thesis is conceived as one case study incorporating quantitative surveys, convergent interviews and document analyses as its units of investigation. This is necessary because it is the industry as a whole that is the object of theorizing (in terms of Porter and network theory). The 357 firms surveyed represent the creative content producers, distributors and suppliers that comprise Queensland's music industry. The sample for the survey was randomly selected from a universe of 10977 individuals and/or organisations involved in the following sectors of Queensland's music business: music publishing, record companies and distributors, recorded music retailing, other performing arts/music and theatre productions, music composition, and music performance. The data was analysed to understand and describe the nature of firms in the industry and investigate cluster and network dynamics in the operation of the industry. Twenty convergent interviews were also undertaken to further elaborate the qualitative dimensions of cluster and network dynamics in the industry, with particular attention to understanding how the factor input conditions of Porter's cluster model work in practice in the industry, as well as elucidating network effects not adequately addressed by Porter's theory. Policy and industry documents relating to Queensland's music industry were used to contextualise the findings. The conclusions articulate how Queensland's music industry operates as a cluster, and how innovation and creativity are facilitated. The thesis finds Porter's model insufficient to describe some key aspects of this industry's operation. Face-to-face communication, trust and informal networks combine explicit and tacit knowledge to bring about innovation. Thus the industry should be conceived of as a cluster of networks. Furthermore, the findings problematise the notion of distance in cluster and network theories. Traditionally, distance has been conceived in geographic terms; the findings suggest that in the music industry, distance must be understood as cognitive and cultural as well as geographic. The findings provide a detailed set of theoretical modifications to cluster and network theories. Implications are discussed for industry development and policy in Queensland's music industry.
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Riss, Luciana Aita. "Aceitação do ensino a distância: um estudo com alunos do PNAP/UAB da Universidade Federal de Santa Maria." Universidade Federal de Santa Maria, 2012. http://repositorio.ufsm.br/handle/1/4608.
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The current growing of distance learning in Brazil makes two topics to be usually
associated with this growing and discussed: the increase in the access from the people to
university and peoples professional qualification improvements. The effectiveness of
distance learning implementation in different institutions is directly related to the student s
acceptance for this new learning model. In this sense, the comprehension of this acceptance
and the understanding on how this phenomenon occurs individually brings important
information to identify potential issues and/or resistance. Thus, this work had as main goal to
detect the factors that have influence over students in order to make them to accept distance
learning. In order to achieve this, the acceptance was checked using the Lee scale (2010). The
Kirton scale (1976) was also applied to verify the cognitive style of each student. A survey
was applied to 236 students from Programa Nacional de Formação de Administração Pública
at the Universidade Federal de Santa Maria. The Structural Equation Model was used as main
technique to analyze data resulting from the survey. The Lee model (2010) proved to be
appropriate to understand the acceptance of distance learning. This was due the Confirmatory
Factorial Analysis presented good indication of adjusts. In order to answer the first
hypotheses of the study, which are relations among several constructs, the Structural Equation
Modeling was made, using an overall sampling. From the thirteen proposed hypotheses, eight
were confirmed: utility has relation with confirmation; easiness has relation with utility;
confirmation has relation with satisfaction; utility has relation with use attitude; easiness has
relation with use attitude; entertainment has relation with use attitude; satisfaction has
influence in use attitude; and the relation between focus and use attitude is negative.Com o crescimento do ensino a distância no Brasil, dois temas são recorrentes: a democratização do acesso ao ensino superior e a necessidade da formação das pessoas, como fator para a qualificação profissional. Observa-se que a efetivação dos benefícios esperados com a implementação do ensino a distância nas instituições de ensino depende da aceitação desta inovação pelos alunos. Neste contexto, a compreensão da aceitação individual do ensino a distância fornece subsídios importantes para identificar potenciais resistências. Dessa forma, este estudo teve como objetivo geral diagnosticar os fatores que influenciam os alunos a aceitar o ensino a distância. Para tanto, foi averiguada a aceitação do ensino a distância utilizando a escala de Lee (2010) e aplicada a escala de Kirton (1976) para verificar o estilo cognitivo dos alunos. Foi conduzida uma pesquisa do tipo survey, com 236 alunos do Programa Nacional de Formação de Administração Pública da Universidade Federal de Santa Maria e utilizou-se a Modelagem de Equações Estruturais como técnica principal para a análise dos dados. O modelo de Lee (2010) mostrou-se adequado para compreender a aceitação do ensino a distância, pois a Análise Fatorial Confirmatória apresentou bons índices de ajuste. Para responder as hipóteses do estudo, foi realizada a Modelagem de Equações Estruturais com a amostra total. Das treze hipóteses propostas, oito foram confirmadas: a utilidade possui relação com a confirmação; facilidade influencia a utilidade; confirmação possui relação com a satisfação; utilidade possui relação com a atitude de uso; facilidade possui relação com atitude de uso; diversão possui relação com a atitude de uso; satisfação influencia a atitude de uso; e a relação de dependência entre concentração e atitude de uso é negativa.
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Lamraoui, Zoubir. "L'impact de la nationalité des acquéreurs sur la performance des sociétés cibles : les acquisitions internationales vues à travers les théories disciplinaire et cognitive de la gouvernance." Thesis, Dijon, 2014. http://www.theses.fr/2014DIJOE006.
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La présence des acquéreurs étrangers dans le capital des sociétés cotées soulève de nombreuses questions au niveau de la recherche académique. Les études menées jusqu’à présent sont rarement concluantes quant à l’effet réel des investisseurs étrangers sur la performance des sociétés cibles. C’est la raison pour laquelle nous avons voulu appréhender l’incidence de la nationalité des acquéreurs à la lumière des théories de la gouvernance d’entreprise. En nous basant sur une approche synthétique de la gouvernance d’entreprise, d’une part, nous avons cherché à comprendre les changements apportés par l’acquéreur étranger au niveau de la gouvernance disciplinaire : changement au niveau de la taille, indépendance, cumul des fonctions, présence et présidence du conseil d’administration ; d’autre part, nous nous sommes intéressés, via l’approche cognitive, aux différences culturelles comme amplificateur des coûts cognitifs. Notre étude a porté sur les acquisitions effectuées aux États-Unis, sur la période 1994 à 2008, par des acquéreurs étrangers ou américains. Les acquéreurs étrangers considérés sont les acquéreurs français, allemands et japonais.Nos résultats montrent que le niveau d’implication des acquéreurs étrangers, dans la gouvernance de la cible, se traduit par des changements différents. Quant à la dimension cognitive, la distance culturelle entre les deux partenaires et le départ du top management, influencent la performance de la cible. Nous avons trouvé, également, que l’acquéreur domestique (américain) a un effet plus favorable sur la performance, comparativement aux acquéreurs étrangers considérés dans notre étude. Au niveau des nationalités, nous montrons que les acquéreurs de nationalité japonaise influencent négativement la performance de leurs cibles. Les acquéreurs français sont ceux qui procèdent le plus à des changements au niveau de la gouvernance disciplinaire ainsi qu’au niveau de la dimension cognitive avec un transfert de connaissances plus important vers les ciblesThe presence of foreign acquirers in the capital of listed companies raises many questions for academic research. The studies that have been conducted to date rarely generate conclusive findings about the impact of foreign investors on the performance of listed targets. This is why we sought to get a better understanding of the role of the nationality of acquirers in the light of theories of corporate governance. Based on a synthetic approach to corporate governance, we have sought to understand, on the one hand, changes brought by the foreign acquirer in the corporate governance system of the target firm under the disciplinary view : change in size, independence, CEO duality, presence and chair of the board of directors; on the other hand, we examined, under the cognitive approach, the cultural differences as an amplifier of cognitive costs. Our study focuses on acquisitions in the United States over the period 1994-2008, carried out by foreign or domestic acquirers. The foreign acquirers considered in our study are the French, German and Japanese acquirers.Our results show that the level of involvement of foreign acquirers in the corporate governance of the target, results in various changes in the corporate governance of the target firms. Our results suggest also, for the cognitive dimension of corporate governance, that the cultural distance between the two partners and the departure of top management, influence the performance of the target firms. We found also that the domestic acquirers (U.S acquirers) improve performance of the target firms after acquisition more than foreign acquirers considered in our study. In terms of nationalities, we show that the acquirers of Japanese nationality influence negatively the performance of their targets. The French acquirers are the ones who brought the most important changes into the disciplinary governance ; at the cognitive governance level, they implement an important transfer of knowledge to their targets firms
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Santos, Thays Fernanda Silva dos. "PERSPECTIVAS DA TEORIA DAS INTELIGÊNCIAS MÚLTIPLAS PARA A EDUCAÇÃO A DISTÂNCIA: uma análise do curso de Licenciatura em Pedagogia do NEAD-UFMA." Universidade Federal do Maranhão, 2014. http://tedebc.ufma.br:8080/jspui/handle/tede/60.
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Previous issue date: 2014-07-31This research is based on the theory of Multiple Intelligences and the implications of its trajectory development for Distance Education. The main objective of the study is to understand how human intellectual competencies are being stimulated and combined in the context of Distance Education to foster teaching and learning methods capable of developing different skills. In order to carry out this analysis, procedures guided by a quantitative methodology with some qualitative treatment were used with a descriptive and interpretative orientation. From a conceptual standpoint, the study starts with the measurement/evaluation of behavioral and/or social-affective variables that could be measured, compared and/or related during the course of the empirical research, and also, the use of validated and standardized questionnaires through the sampling technique of simple random probability. Thirty-five Pedagogy Teaching Degree Distance Education students of the Federal University of Maranhão (NEAD-UFMA) took part in the study that sought to investigate students cognitive profiles and technological competence domains as well as explore an array of exercises proposed by their teachers in Moodle environment through the use of note taking and inquiry techniques. Results obtained revealed the existence of some heterogeneity in the average score of self-identification with students' multiple intelligences from the sampling, however, although no dominance of any particular intelligence was found by applying the Multiple Intelligences Check-List, higher averages for self-identification scores of linguistic and intrapersonal intelligences were found by applying the Iconic Questionnaire. The analysis of activities in the Moodle revealed that, despite the myriad of possibilities of tasks afforded by the environment, the linguistic and logical-mathematical intelligences are the most valued ones in the Distance Education context analyzed. Furthermore, it was possible to perceive that parameters deployed by the teachers to assign grades to students are limited to reading, writing and logical problems solving skills.
Esta pesquisa tem por base a teoria das inteligências múltiplas e as implicações da sua trajetória de desenvolvimento para a Educação a Distância. O objetivo maior do estudo é o de entender a maneira como as competências intelectuais humanas estão sendo estimuladas e combinadas no contexto da EaD, produzindo outras formas de ensino-aprendizagem capazes de fomentar diferentes habilidades. Para a realização desta análise, foram utilizados procedimentos pautados numa metodologia quantitativa com algum tratamento qualitativo, de caráter descritivo e interpretativo. Do ponto de vista conceitual, a pesquisa partiu da medição/avaliação de variáveis comportamentais e/ou socioafetivas passíveis de serem medidas, comparadas e/ou relacionadas no decurso da investigação empírica e, também, da aplicação de questionários válidos e estandardizados através da técnica de amostragem probabilística aleatória simples. Participaram do estudo 35 (trinta e cinco) acadêmicos do curso de Licenciatura em Pedagogia do Núcleo de Educação a Distância, da Universidade Federal do Maranhão (NEAD-UFMA) e, por meio da técnica de notação e inquérito, buscou-se traçar o perfil cognitivo e as competências de domínio tecnológico dos estudantes bem como explorar uma variedade de exercícios propostos pelos professores no ambiente Moodle para a promoção da aprendizagem dos discentes. Os resultados obtidos revelaram a existência de certa heterogeneidade na média dos escores de autoidentificação com IM dos estudantes que formaram a amostragem. Todavia, apesar de não haver dominância de nenhuma inteligência particular com a aplicação da Lista de Conferência das Inteligências Múltiplas, constatou-se maiores médias para os escores de autoidentificação das inteligências linguística e intrapessoal com o emprego do Questionário Icônico. Já o exame das atividades realizadas no Moodle revelou que apesar das inúmeras possibilidades de tarefas que o ambiente admite, as inteligências linguística e lógico-matemática vêm sendo, entre outras capacidades, as mais valorizadas na EaD. Ademais, pôde-se perceber que o parâmetro adotado pelos professores para atribuir notas aos alunos é resumido em termos de habilidades de leitura, escrita e solução de problemas lógicos.
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Smith, Peter John Brenchley, and mikewood@deakin edu au. "Preparing for flexible delivery in industry: Learners and their workplaces." Deakin University. School of social and cultural studies in education, 2000. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20060623.095632.
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This thesis examines the learning preferences and learning strategies of apprentices, and the contexts within which they learn in their workplaces.
Since the end of the 1980s Australian vocational education and training (VET) structures and processes have undergone radical change in attempts to develop skills in the workforce that will ensure enterprise, national, and international competitiveness. A major strategy in the national reforms has been the encouragement of flexible delivery as a means through which workplace-based learning can be accessed by a larger number of workers in ways that are cost-efficient, and that reduce the amount of time that workers spend away from their jobs. Although flexible delivery has been championed by governments and industry alike, there has been little attempt to identify the preparedness of either learners or their workplaces for the demands of flexible learning.
The thesis examines the economic context for these changes to VET, and also examines the literature available on workplace learning. Additionally, the thesis examines the conceptualisations of flexible delivery that are available in the literature, pointing to the possibility that the wide range of meanings associated with the term flexible delivery may result in quite different practices and expectations. The thesis also examines the literature on independent learning and self-directed learning, and explores the concept of client-focused flexible delivery.
The study of learner preferences uses data collected from apprentices over a period of some years, in the four occupational areas commanding the highest number of apprentices in Australia. These occupational areas are Metals and Machining, Building, Electrical, and Hairdressing. These data on learning preferences are collected using the commercially available Canfield Learning Styles Inventory (CLSI). The data from the sample of 389 apprentices are analysed statistically through analyses of variance, and indicate that variables such as age, gender, and occupational area are related to learning preferences. Apprentices are shown by this analysis to prefer structured programs of instruction that are instructor-led, and to not have a high preference for independent learning or the development of their own learning goals. Additionally, they are shown to have very low preferences for learning through reading, preferring instead to learn through direct hands-on experience. While these characteristics are largely common among the four occupational groups, the Hairdressing apprentices are shown to have a slightly higher preference for independent learning and goal setting. Females are shown to have a higher preference than males for learning qualitative material through reading. Interestingly, the younger apprentices are shown to have a higher preference than the older ones for self-directed learning. Some possibilities for that finding are discussed. The research also shows that the learning preferences displayed by different groups of apprentices in any one program are much the same over time, providing some confidence that data generated from one group of apprentices can be used to make instructional decisions for future groups in the same program.
The data are also factor analysed to indicate three major factors underlying apprentice learning preferences. The first factor indicates a VerbalNon-verbal preference factor, with apprentices clearly preferring to learn through non-verbal means. A second factor is described as StructureContent, with apprentices showing a preference for learning from structured programs in a structured environment. A third factor, Self-directedSocial preference, indicates apprentices preferring to learn through socially mediated presentations and contexts rather than through more independent forms of learning.
Qualitative data are also generated through interviewing eight apprentices, and focusing on the learning strategies they employ while constructing knowledge in the workplace. That component of the research uses a modification of the Marland, Patching and Putt (1992a, 1992b) stimulated recall technique, and a set of learning strategies derived from the work of OMalley and Chamot (1990) and Billett (1996a). The eight apprentices are drawn from the Metals and Machining, Electrical, and Hairdressing trades. The findings indicate that the learning strategies most often used by apprentices in the workplace are those associated with the construction of knowledge that is structured and provided by the instructor or learning program, and those that include social mediation of learning. Additionally, the strategies associated with demonstration and hands-on practice are most favoured. The qualitative data are confirmatory of the quantitative data.
The research also indicates, through the apprentice interviews, that support for apprentices learning in their workplace is typically unplanned and haphazard. Their experience was sometimes characterised by a reluctance on the part of the workplace to acknowledge learning needs such as trialling and practice of new knowledge, or pro-actively seeking understanding from other more skilled workers.
The learning preferences and learning strategies findings for apprentices, coupled with the findings of typically poor or unplanned support in the workplace, indicate that effective flexible delivery of training to apprentices in the workplace provides a number of challenges. These challenges, it is argued, demand strategies to be developed and implemented to prepare both learners and workplaces for effective engagement with flexible delivery. Using as a theoretical framework Kembers (1995) two-dimensional model of open learning for adults, the thesis integrates the findings into a proposed two-dimensional model of learner and workplace preparedness for flexible delivery. The model provides for a Learner Development Space, a Workplace Development Space, and a Strategy Space. Within the Learner Development Space, focuses for the development of learner preparedness are identified in terms of self-directed learning, skills developments, and effective participation in a community of practice. Focuses for workplace development identified in the Workplace Development Space are those associated with development of training policies, training structures, and trainer skills and abilities. The Strategy Space then provides detail of seventy-nine specific strategies developed to enhance learner and workplace preparedness within each of the focuses identified.
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Calvin, Jennifer. "Explaining learner satisfaction with perceived knowledge gained in web-based courses through course structure and learner autonomy." The Ohio State University, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=osu1117203568.
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Suzue, Kazuhiro. "The Cognitive Diversity-creative Performance Relationship and the Mediating Effect of Power-distance Orientation: A Study of Japan-based Organizations in the U.S." Thesis, The Chicago School of Professional Psychology, 2020. http://pqdtopen.proquest.com/#viewpdf?dispub=13903564.
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Encouraging employees to contribute their unique creative outputs to an organization can be a pivotal source of innovation and continuous organizational growth. Cognitive diversity has been demonstrated to increase group creativity, but the same effect on an individual level at multinational corporations has not yet been tested. Using a sample of 122 employees currently employed at Japan-based organizations/companies in the U.S., this study theorized that cognitive diversity was predicted to significantly interact to influence individual creative performance, and that power distance orientation mediates such a relationship. Several simple and multiple linear regression analyses were conducted to test the model. The results showed that cognitive diversity significantly predicted individual creative performance. Although the mediation effect of power distance orientation was not detected on a relationship between cognitive diversity and individual creative performance, a moderating effect was identified through an exploratory analysis. This study concludes with a discussion on the contributions to cognitive diversity and the implications of the results for research and potential future research objectives.
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Yong, Ping. "Analyse et implémentation d'un université virtuelle d'enseignement du français pour des apprenants chinois à partir d'une modélisation cognitive." Besançon, 2005. http://www.theses.fr/2005BESA1015.
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En ce qui concerne l'enseignement des langues, après l'enseignement à distance, on a l'enseignement à l'aide de l'informatique mais les deux sont toujours restés dans le cadre de l'auto-formation. On parlait de l'interaction homme-machine puisque l'apprenant travaillait devant l'écran. Alors que maintenant on est entré dans l'ére de l'internet, avec la possibilité d'une transmission instantanée (en "temps réel" avec le haut débit) des images et du son, toute communication peut être réalisée sur le réseau. Les restrictions de temps et de distance sont éliminées. On peut donc redéfinir l'auto-formation et élargir le sens d'enseignement à distance. L'idée de notre thèse vient de deux constats, le premier est que l'internet permet aujourd'hui la transmission instantanée du texte, du son et de l'image, et ce de la manière la plus fiable et la moins onéreuse; le deuxième constat est que les Chinois souhaitent apprendre des langues étrangères, y compris le français. Nous avons donc eu l'idée de tenter de combiner l'emploi des technologies modernes avec un enseignement adapté aux apprenants chinois habitués à une écriture non alphabétique, à une pédagogie fondée sur la mémoire et à la culture assez éloignée de la culture européenne. Dans la première section nous avons étudié les différents aspects de la mémoire en particulier son rapport avec l'apprentissage d'une langue maternelle puis étrangère. Nous avons également tenté de rechercher les phénomènes psychologiques liés à ces apprentissages. Compte tenu de la mémoire propre à l'ordinateur, nous avons également essayé de savoir comment on pourrait créer des liens autour d'un enseignement virtuel. En ce qui concerne le contenu de notre cours, nous proposons donc un compromis entre une pédagogie respectueuse de ses propres principes et la propension chinoise au par-coeur. La deuxième section montre que si notre université est virtuelle, les apprenants sont eux bien réels. Ces apprenants sont bien vivants et nous devons les aider dans leur motivation: l'autonomie doit les pousser à aller ni trop vite ni trop lentement, la liberté ne doit pas leur permettre de sauter une partie d'un cours. L'université virtuelle doit donc se manifester en permanence: conseils, encouragements, orientations et auto-évaluation et même examens; les apprenants doivent aussi participer au forum et au chat. Ces nouveux apprenants doivent être aussi rassurés: on doit leur faire sentir la logique de la progression, les points communs et les différences entre les deux cultures. Toutes ces acquisitions seront donc structurées selon une pédagogie forcément nouvelle. L'internet nous permet de mettre en ligne tout un vocabulaire et de nombreuses formes syntaxiques mais ne dispense pas de construire des leçons courtes et vivantes où affleurent culture et manière de vivre des Français. Nous avons donc utilisé pour cette université virtuelle toutes les possibilités du web même si pour l'instant ce travail n'a été réalisé que sur localhost. Après un portail d'accueil et une entrée, il faut considérer les différents éléments de gestion du site sans omettre les aspects juridiques et commerciaux. Dans le cadre de cette thèse, nous développons l'analyse de différents points qui nous semblent devoir particulariser cet enseignement en ligne: la phonétique, la conversation, le vocabulaire, les expressions courantes, le réemploi et la mémorisation à travers des exercices adaptés. Nous présentons enfin quelques premiers modèles de leçons (sans doute encore à perfectionner) qui permettent de mieux saisir notre objectif. Nous rendons compte également d'une tentative d'évaluation qui reste malheureusement peu pertinente compte tenu du faible nombre de personnes interrogées. Nous nous sommes permis d'emprunter à des méthodes actuelles du FLE ainsi qu'aux dictionnaires pour notre base de données. Nous avons voulu profiter au maximum des fonctions disponibles sur internet, donc un exemplaire de chaque activité a été inséré dans le site. La mémoire, l'effet psychologique, l'interaction, la vie en communauté d'une société virtuelle où la communication se fait par les outils d'internet (e-mail, forum, chat) restent des sujets à explorerIn language teaching, after teaching at a distance, we have had computer-assisted teaching, but both have always remained within the category of auto-formation. We used to speak of a man-machine kind of interaction because the learner worked in front of a screen. Now, however, we have reached the era of internet, where all communication can be realised on the web because instant transmission (‘live' via broad-band) of images and sound is possible. Limits of both time and distance have been eliminated. We may therefore redefine auto-formation and broaden the meaning of teaching at a distance. The idea for our thesis came from two observations, the first one being that internet now allows the instant transmission of text, sound and images, and is, moreover, the most reliable and least costly method of communication. The second is that the Chinese are today keen on learning foreign languages, including French. The idea then came to us of attempting to combine modern technology with a teaching method adapted to Chinese learners, who on the one hand are used to a non-alphabetical writing system, and a pedagogical system depending very much on memorization, and on the other hand, possess a culture quite different from Europeans. In the first section, we study different aspects of memory particularly its links with mother tongue learning and with foreign language learning. We also try to identify the psychological phenomena related to these learning activities. Regarding the memory system of a computer, we have also tried to find out how one might create links around a virtual teaching environment. Thus, for the content of our lessons, we propose a compromise between a teaching method respecting its own principles and the propensity of the Chinese for learning things by heart. The second section shows that if our university is virtual, the learners are nonetheless real. These learners are living human beings, and we must help to motivate them: autonomy should encourage them to advance neither too fast nor too slowly, while their freedom must not be a pretext for skipping any part of the course. The virtual university must thus be permanently present, giving advice, encouragement, orientation, self-evaluation and even exams; the learners should also participate in forums and chats. These new learners also need to be reassured, to be made to feel that there is a logical sequence in their course, be made aware of the common points between the cultures of the two countries and their differences. All these gains should then be integrated into the structure of a teaching method that is necessarily new. Internet allows us to put an entire vocabulary and a variety of syntactic forms on line, but it is still important to ensure that the lessons are short and lively and highlight French culture and living style. We have exploited the functions of the web as far as possible in building our virtual university, even though at the moment it only runs on Localhost. After a welcome portal and the main entry, it is necessary to consider not only the different operational elements but also the juridical and commercial aspects. In this thesis, we have developed various points, which seem to make a particular contribution to on-line teaching: phonetics, conversation, vocabulary, current expressions, re-use and memorization through specially adapted exercises. Finally, we present a few preliminary model-lessons (that probably need to be improved) in order to give readers a clearer idea of our objective. We also present the result of an attempt at evaluation, although it is unfortunately inconclusive, due to low participation in the questionnaire. We have drawn on a few actual French as a Foreign Language methods as well as dictionaries in establishing our database. We wished to make full use of the functions available on internet, thus one example of each activity has been inserted into the site. Memory, psychological effects, interaction, and the communal life of a virtual society where all communication is carried out through internet tools (e-mail, forums and chats) are but a few of the subjects that remain to be explored
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Harrison-Hill, Tracey, and n/a. "Implications of Long Haul Travel on the Marketing of International Tourism." Griffith University. School of Tourism and Hotel Management, and School of Marketing and Management, 2001. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20060104.134512.
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Tracking studies conducted by the Australian Tourist Commission (ATC) over the last decade have revealed that Australia has a high ranking as a desired destination among US residents. However prior to the peaked effect of the Olympics, this desire had not translated into increasing numbers of visitor arrivals from the US. As travel to Australia from the US is time consuming and involves extremes of physical distance, it would be to Australia's advantage to understand better the dimensions and ramifications of long haul travel with regard to destination choice. This thesis has two objectives: to assess the extent to which a destination being a long haul from its target market affects the choice of this destination; and to consider the marketing implications of the above with a focus on the selection of Australia, as compared to competitive destinations, by the US holiday market. Data were collected from two samples: the West Coast of the US and the East Coast of Australia. The instrument for the US sample collected information on the respondents' choice set structure, attribute importance in selecting a long haul destination, perceptions of the long haul destinations of Australia and Italy, and sociodemographics. The instrument for the Australian sample collected information on the respondents' choice set structure, attribute importance for both long haul and short haul destination selection, perceptions of the long haul destination of the US and the short haul destination of New Zealand, and sociodemographics. This data were then used to test nine hypotheses designed to give insight into the research objectives. The results indicate that tourists place differing degrees of importance on attributes of a long haul destination as compared to a short haul destination for a vacation. It also demonstrates that tourists' perceptions of the distance to destinations are often highly inaccurate and that this inaccuracy is related neither to actual distance nor choice set placement. The cognitive distance is however directly related to perceptions of cost of travelling to the destination. A conundrum was also established in that the distance to Australia was overestimated and related positively with the choice of the destination. Yet at the same time the overestimation led to increasing perceptions of cost, travel time and risk, which indirectly had a negative impact on the choice of the destination. This far-off allure was not evident for the equidistant competitor, Italy, where the cognitive distance was underestimated. It was also found US respondent's place differing importance on the attributes they seek in a long haul destination as compared to the Australian respondents. Notably, the US market places a significantly higher importance on distance, even though their estimation of the distance between Australia and the US did not differ from the Australian estimate. Marketing implications for Australia as a long haul destination were then considered with an emphasis on redefining vacation distances in tourists' minds without relinquishing the far-off allure. The relationship between cognitive distance and perceptions of cost and time in comparison to competitors were driving the need for redefining distance. Emphasis was placed on delivering information to tourists during their decision process when their involvement and information processing was highest. Direction was also given for future research that would be useful for travel marketers in gaining additional insight into their long haul target markets.
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Harrison-Hill, Tracey. "Implications of Long Haul Travel on the Marketing of International Tourism." Thesis, Griffith University, 2001. http://hdl.handle.net/10072/366395.
Full textAbstract:
Tracking studies conducted by the Australian Tourist Commission (ATC) over the last decade have revealed that Australia has a high ranking as a desired destination among US residents. However prior to the peaked effect of the Olympics, this desire had not translated into increasing numbers of visitor arrivals from the US. As travel to Australia from the US is time consuming and involves extremes of physical distance, it would be to Australia's advantage to understand better the dimensions and ramifications of long haul travel with regard to destination choice. This thesis has two objectives: to assess the extent to which a destination being a long haul from its target market affects the choice of this destination; and to consider the marketing implications of the above with a focus on the selection of Australia, as compared to competitive destinations, by the US holiday market. Data were collected from two samples: the West Coast of the US and the East Coast of Australia. The instrument for the US sample collected information on the respondents' choice set structure, attribute importance in selecting a long haul destination, perceptions of the long haul destinations of Australia and Italy, and sociodemographics. The instrument for the Australian sample collected information on the respondents' choice set structure, attribute importance for both long haul and short haul destination selection, perceptions of the long haul destination of the US and the short haul destination of New Zealand, and sociodemographics. This data were then used to test nine hypotheses designed to give insight into the research objectives. The results indicate that tourists place differing degrees of importance on attributes of a long haul destination as compared to a short haul destination for a vacation. It also demonstrates that tourists' perceptions of the distance to destinations are often highly inaccurate and that this inaccuracy is related neither to actual distance nor choice set placement. The cognitive distance is however directly related to perceptions of cost of travelling to the destination. A conundrum was also established in that the distance to Australia was overestimated and related positively with the choice of the destination. Yet at the same time the overestimation led to increasing perceptions of cost, travel time and risk, which indirectly had a negative impact on the choice of the destination. This far-off allure was not evident for the equidistant competitor, Italy, where the cognitive distance was underestimated. It was also found US respondent's place differing importance on the attributes they seek in a long haul destination as compared to the Australian respondents. Notably, the US market places a significantly higher importance on distance, even though their estimation of the distance between Australia and the US did not differ from the Australian estimate. Marketing implications for Australia as a long haul destination were then considered with an emphasis on redefining vacation distances in tourists' minds without relinquishing the far-off allure. The relationship between cognitive distance and perceptions of cost and time in comparison to competitors were driving the need for redefining distance. Emphasis was placed on delivering information to tourists during their decision process when their involvement and information processing was highest. Direction was also given for future research that would be useful for travel marketers in gaining additional insight into their long haul target markets.Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Tourism and Hotel Management
Griffith Business School
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Millarhouse, Alexandra Z. "What’s In Your Body Of Water? Reducing The Psychological Distance Of Pharmaceutical Pollution Through Metaphor In Risk Communication." ScholarWorks @ UVM, 2017. http://scholarworks.uvm.edu/graddis/767.
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Aquatic pharmaceutical pollution poses ecotoxicological risks to the environment and human health. Consumer attitudes and behavior represent a significant source of pharmaceutical compounds found in water. Thus, understanding public perceptions of aquatic pharmaceutical pollution and developing effective risk communication techniques are critical to engaging society in the type of widespread change necessary for addressing the presence of pharmaceuticals in water. This mixed-methods study applies conceptual metaphor theory in conjunction with construal level theory of psychological distance to assess how metaphoric framing affects perceptions of aquatic pharmaceutical contamination across four principal dimensions of psychological distance (geographic, social and temporal distance and uncertainty). Additionally, this study assesses the direct impact of metaphor use on concern and willingness to act, which are positively associated with perceived psychological distance. Data were collected from a convenience sample (n = 20) of university students in Burlington, Vermont using cognitive interviewing. Results indicate that pharmaceutical pollution was initially perceived as geographically distant, socially distant, temporally both proximate and distant and certain (versus uncertain). Our findings suggest people perceive distances in various ways, suggesting a need for validated questions to consistently measure psychological distance. Participants preferred the metaphorically-framed visual intervention to the non-metaphor visual intervention. Further, participants’ perception of pharmaceutical pollution changed to being more geographically and socially close after viewing the metaphoric visual only. Previous research indicates perceived psychological closeness leads to increased motivation and preparedness to act. Theoretical and practical implications of metaphor use in risk communications are discussed.
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Garletti, Agnès. "Instrumentation du tuteur distant, par l’intermédiaire d’une typologie théorique des habiletés cognitives, afin d’identifier les stratégies cognitives de l’apprenant singulier d’un niveau A2 de français langue étrangère en compréhension écrite au sein d’un dispositif hybride de formation." Thesis, Le Mans, 2013. http://www.theses.fr/2013LEMA3007/document.
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Etant donné que dans les environnements universitaires d’enseignement et d’apprentissage à distance, le tuteur, dans son activité de perception, a des difficultés à détecter les stratégies cognitives à l’origine d’un blocage, ce qui nécessite une instrumentation spécifique pour visualiser l’activité cognitive de l’apprenant dans son parcours d’apprentissage médiatisé, notre problématique de recherche a pour finalité d’instrumenter le tuteur distant pour que cet acteur, d’une formation hybride sur la plateforme UMTICE, puisse identifier les stratégies cognitives en compréhension écrite de l’apprenant singulier de FLE. Cette problématique de recherche donne lieu à deux hypothèses de recherche visant pour la première la conception d'une typologie théorique des habiletés cognitives afin de nommer les stratégies cognitives que pourrait utiliser cet apprenant lors de la réalisation de tâches de compréhension écrite et pour la seconde à nuancer l'emploi de notre instrument par le tuteur distant dans sa fonction d'identification perceptivo-cognitive lors de l'expérimentation qui s'est déroulée dans un cours particulier du CIEF de l'Université Lumière Lyon 2A Given that in his perception activities in university Online teaching and learning environments, the tutor has difficulty in detecting cognitive strategies that cause a blockage and which requires specific instrumentation for visualize the cognitive activity of the learner in his mediated learning path, our research objective is to instrument an On-line tutor for this actor with hybrid training on the UMTICE platform that can identify the cognitive strategies in the individual French as Foreign Language learner’s written comprehension. This research problem gives rise to two research hypotheses, first for the design of a theoretical typology of cognitive abilities in order to name the cognitive strategies that this learner could use when performing written comprehension tasks, and second to qualify the use of our tool by the On-line tutor in his perceptual cognitive identification function during the experiment that took place in a particular course at the CIEF of University Lumière Lyon 2
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Le, Thanh Thuan. "Rôle de la convergence oculomotrice dans le contrôle de la posture." Phd thesis, Université Pierre et Marie Curie - Paris VI, 2008. http://tel.archives-ouvertes.fr/tel-00812531.
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Cette thèse traite de l'équilibre postural orthostatique chez l'Homme jeune ou âgé. Plusieurs sources d'informations sont utilisées (somesthésique, proprioceptive, vestibulaire et visuelle) pour maintenir la posture. Le but de la thèse est de montrer le rôle de la convergence des yeux (angle des axes optiques) qui varie selon la distance. L'Etude 1 montre que l'augmentation de la convergence, lorsqu'on fixe en vision proche ou lorsqu'on porte des prismes convergents, améliore la stabilité posturale. Cette amélioration est attribuée aux signaux efférents et proprioceptifs de la convergence. L'Etude 2 montre que la relation entre l'angle de convergence et la stabilité posturale n'existe qu'en vision binoculaire ; peut-être qu'en vision monoculaire, l'angle de convergence varie peu. L'Etude 3 apporte un regard nouveau sur le test de Romberg, traditionnellement considéré comme évaluant le rôle de la vision : la forte instabilité posturale avec les yeux fermés par rapport aux yeux ouverts est observée seulement en vision proche ou intermédiaire (< 90 cm). Ce résultat indique un rôle combiné de la vision et des signaux de la convergence. L'Etude 4 montre que l'exécution des saccades, horizontales ou verticales, améliore la stabilité posturale. Enfin, l'Etude 5 montre une instabilité posturale chez les personnes présentant des symptômes de fatigue visuelle, céphalées et vertiges associés à des troubles de la vergence. L'ensemble de ces études a une importance théorique et clinique et ouvre de nouvelles voies de recherche.
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Leclet, Dominique. "Environnements Interactifs d'Apprentissage dans des contextes professionnels : Des Tuteurs Intelligents aux Systèmes Supports d'Apprentissage à Distance." Habilitation à diriger des recherches, Université de Picardie Jules Verne, 2004. http://tel.archives-ouvertes.fr/edutice-00001474.
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Nous présentons dans cette HDR nos activités de recherche depuis une dizaine d'années, qui se déclinent sous la forme de méthodes, de systèmes prototypés et expérimentés, en milieu écologique présentiel ou distanciel, et ce dans des contextes professionnels variés. Ces activités de recherche se déclinent, également, sous la forme d'actions sur le terrain permettant d'émettre de nouvelles hypothèses de recherche. Comme le souligne le titre de l'HDR « Environnements Interactifs d'Apprentissage dans des contextes professionnels : des Tuteurs Intelligents aux Systèmes Supports d'Apprentissage à Distance », le contexte de notre recherche reflète la prise de décision dans des contextes professionnels et la conception de systèmes supports d'apprentissage qui, au fil des ans, ont été associées à des problématiques issues de l'apprentissage à distance. Dans ce cadre, l'idée essentielle de notre recherche part du postulat suivant : « les Technologies de l'Information et de la Communication ont une contribution innovante à apporter aux dispositifs éducatifs et à l'apprentissage humain ». En effet, ces technologies transforment les modes de relation et d'interactions, la façon dont les humains communiquent leurs connaissances et de ce fait, transforment l'apprentissage lui-même. Elles favorisent également la diffusion et la mutualisation de connaissances. Avec l'essor d'Internet, le numérique constitue une nouvelle technique de transfert de celles-ci. Dans l'éducation et la formation, cet instrument technologique permet alors de repenser l'acte d'apprendre et de ne plus être limité à un apprentissage en présence. Aujourd'hui, la question, que se pose des chercheurs sensibles à cette évolution, n'est pas celle de l'opportunité ou non d'introduire ces technologies dans les systèmes supports d'apprentissage, mais plutôt celle de comprendre comment les appréhender et les maîtriser afin de proposer des systèmes innovants. De plus notre pratique d'enseignant et de tuteur dans des formations à distance, doublée du constat de l'isolement des apprenants et leur besoin de collaborer, nous a amenées, depuis 2000, à nous interroger sur la place de l'apprentissage collectif et/ou personnalisé dans un dispositif de FAD. En effet, ces dernières sont souvent considérées comme la diffusion de connaissances et de contenus . Dans ce type de dispositif, les interactions s'établissent surtout entre « contenus médiatisés et apprenants » au détriment de la relation « enseignant - apprenant » . C'est pourquoi, nous pensons que ces apprentissages à distance doivent, d'une part, être l'occasion de mettre en œuvre une pédagogie différente et plus active, et d'autre part, reposer sur une analyse des besoins des usagers, à partir de laquelle sont conçues des activités pédagogiques adaptées et ce dans un contexte transdisciplinaire. Nous avons alors proposé une méthodologie de conception participative centré sur l'usager. Des questions pédagogiques sont alors sous-jacentes, notamment : comment lier un apprentissage collectif et personnalisé ? Quels modes d'activités est à proposer pour favoriser ces types d'apprentissage ? Quelle est la place réservée aux outils de FAD ? Comment les enseignants produisent leurs activités pédagogiques et leurs ressources ? Ou bien encore, des scénarios à priori sous-jacents aux activités pédagogiques existent-ils ? Ces questionnements ont orientés notre recherche vers la conception des systèmes supports d'apprentissage à distance alliant une approche collective et personnalisée et vers la conception d'outils d'aide à l'enseignant.
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Santos, Elaine Maria dos. "Avaliação da influência dos estilos cognitivos no perfil do aluno de educação a distância." Universidade de São Paulo, 2007. http://www.teses.usp.br/teses/disponiveis/18/18140/tde-07042008-132330/.
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Com o significativo crescimento da Educação a Distância (EAD) surge uma preocupação, que é a validação da qualidade dos cursos e da aprendizagem dos alunos. Uma alternativa promissora é a criação de cursos mais customizados, mas para isso é necessário conhecer as preferências individuais dos alunos, e uma das ferramentas é a identificação de seus estilos cognitivos. Nesse sentido, o objetivo deste estudo foi avaliar a influência dos estilos cognitivos no perfil do aluno de cursos da modalidade a distância. Optou-se por uma pesquisa exploratório-descritiva, visando obter maior familiaridade com o problema e possibilidades para descrever o fenômeno dos estilos cognitivos na EAD, utilizando um instrumento psicométrico traduzido. A amostra foi constituída por 103 alunos, distribuídos entre os cursos de Administração, Tecnólogo em Gestão Financeira e Computação. Os resultados confirmam que os alunos possuem estilos cognitivos diferentes, o que reforça a necessidade de cursos mais individualizados, com estratégias de aprendizagem diversificadas, respeitando e valorizando as características individuais dos estudantes. São discutidas as implicações dos achados, bem como as diferenças significativas entre os estilos cognitivos e o perfil dos alunos nos três cursos estudados.With the significant increase in Distance Learning (DL), a new concern arises: the validation of programs\' quality standards and students\' learning. A promising alternative is the design of more customized programs for which purpose it is necessary to learn about students\' individual preferences, and one of the tools that can be used is the identification of cognitive styles. Hence, this study aimed at evaluating the influence of cognitive styles on the profile of students in DL programs. An exploratory descriptive investigation was conducted for better acquaintance with the problem and the possibility to describe the cognitive style phenomenon in DL by using a translated psychometric instrument. The sample consisted of 103 students from the Business Administration, Financial Management and Information Technology DL programs. The results confirmed that students have different cognitive styles, which reinforces the need for more individualized programs with diversified learning strategies that respect and value students\' individual characteristics. Implications of the findings as well as the significant differences between cognitive styles and the profiles of students from the three programs studied are discussed.
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Voegele, Janelle De Carrico. "Understanding the Role of Social, Teaching and Cognitive Presence in Hybrid Courses: Student Perspectives on Learning and Pedagogical Implications." PDXScholar, 2012. https://pdxscholar.library.pdx.edu/open_access_etds/760.
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The use of hybrid learning (a blend of face-to-face and distance learning) is rapidly increasing in higher education. However, educational leaders have raised concerns about the proliferation of hybrid programming as an efficiency measure without appropriate attention to learning. This study examined the relationship between social, teaching and cognitive presence, pedagogical design, and students' perspectives on hybrid learning effectiveness. Data from thirty-nine undergraduate courses representing 1,886 students were analyzed to identify indicators of best hybrid practice. Aspects of social and teaching presence significantly influenced students' perceptions of learning, including facilitation of student interactions, assignment feedback and guidance, effective use of class time, and organizational integration of course concepts. Recommendations for hybrid institutional initiatives and programming include attention to framing "presence" in hybrid settings, using integrated inquiry to encourage integrated course design, and encouraging communities of inquiry to promote cross-institutional investigation of hybrid effectiveness.
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Qi, Wang. "Studies in the Dynamics of Science : Exploring emergence, classification, and interdisciplinarity." Doctoral thesis, KTH, Industriell ekonomi och organisation (Inst.), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-184724.
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The dynamic nature of science is embodied in the growth of knowledge in magnitude and the transformation of knowledge in structure. More specifically, the growth in magnitude is indicated by a sharp increase in the number of scientific publications in recent decades. The transformation of knowledge occurs as the boundaries of scientific disciplines become increasingly less distinct, resulting in a complicated situation wherein disciplines and interdisciplinary research topics coexist and co-evolve. Knowledge production in such a context creates challenges for the measurement of science.This thesisaims to develop more flexible bibliometric methodologies in order to address some of the challenges to measuring science effectively. To be specific, this thesis1) proposes a new approach for identifying emerging research topics; 2) measuresthe interdisciplinarity of research topics; 3) explores the accuracy of the journal classification systems of the Web of Science and Scopus; 4) examines the role of cognitive distance in grant decisions; and 5) investigates the effect of cognitive distance between collaborators on their research output. The data used in this thesisaremainly from the in-house Web of Science and Scopus databases of the Centre for Science and Technology Studies (CWTS) at Leiden University. Quantitativeanalyses, in particular bibliometric analyses,are the main research methodologies employed in this thesis. Furthermore, this thesis primarily offers methodological contributions, proposing a series of approaches designed to tackle the challenges created by the dynamics of science. While the major contribution of this dissertation lies in the improvement of certain bibliometric approaches, it also enhances the understanding of the current system of science. In particular, the approaches and research findings presented here have implications for various stakeholders, including publishing organizations, bibliographic database producers, research policy makers, and research funding agencies. Indeed, these approaches could be built into a software tool and thereby be made available to researchers beyond the field of bibliometric studies.QC 20160406
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Rath, Victoria. "An Investigation of Online Tools and Teaching, Social, and Cognitive Presence in a Large Hybrid Online Class." Doctoral diss., University of Central Florida, 2012. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5451.
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The purpose of this research study was to explore the impact of specific Web 2.0 tools on students' experience of teaching, social, and cognitive presence and motivation when enrolled in a very large hybrid course. With online course enrollments continuing to grow at a higher rate than traditional enrollments in higher education (Allen & Seaman, 2011) and universities increasing class sizes as a way to meet this demand with fewer fiscal resources, it is imperative to find ways to keep students engaged and motivated when enrolled in very large classes. This study used the Community of Inquiry framework (Garrison, Anderson & Archer, 2000) to examine the effect of specific Web 2.0 tools (asynchronous discussion, streaming lectures, multimedia lecture demonstrations, Twitter, and the Second Life virtual world) on teaching, social, and cognitive presence and motivation. The sample population for this study (n = 567) consisted of undergraduate students enrolled in a very large hybrid accounting course in the fall of 2010 at the University of Central Florida. The total enrollment for the course was 943 students. Students could attend face-to-face (f2f) class sessions in a large lecture room that seated 285 students or they could view a streaming video capture of the lectures online. Students were not required to attend the f2f class sessions and could complete the course entirely online. Data were analyzed using one-way analysis of variances (ANOVA), and results of the statistical analyses indicated that students who frequently used the Web 2.0 tools had statistically significant higher mean motivation scores than students who did not use the tools as frequently. Additionally, students who frequently attended the f2f sessions had statistically significant higher mean social presence scores compared to students who attended sometimes or not at all. Attending the f2f sessions, however, did not result in higher mean scores of teaching or cognitive presence. When examined for the impact of the specific Web 2.0 tools, analysis of the ANOVA results indicated that students who used the discussion, streaming lectures, multimedia lecture demonstrations, and Twitter all of the time had significantly higher mean scores of teaching, social, and cognitive presence compared to those students who used the tools less frequently. Further research should be conducted on large hybrid and online courses in different content areas and on those that use different types of learning approaches.Ph.D.
Doctorate
Education and Human Performance
Education; Instructional Technology
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ASFORA, Silvia Cauás. "Fatores condicionantes da relação entre indivíduos e a Iead: hipercultura, atitudes, desempenho e satisfação." Universidade Federal de Pernambuco, 2015. https://repositorio.ufpe.br/handle/123456789/17166.
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A Educação a Distancia mediada pela internet (iEaD) é uma modalidade de ensino na qual a mediação didático-pedagógica dos processos de ensino e aprendizagem ocorre com a utilização das Tecnologias de Informação e Comunicação (TIC’s), estando os estudantes e professores desenvolvendo atividades educativas em lugares ou tempos diversos. O objetivo deste estudo é investigar como a hipercultura está relacionada ao sucesso dos indivíduos em atividades de iEaD no contexto de cursos voltados para conteúdos ligados à administração de empresas, considerando as influências intervenientes de variáveis psicossociais e educacionais. O trabalho em questão apoia-se em três estudos hipotético-dedutivos, observacionais e transversais, possuindo como marco teórico a Teoria da Mediação Cognitiva (TMC) e o conceito de hipercultura. A estratégia utilizada na pesquisa foi quantitativa, seguida de análises estatísticas dos dados; quanto ao meio de investigação, foram utilizadas pesquisas de campo tipo survey com coleta de dados primários; para instrumento de coleta de dados, foram utilizados questionários e também bases de dados institucionais de uso e desempenho em sistemas de iEaD. Na análise e interpretação dos dados, foram utilizados métodos estatísticos diversos bem como conceitos da teoria das probabilidades. A sociodemografia das amostras foi caracterizada por meio de estatística descritiva, o mesmo ocorrendo com as principais variáveis dependentes. Testes de hipótese e coeficientes de correlação foram utilizados para avaliar o grau de associação entre pares de variáveis. A análise de aglomerados, análise fatorial, smallest space analysis e a teoria das facetas foram usadas para avaliações multivariadas. Em função dos resultados obtidos, foram empregadas ainda técnicas de regressão múltipla para o levantamento de modelos e análises de confiabilidade para determinar a consistência de indicadores. Os resultados da pesquisa revelaram que o sucesso de alunos no iEaD depende da combinação do grau de internalização da hipercultura dos alunos com o grau de hiperculturalidade do curso. A hiperculturalidade dos alunos está positivamente correlacionada a um melhor desempenho e a uma menor evasão quando os cursos apresentam características mais hiperculturais. Alunos de baixa hiperculturalidade tendem a um melhor desempenho, menor insatisfação e menor evasão em curso menos hiperculturais. Cursos de baixa hiperculturalidade exercem influência negativa nos alunos de alta hiperculturalidade levando-os a um pior desempenho e à evasão. Foi evidenciado também que as atitudes de demandantes do ensino superior em relação ao iEaD são positivamente influenciadas pelo seu grau de internalização da hipercultura e que existe correlação positiva e estatisticamente significativa entre os valores atribuídos a todos os aspectos do iEaD e a disposição em cursar o ensino superior nesta modalidade. Foi também observado que a hipercultura está associada a um determinado tipo de cognição (pensamento visual, busca por atualização e obtenção de notícias) e também associada a determinados tipos de atitudes (abertura, extroversão, sociabilidade)
Internet based distance education (iEaD) comprises teaching methods in which the didactic-pedagogic mediation of the teaching processes occurs with the use of Information and Communication Technology (ICT), with teachers and students developing educational activities in different sites at different times. The main goal of this research work is to investigate the hyperculture related with individuals accomplishments on iEaD, associated to Business Administration courses, considering the influence of psycho-social and educational variables. This research is based on three hypothetic-deductive, observational, and cross-sectional studies, using Cognitive Mediation Theory and Hyperculture as theoretical framework. This research utilizes a quantitative strategy, followed by data statistical analysis. Data collection was driven by students' surveys, as well as online institutions' information regarding iEaD use and performance. Data analysis was based on various statistical methods, and probability theory. The sampling frame socio-demographic aspect, as well as the dependent variables, were defined by descriptive statistics. Hypothesis tests and correlation coefficients were used to measure the degree of association between variables. Multivariate evaluation utilized cluster sample analysis, factorial analysis, smallest space analysis, and facet theory. On the basis of the results, consistency indicators were determined by using multiple regression techniques and reliability analysis. The results obtained showed that students' performance is based on students specific levels of Hyperculture and iEaD courses hyperculture. When students and courses are hypercultural, better performance and lower drop rate were found. Less hypercultural students have better performance with less hypercultural courses. Courses with less hypercultural aspects have a negative influence on hypercultural students showing a lower performance and higher drop rate. Students' attitude towards internet based distance education (iEaD) is influenced by their hypercultural aspects. There is a correlation between iEaD course value and the desire to take online classes for post-secondary education. This research also found that hyperculture is associated with some kinds of cognition (visual thinking, search for up-to-date information, news search), and attitudes (openness, extroversion, socialization).
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Sebastião, Márcia Pereira. "Fatores de usabilidade em ambiente de educação a distância: estudo exploratório do ambiente virtual de aprendizagem do curso de Mediação de Conflitos Socioambientais da Fundação do Desenvolvimento Administrativo do Governo do Estado de São Paulo." Pontifícia Universidade Católica de São Paulo, 2009. https://tede2.pucsp.br/handle/handle/18231.
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Previous issue date: 2009-04-27The e-learning has had an important role in contemporary education scenario in national and global. As experience grows with the systematic use of Virtual Learning Environments, problems arising from such use have been reported. Often, related to such factors as: a) the enormous amount of information that needs to be managed and at the same time, be available for teachers and students, b) the interactions between the various participants in the process, c) the difficulty of understand that the activities of others have a direct impact on their own activities. Therefore, there is a need for care related to the quality of interactions available in the Web Thus, developing an interface with an ease of navigation and interaction is crucial for the smooth running of courses developed in the e-learning. To this scenario, this research aims to investigate the usability of the application sites in e-learning, aiming to improve user interaction with the interface. Thus, the method used for data collection consists of: application of heuristic analysis, thematic content analysis of semi-open questionnaires applied of intertext harvested in the Community Course in screen: Curso de Mediação de Conflitos Socioambientais. The analysis of data collected was interpreted in the light of the following theoretical framework: the e-learning (historical, philosophical concepts, approaches educacioanis), cyberspace, usability and accessibility of digital devices and interfaces (heuristic analysis of Nielsen, CC-9 Resolution of the Government of State of São Paulo, 2005). The study demonstrates the usability of devices and digital interfaces as a key to the successful development of online courses. The analysis of interfaces in e-learning courses is of great importance, since the problem of non conductive interfaces, difficult learning and memory, and with high incidence of errors, tends to negatively impact the user. More than the ix technological sophistication, it is the serious study of the usability of the environment in question
A modalidade de Educação a Distância (EaD) tem tido um papel importante no cenário educacional contemporâneo, em nível nacional e mundial. À medida que crescem as experiências com o uso sistemático dos Ambientes Virtuais de Aprendizagem (AVA), problemas decorrentes desse uso têm sido relatados. Com frequência, relacionam-se a fatores como: a) a enorme quantidade de informação que precisa ser gerenciada e, ao mesmo tempo, estar disponível para professores e estudantes; b) as interações entre os diversos participantes do processo; c) a dificuldade de perceber que as atividades de outros têm impacto direto em suas próprias atividades. Portanto, verifica-se a necessidade de cuidados relacionados à qualidade das interações disponibilizadas na Web. Nesse sentido, desenvolver uma interface com uma facilidade de navegação e de interação é ponto fulcral para o bom andamento de cursos desenvolvidos na modalidade de Educação a Distância. Tendo em vista esse cenário, a presente pesquisa tem o objetivo de investigar a aplicação da usabilidade em sites de Educação a Distância, com vistas à melhor interação do usuário com a interface. Para tanto, o método de coleta de dados utilizado consiste em: aplicação de análise heurística e análise temática de conteúdo dos questionários semi-abertos aplicados e dos intertextos colhidos na Comunidade do curso em tela: Curso de Mediação de Conflitos Socioambientais. A análise dos dados coletados foi interpretada à luz do seguinte marco teórico: Educação a Distância (histórico, concepções epistemológicas, abordagens educacionais), Ciberespaço, usabilidade e acessibilidade dos dispositivos e interfaces digitais (análise heurística de Nielsen; Resolução CC-9 do Governo do Estado de São Paulo, 2005). O estudo evidencia a usabilidade dos dispositivos e interfaces digitais como instância fundamental ao bom desenvolvimento de cursos on-line. A análise das interfaces de cursos de EaD é de grande importância, uma vez que a problemática de interfaces não condutivas, de difícil aprendizado e memorização, e com grande incidência de erros, tende a impactar negativamente o usuário. Mais do que a sofisticação tecnológica, importa o estudo sério da usabilidade do ambiente em questão
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Alaulamie, Lamees A. "Teaching Presence, Social Presence, and Cognitive Presence as Predictors of Students' Satisfaction in an Online Program at a Saudi University." Ohio University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1395341753.
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Zorzi, Analisa. "Entre o social e o individual : as trocas intelectuais e as trajetórias cognitivas no desenvolvimento da autonomia intelectual." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2018. http://hdl.handle.net/10183/181863.
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A presente tese tem como objetivo compreender como ocorreu o processo de desenvolvimento da autonomia intelectual das estudantes no Curso de Licenciatura em Pedagogia a Distância de uma Universidade Pública Federal do sul do Brasil. As referências principais utilizadas estão relacionadas, de um lado, aos debates sobre a formação de professores de um modo geral, sobre a formação de professores à distância, e sobre a importância da pesquisa como um instrumento de aproximação entre teoria e prática nesses processos. Por outro lado, para fundamentar a análise foram utilizados os pressupostos teóricos construtivistas de Jean Piaget sobre as relações interindividuais, na perspectiva das trocas intelectuais realizadas no curso, e sobre a abertura de novos possíveis nas trajetórias cognitivas das estudantes. Trata-se, assim, de uma investigação que se insere no âmbito da pesquisa qualitativa na qual os dados se configuram nas produções escritas dos estudantes e das professoras (tutoras e pesquisadora). Além das produções escritas, foi realizada uma entrevista semi-estruturada com o professor que acompanhou a turma pesquisada no primeiro ano de curso. Para as trocas intelectuais, foram consideradas as postagens de todos os sujeitos (estudantes e professoras tutoras e pesquisadora) que participaram do curso no polo selecionado para a pesquisa. Já para a análise das trajetórias cognitivas, foram selecionadas três (03) estudantes do mesmo polo. A análise das trocas intelectuais evidenciou que houve um processo gradual de desenvolvimento da cooperação no qual alguns elementos construídos foram conservados: a formação do grupo (sistema comum de sinais); as proposições tidas como válidas e valorizadas nos debates, o respeito mútuo e a reciprocidade entre os parceiros. Já as trajetórias cognitivas foram marcadas por um processo de abertura sucessivas de novos possíveis. A análise realizada nos permite afirmar que o desenvolvimento da autonomia intelectual, no processo de formação no curso, esteve relacionado à transformação da noção de pesquisa (objeto e procedimento); a transformação de suas ideias prévias em relação a outras temáticas, e as trocas estabelecidas (leituras, colegas, professores, escola). O desdobramento da perspectiva adotada nessa tese foi que identificamos no processo que à medida em que as estudantes avançaram na abertura de novos possíveis também passaram a coordenar mais elementos a partir do contexto das trocas intelectuais e vice-versa, o que nos faz admitir, que de fato, assim como Piaget já havia elucidado, o sujeito se desenvolve na, a partir e para as relações sociais em que se insere.This thesis aims at understanding how the process of intellectual autonomy development occurred in students of Pedagogy Graduation distance Course of a public federal university in the south of Brazil. The main references used are related to discussions on teacher training in general, on distance teacher training, and on the importance of research as an instrument to bring theory and practice together in such processes. On the other hand, to underpin the analysis, we used the constructivist theoretical assumptions of Jean Piaget about interindividual relations, in the perspective of intellectual exchanges performed in the course, and about the opening of new possibilities on the students’ cognitive trajectory. Hence, it is an investigation that is in the scope of qualitative research, in which the data is the written production of students and professors (tutors and researcher). Besides written production, semi-structured interview was performed with the Professor that monitored the group in the first year of the course. For the intellectual exchange, we considered the posts from all the subjects (students, tutor professors and researcher professor) that participated in the course in the center selected for the research. For the analysis of the cognitive trajectory, three (03) students of the same center were selected. Analysis of intellectual exchanges highlighted that there has been a gradual process of development of cooperation, in which some constructed elements were preserved: the formation of the group (common signal system); propositions regarded as valid and valued in the discussions; mutual respect and reciprocity among partners. The cognitive trajectories were marked by a process of successive openings of new possibles. The analysis performed allows us to state that the development of intellectual autonomy, in the process of formation in the course, was related to the transformation of the sense of research (object and procedure); the transformation of its previous ideas related to other themes, and the exchanges established (reading, classmates, professors, school). The unfolding of the adopted perspective in this thesis was that we identified in the process that as the students moved forward I the opening of new possibles, they also started coordinating more elements from the context of the intellectual exchanges and vice-versa, which makes us admit that, as Piaget had already elucidate, the subject develops in, from and to the social relations in which they are.
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Alcott, Drew H. "A portfolio of study, practice and research : an investigation of the role of executive functions in Cognitive Estimation Test (CET) performance: implications of results from a task of inter-city distance estimation." Thesis, University of Surrey, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.298218.
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Timm, Maria Isabel. "Elaboração de projetos como estratégia pedagógica para o ensino de Engenharia (curso à distância de projeto no modelo e-learning-by-doing)." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2005. http://hdl.handle.net/10183/13747.
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O trabalho contextualiza historicamente, descreve e discute características de um possível perfil cognitivo dos engenheiros, atualizando-o em relação às necessidades da sociedade e da cultura contemporâneas, com base no paradigma multidisciplinar das Ciências Cognitivas, apresentado a partir da obra Como a mente funciona, de Steven Pinker, e em pesquisa bibliográfica sobre autores da área de Engenharia. Busca analisar criticamente as necessidades do ensino contemporâneo de Engenharia, identificando estratégia didáticopedagógica compatível com as características descritas no perfil. A elaboração didática de projetos foi a estratégia escolhida, por apresentar a mesma estrutura cognitiva (raciocínios, operações mentais, comportamentos, atitudes e posturas) da atividade profissional, bem como por caracterizar um contexto integrado de conceitos teóricos, atividades práticas, tomadas de decisão e vivências que deverão constituir um apoio à consolidação da memória de longa duração dos alunos, e, por conseguinte, de seu aprendizado, segundo conceitos apresentados por Roger Schank na obra Dynamic Memory Revisited. O trabalho se desenvolve com a escolha de um modelo de curso à distância estruturado a partir do mesmo paradigma, para aplicar a estratégia escolhida. Trata-se do modelo e-learning-by-doing, apresentado por Roger Schank na obra Designing world-class e-learning. São descritas atividades de planejamento, implantação e análise qualitativa de resultados de um curso-piloto à distância (com o referido modelo), de elaboração didática de um projeto de Engenharia Geotécnica, com alunos de mestrado do Pós-Graduação em Engenharia Civil, da Universidade Federal do Rio Grande do Sul, sob coordenação do prof. Fernando Schnaid. A experiência teve excelente receptividade e aproveitamento dos alunos. O framework teórico-conceitual multidisciplinar mostrou-se enriquecedor, apontando possibilidades de continuidade da pesquisa sobre ensino de Engenharia, relacionadas ao aprofundamento do perfil dos engenheiros, ao uso didáticopedagógico de projetos e ao modelo e-learning-by-doing, todos eles com aplicação na prática docente e na formação de professores. O trabalho constituiu pesquisa para obtenção do título de doutor, no Programa de Pós-Gradução em Informática na Educação (PPGIE) da Universidade Federal do Rio Grande do Sul (UFRGS), na linha de pesquisa Paradigmas para a Pesquisa sobre Ensino Científico e Tecnológico.This work describes and discusses engineering profile from historical, cultural and cognitive perspectives, in an attempt to fit contemporary needs based on the multidisciplinary paradigm of Cognitive Sciences. Emphasis is given to Steven Pinker’s book How the mind works and other bibliographic research reported within the Engineering domain. Needs of contemporary Engineering education are analyzed, choosing a pedagogical strategy compatible with the described profile. Didactic project making was the chosen strategy - it comprises the same cognitive structure of the professional activity, including way of thinking, mental operations, behavior, attitude and states of mind. It can also be seen as a theoretical, practical, decision making and living context that supports long term memory consolidation and, as a consequence, supports the activity of learning, following ideas presented by Roger Schank’s book Dynamic Memory Revisited. The work follows a distance learning course based on the same cognitive paradigm chosen to represent the adopted model and strategy. The strategy is based on e-learning-by-doing model introduced by Roger Schank’s book Designing world-class e-learning, which is adopted to plan and to implement an experimental distance course for a project on Geotechnical Engineering, to masters students from the Civil Engineering Graduation Program at Federal University of Rio Grande do Sul, coordinated by professor Fernando Schnaid. The experience is reported and results are qualitatively analyzed with excellent responses from students in both participation and performance. Theoretical and conceptual multidisciplinary frameworks proved to be a reach framework to present and future research related to Engineering education, engineering profile, didactic use of projects adopting the e-learning-by-doing model. This concept can be applied to graduate and undergraduate courses and to teachers´ continuous education. The work is part of the requirements designed to obtain a PhD degree at the Informatics applied to Education Graduation Program (PPGIE), from Federal University of Rio Grande do Sul (UFRGS), Brazil, in the research line of “Paradigms for the Research on Scientific and Technological Education”.
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Hosseini-Kaladjahi, Hassan. "Iranians in Sweden : economic, cultural and social integration." Doctoral thesis, Stockholms universitet, Sociologiska institutionen, 1997. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-47395.
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This study explores three dimensions in the integration of Iranian immigrants in Sweden: economic, cultural and social. To test the generalisability of the ideas presented, and to place them in a wider framework the integration of Iranians has been compared with those of three other minorities: Chileans, Poles, and Finns. Data used in the statistical analyses have been obtained from the Centre for Research in International Migration and Ethnic relations (CEIFO). Economic integration of an immigrant group in a new society has been defined as its economic equality with the host population. The first part dealing with this aspect of integration compares Iranians with Swedes by three economic indicators: the ratio of unemployment, socio-economic status and income. By all indicators Iranians hold a considerably lower position as compared with Swedes. Both socio-demographic factors related to the Iranians and discrimination exercised by Swedish employers have been found to be relevant to the economic integration of Iranians in Sweden. The comparison of Iranians with the three other minorities, in terms of discrimination, indicates that the discrimination of these minorities corresponds to their cultural distance from Swedes. Iranians, with the remotest culture from Swedes among the four minorities, suffer the highest degree of discrimination. Finns, with the closest culture, suffer the lowest degree of discrimination. And the two other minorities lie between these two groups, respectively. Discrimination manifests itself mainly in a differential size of incomes which derives from the differential distribution of these groups among the least desirable occupations. The second part dealing with cultural integration evaluates the adaptation of Iranian to Swedish culture by two indicators representing cognitive and normative acculturation. This part is especially focused on the proposition that the westernisation process in Iran and differential reactions against this process are relevant in the acculturation of Iranians in Sweden. Two hypotheses formulated on the basis of this proposition- the negative effects of commitment to Iranian culture and radicalism on the acculturation of Iranians in Sweden- have been supported by the indicator of normative acculturation, but not by that of cognitive acculturation. The comparison of the four minorities has demonstrated that generalities, clustering and uniqueness all exist among the factors explaining their acculturation. The generalities and clustering are more striking in cognitive acculturation. Similarities are more evident between Iranians and Chileans. Finally, the last part dealing with social integration concentrates on the association of Iranians with Swedes. Assuming that association of two individuals with each other requires a common language and a minimum degree of intersubjectivity, it has been generally hypothesised that: 1) social integration of minorities in the new society will be a function of their cultural distance from the host population, and 2) all processes contributing to the increasing or decreasing of cultural distance will contribute also to the increasing or decreasing of their social integration. On the basis of these general hypotheses the following concrete hypotheses have been tested. 1) Among the four minorities, Iranians, as culturally remotest from Swedes, will have the least degree of social integration, followed by Chileans, Poles and Finns, respectively. 2) Commitment of Iranians to Iranian culture, as a medium increasing cultural distance, will correlate negatively with their social integration in Sweden. 3) Countercultural elements in Swedish society, as a medium of cultural-distance reduction, will contribute to the social integration of immigrants in this society. All hypotheses have been supported by the existing data.
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Boyce, Bradley G. "Understanding Learner Interactions in the Home-Study and Technology-Mediated Seminary Program for Youth in the Church of Jesus Christ of Latter-day Saints." BYU ScholarsArchive, 2011. https://scholarsarchive.byu.edu/etd/3023.
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Interaction is a core element in the design of blended and distance learning environments. The importance of understanding these interactions and what might increase effectiveness of such interactions in education is paramount for meaningful learning. This dissertation consists of two qualitative case studies designed to provide a rich, descriptive look at interactions in a high school distance/blended-learning context in the home-study and technology-meditated seminary program of The Church of Jesus Christ of Latter-day Saints. In the study article, Moore's (1989) interaction framework was used as a lens for understanding the learner experience. Thematic narratives were used to highlight themes related to students' perceived learning gains from learner-content interaction and their hesitancy to engage in learner-learner and learner-instructor interactions if they had not met personally. In the second study, Garrison's (2007) Community of Inquiry framework was used to understand the impact that teacher decisions, other than the selection of content, had on the cognitive and social climate of the learning experience. This study describes how a teacher's facilitation of social interaction influences the course learning outcomes. The results highlight the teacher's role in providing the educational and social climate needed to foster learner interactions. This study noted that when the teachers gave learners the opportunity to interact in a live setting, it appeared to foster the relationships needed to interact online. The narratives also highlight how a teacher helped learners interact with one another around content online.
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Diniz, Emanuelle Pereira de Lima. "Processos cognitivos que operam na constru??o da refer?ncia: uma an?lise das produ??es textuais elaboradas na EaD - UFRN." Universidade Federal do Rio Grande do Norte, 2012. http://repositorio.ufrn.br:8080/jspui/handle/123456789/16228.
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Previous issue date: 2012-03-16Beneath the theoretical assumptions of Cognitive Linguistics contemporary, we analyze the cognitive processes underlying the construction of the reference in the text. To do so, we choose as corpus the written textual productions of undergraduates at the Department of Distance Education/UFRN provided in sections of responses of presential evaluation activities and activities in the Moodle virtual ambience. These activities and texts were produced in the discipline of Reading, Interpretation and Textual Production taught in the courses of Chemistry, Physics, Mathematics, Biology and Geography we monitor during the period of 2008.1 to 2010.1. Through the analysis of discursive productions, it was evident that the construction of the reference is made by means of the activation and manipulation of information acquired through our perceptual and social experiences. Thus, we confirm the cognitive assumption that the linguistic clues available in the texts of the activities serve as guides towards cognitive domains that activate the process of building reference
Sob os pressupostos te?ricos da Lingu?stica Cognitiva contempor?nea, analisamos os processos cognitivos subjacentes ? constru??o da refer?ncia no texto. Para tanto, escolhemos como corpus as produ??es textuais escritas de graduandos da Secretaria de Educa??o a Dist?ncia/UFRN dispostas nas se??es de respostas das atividades avaliativas presenciais e em atividades desenvolvidas no ambiente virtual moodle. Essas atividades e textos foram produzidos na disciplina de Leitura, Interpreta??o e Produ??o Textual, ministrada nos cursos de Qu?mica, F?sica, Matem?tica, Biologia e Geografia, que monitoramos durante o per?odo de 2008.1 a 2010.1. Atrav?s da an?lise das produ??es discursivas, ficou evidente que a constru??o da refer?ncia se d? por meio da ativa??o e manipula??o de informa??es adquiridas atrav?s de nossas viv?ncias perceptuais e sociais. Desse modo, ratificamos o pressuposto cognitivista de que as pistas lingu?sticas dispon?veis nos textos das atividades funcionam como guias de sentido que ativam dom?nios cognitivos no processo da constru??o da refer?ncia
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Foohs, Marcelo Magalhães. "Representação gráfica do tempo : efeito de gráficos na compreensão e retenção dos significados do Present Perfect e do seu contraste com o Simple Past." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2005. http://hdl.handle.net/10183/13521.
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Este trabalho tem como propósito examinar o efeito da representação gráfica do tempo como meio para facilitar a construção de um esquema mental capaz de acomodar os usos do Present Perfect e de seu contraste com o Simple Past em um módulo de língua inglesa mediado por computador. O Present Perfect constitui-se, reconhecidamente, em um problema para professores e alunos de língua inglesa. Dowty (1979) observa que, “com exceção do progressivo, nenhum outro tempo da língua inglesa recebeu mais atenção dos lingüistas do que o Present Perfect e mesmo assim não há um consenso geral no que se refere à sua estrutura semântica.” Dois estudos foram realizados (2003 e 2005) nos quais os participantes foram distribuídos aleatoriamente em uma de duas condições experimentais: (1) Somente texto e (2) Texto+Gráficos. No segundo estudo foram incorporados gráficos interativos, seguindo a recomendação de Peeck (1993) e o princípio de interatividade de Mayer (2002). Os dados coletados através de um pré-teste, pósteste imediato e pós-teste deslocado, foram analisados através de análises de variância (ANOVAs) de um fator e análises de variância para medidas repetidas. Os resultados das ANOVAs, aliados às respostas de um questionário aplicado logo após o pós-teste imediato sugerem que os tratamentos tiveram pouca influência na compreensão e retenção de informações a curto prazo; o princípio de fatiamento de Sweller (1988), utilizando o modelo temporal de Declerck (1986) e o modelo aspectual de Godoi (1992), aliado com o princípio de multimídia da teoria de aprendizado por multimídia de Mayer (2002), mostraram-se eficazes na compreensão e retenção a longo prazo dos usos e contrastes entre o Present Perfect e o Simple Past; e a inclusão de gráficos interativos no estudo de 2005, serviu para diminuir a confusão causada pelos gráficos estáticos, ocorrida no estudo de 2003.The present study examined the effect of graphical representation of time in facilitating both interpretation and construction of schemata capable of accounting for the uses of the Present Perfect and its contrast with the Simple Past in an English intermediate course mediated by computer. The English Present Perfect is a wellknown troublemaker for EFL/ESL teachers and learners. Dowty (1979) observes that, “aside from the progressive, no English tense has received more attention from linguists and yet eluded a convincing analysis so completely as the Present Perfect.” Two studies were carried out (2003 and 2005) in which the students were randomly distributed between two treatments: (1) Text only and (2) Text+Graphics. In the second study, interactive graphics were added, following Peeck’s (1993) advice to improve active learning and Mayer’s (2002) interactivity principle to give students more control over the material. The data collected in the pre-test, immediate post-test and delayed post-test were analyzed through analyses of variance (ANOVAs) of one factor and repeated measures ANOVAs. The results of the ANOVAs, together with the answers of the questionnaire applied right after the immediate post-test, suggest that the treatments had low influence over the comprehension and retention of information for the immediate post-test; Sweller’s (1988) chunking principle, utilizing Declerck’s (1986) temporal model and Godoi’s (1992) aspectual model, allied with Mayer’s (2002) principle of multimedia, were effective to promote long lasting comprehension and retention of the uses of the Present Perfect and its contrast with the Simple Past; the inclusion of interactive graphics in the second study (2005), was effective to diminish the confusion caused by the static graphics utilized in the first study (2003).
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Lamb, Richard Alan. "A Makeover for the Captured Lecture: Applying Multimedia Learning Principles to Lecture Video." NSUWorks, 2015. http://nsuworks.nova.edu/gscis_etd/36.
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Making video recordings of large classroom lectures and putting them online is increasingly common in distance and blended learning courses. However, the best way to use lecture video is not well understood. Using long streams of one-way communication is not consistent with best practices in online learning. During lectures, students assume a largely passive role. They think faster than instructors speak, so boredom and daydreaming are common. Yet, when complex or novel ideas are presented, students may have inadequate time to encode, organize, and integrate the input with prior experience. Especially for students with low prior knowledge of the subject being discussed, the lecture is a cognitive and affective roller coaster ride that works at cross purposes with learning. Viewing a lecture that was recorded at an earlier time adds the element of temporal distance from the learning event, and changes the student’s role from participant to spectator. The present study investigated whether learning could be increased and perceptions of difficulty reduced when a captured lecture received a “makeover” before being put online. The makeover consisted of 1) editing the lecture video in accordance with the cognitive theory of multimedia learning; 2) processing the video using best practices for audio/video production; and 3) increasing the video playback speed. The research design for the study was quasiexperimental. The independent variable was captured lecture form (edited or unedited). The dependent variables were learning results for recognition and recall, and perceptions of difficulty. Data analysis employed independent-samples t-tests, multivariate analysis of variance (MANOVA), and repeated-measures MANOVA. Conclusions were that the editing protocol made no significant difference in learning gains for recognition or recall, and did not significantly affect perceptions of difficulty. However, editing did result in a 39% reduction in the length of the lecture, raising the possibility that such a makeover might allow for faster learning when lecture video is used.
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Mari, Carina Morais Magri. "Avaliação da acessibilidade e da usabilidade de um modelo de ambiente virtual de aprendizagem para a inclusão de deficientes visuais." Universidade Federal de São Carlos, 2011. https://repositorio.ufscar.br/handle/ufscar/3670.
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Previous issue date: 2011-08-05This work presents collaborations of the ergonomics for the virtual learning environment, for its configuration and its use, seeking the inclusion of people with visual disabilities. These collaborations go along with the cognitive principles of ergonomics in which the focus is on the aspects of the usability and accessibility of interfaces of such environments. The virtual learning environment used was Moodle which is applied at Universidade Federal de São Carlos in order to offer distance education courses and where a visually impaired student takes subjects from the technological sugar-cane alcohol production course. The aim of this work is to analyse the interfaces under the view of accessibility, usability and ergonomics so as to facilitate the usage of the virtual learning environment from visually disabled students, contributing to the improvement of the UFSCar‟s distance education system, providing opportunity of inclusion to people with visual disabilities concerning distance education.
RESUMO Este trabalho apresenta colaborações da ergonomia para o projeto de ambientes virtuais de aprendizagem, para a sua configuração e sua utilização, buscando a inclusão de pessoas com deficiência visual. Essas colaborações estão perfiladas com os princípios ergonômicos cognitivos, em que o recorte do trabalho recai sobre os aspectos de usabilidade e acessibilidade de interfaces desses ambientes. O ambiente virtual de aprendizagem utilizado foi o Moodle, implantado na Universidade Federal de São Carlos para a oferta de cursos na modalidade a distância, utilizado por um deficiente visual em disciplinas ofertadas no curso de tecnologia em produção sucroalcooleira. A atenção desse trabalho está voltada para uma análise das interfaces sob a óptica de acessibilidade, usabilidade e ergonomia, com o objetivo de facilitar o deficiente visual a utilizar o ambiente virtual de aprendizagem, contribuindo para aprimorar o sistema de ensino a distância da UFSCar, dando oportunidade para a inclusão de deficientes visuais na educação a distância.
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Kalatzis, Adriana Casale. "Aprendizagem baseada em problemas em uma plataforma de ensino a distância com o apoio dos estilos de aprendizagem: uma análise do aproveitamento dos estudantes de engenharia." Universidade de São Paulo, 2008. http://www.teses.usp.br/teses/disponiveis/18/18157/tde-05112008-145409/.
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Este estudo tem por principal objetivo investigar o aproveitamento de uma amostra de 29 estudantes que participaram de uma experiência pedagógica na disciplina Planejamento e Análise de Sistemas de Transporte, oferecida para o curso de engenharia civil da Escola de Engenharia de São Carlos, Universidade de São Paulo. Essa experiência decorreu da aplicação do método aprendizagem baseada em problemas (Problem-Based Learning - PBL) na modalidade de ensino semipresencial, com o uso de uma plataforma de ensino a distância CoL (Cursos on-Line), apoiada nos estilos de aprendizagem. Os dados foram coletados por meio do instrumento - Índice de Estilos de Aprendizagem (Index of Learning Styles - ILS) de Felder e Soloman, traduzido para o português, para identificar os estilos de aprendizagem dos estudantes. O ILS foi aplicado no início da disciplina para conhecer o perfil de aprendizagem dos estudantes, auxiliar no preparo de atividades direcionadas para o público-alvo, e na composição dos grupos de acordo com seus estilos de maneira mais heterogênea e equilibrada possível, visando um melhor aproveitamento na disciplina. Para analisar o aproveitamento da amostra submetida à alternativa instrucional e os efeitos do PBL, foram utilizadas as respostas dos estudantes a um questionário de avaliação da nova proposta, respondido no final da disciplina e um questionário para avaliação do aprendizado, usado após o encerramento da disciplina. A partir das respostas desse questionário foram construídos mapas cognitivos que contribuíram para a avaliação e comparação do aprendizado da amostra com uma turma submetida ao modelo tradicional. Além desses instrumentos, na análise dos dados, foram utilizadas as notas dos estudantes da amostra e de outra turma de alunos regularmente matriculados na mesma disciplina, porém sem a inserção de inovações pedagógicas. Essas notas foram analisadas com o objetivo de investigar sua relação com os estilos de aprendizagem e com o método PBL bem como para verificar a ocorrência de aproveitamentos diferenciados entre os estudantes. Os resultados da análise qualitativa e quantitativa mostraram que os estudantes obtiveram um aproveitamento significativamente melhor com o novo desenho da disciplina.The main purpose of this study is to investigate the performance of a sample of 29 students who participated in an educational experience in Planning and Analysis of Transportation Systems Course for civil engineering course from Escola de Engenharia de São Carlos, Universidade de São Paulo. This experience elapsed from the application of problem-based learning (PBL) method in a blended learning mode using a web-based learning - CoL (Cursos on-Line) - with the support of the leaning styles. The data were collected through the Felder and Solomans instrument - Index of Learning Styles (ILS) to identify the students learning styles. The portuguese version of the ILS was applied at the beginning of the course to find the students learning preferences to assist the development of activities directed to the public, and the composition of the groups according to their styles seeking a better use in the course. To examine the use of the sample submitted to the instructional alternative and the effects of PBL were used the responses of the students to a questionnaire for assessing the new proposal responded at the end of the course, and a questionnaire for assessment of learning that was used after the closure of the course. Cognitive maps were built from the answers of the questionnaire that contributed to this assessment and also to make the comparison of the sample with a group of students submitted to the traditional model. Besides these instruments were used the grades of the sample and also of the other group of students regularly enrolled in the same course, but without the introduction of pedagogical innovations. These grades were analyzed with the aim of investigating the relationship between the learning styles and the PBL method, and to verify the presence of differentiated performance between the groups of students. The results of the qualitative and quantitative analysis showed that students obtained a significantly better performance with the new course design.