Dissertations / Theses on the topic 'Education, Higher – Computer-assisted instruction'
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Snyder, Jeffrey S. "Effects of computer assisted instruction on learning a case study /." Instructions for remote access. Click here to access this electronic resource. Access available to Kutztown University faculty, staff, and students only, 1999. http://www.kutztown.edu/library/services/remote_access.asp.
Full textSource: Masters Abstracts International, Volume: 45-06, page: 2812. Accompanying CD-ROM entitled: Project : interactive : an interactive introduction to creating interactive media. Typescript. Abstract precedes thesis as 3 preliminary leaves. Includes bibliographical references (leaves 84-89).
Hsu, Yung-chen. "The effectiveness of computer-assisted instruction in statistics education: A meta-analysis." Diss., The University of Arizona, 2003. http://hdl.handle.net/10150/289887.
Full textMay, Gwendolyn Kennedy Larry DeWitt. "The use of computer-assisted instruction in non-conventional classroom environments in higher education." Normal, Ill. Illinois State University, 1995. http://wwwlib.umi.com/cr/ilstu/fullcit?p9604376.
Full textTitle from title page screen, viewed April 24, 2006. Dissertation Committee: Larry Kennedy, Michael Lorber (co-chairs), Frank Lewis. Includes bibliographical references (leaves 38-41) and abstract. Also available in print.
Steinman-Veres, Marla. "Computer-aided instruction and simulations." Thesis, McGill University, 1987. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=63891.
Full textPichayapaiboon, Poonarat Moore Barry E. "A study of the effect of the use of computer assisted instruction in art appreciation in higher education." Normal, Ill. Illinois State University, 1987. http://wwwlib.umi.com/cr/ilstu/fullcit?p8726509.
Full textTitle from title page screen, viewed August 18, 2005. Dissertation Committee: Barry E. Moore (chair), Jack A. Hobbs, Kenneth H. Strand, Thomas E. Malone. Includes bibliographical references (leaves 46-49) and abstract. Also available in print.
Bain, Yvonne Catherine. "Learning through online discussion : case studies of higher education student's experiences." Thesis, University of Aberdeen, 2011. http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=167158.
Full textO'Donoghue, John. "Technology supported learning and teaching within the context of higher education in a 21st century society." Thesis, University of South Wales, 2008. https://pure.southwales.ac.uk/en/studentthesis/technology-supported-learning-and-teaching-within-the-context-of-higher-education-in-a-21st-century-society(a9ed8378-b881-4f67-9745-88fdba99e581).html.
Full textBurgess, Madeline Jane. "Interrogating the World Bank's policy on innovative delivery for higher education /." Access via Murdoch University Digital Theses Project, 2007. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20070824.134633.
Full textZhen, Yurui. "Investigating the Factors Affecting Faculty Members' Decision to Teach or Not to Teach Online in Higher Education." Fogler Library, University of Maine, 2008. http://www.library.umaine.edu/theses/pdf/ZhenYR2008.pdf.
Full textJay, Jenny. "The use of digitised video of experienced teachers at work in preservice teacher education." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2005. https://ro.ecu.edu.au/theses/1703.
Full textKealey, Meredyth, and Meredyth Kealey. "Meeting the Diverse Needs of Community College Students: Using Computer Assisted Instruction to Improve Reading Skills." Diss., The University of Arizona, 2017. http://hdl.handle.net/10150/625372.
Full textVan, Heerden Andale. "Factors affecting blended learning acceptance and utilisation amongst academic staff at the Nelson Mandela Metropolitan University." Thesis, Nelson Mandela Metropolitan University, 2014. http://hdl.handle.net/10948/5098.
Full textNasseh, Bizhan. "A study of the computer-based distance education in higher education institutions in Indiana." Virtual Press, 1996. http://liblink.bsu.edu/uhtbin/catkey/1036821.
Full textDepartment of Educational Leadership
Ncubukezi, Tabisa. "Security considerations of e-learning in higher education institutions." Thesis, Cape Peninsula University of Technology, 2012. http://hdl.handle.net/20.500.11838/2301.
Full textLearning management systems (LMSs) have become the central aspects of educational processes in modern universities. Arguments are that LMSs improve educational efficiencies including the processes of storage, retrieval and exchange of content without distance, space and time constraints. A trusted platform without undue intrusions however, determines the extent to which these benefits can be realized in higher education (HE) spaces. The underlying assumption in this thesis therefore, is that e-Learning systems would lose its value and integrity when the security aspects are ignored. Despite this logic, an overwhelming evidence security omissions and disruptions continue to threaten e-Learning processes at CPUT, with a risk of the actual usage of LMS in the institution. For this reason, this study sought to investigate the extent as well as causes of existing security threats, security awareness programmes and the in/effectiveness of security measures within CPUT. Within the qualitative interpretive research framework, the purposive sampling method was used to select participants. Semi-structured interviews were then used to collect primary data from administrators, technicians, academics and students in the IT and the Public Relations departments at CPUT. The activity theory (AT) was then used as the lens to understand the security aspect in e-Learning systems in the CPUT. From this theory, an analytical framework was developed. It presents holistic view of the security environment of e- Learning as an activity system composed of actors (stakeholders), educational goals, rules (in the form of policies, guidelines and procedures), activities, mediating factors, transformation, and outcomes. The tension between these components accounts for failures in e-Learning security practices, and ultimately in the e-Learning processes. Whilst security measures exist on the e-Learning platform, findings show a combination of the tools, processes and awareness measures to be inadequate and therefore inhibiting. Poor adherence to security guidelines in particular, is a major shortfall in this institution. To this end, a continuous review of network policy, clear and consolidated communication between stakeholders as well as emphasis on the enforcement of security compliance by users across all departments is therefore recommended. Frequent security awareness and training programmes for all LMS users must also be prioritized in this institution.
Palaskas, Chrysostomos. "Applying the Technology Integration Micro Model (TIMM) in higher education learning and teaching practice." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2006. https://ro.ecu.edu.au/theses/325.
Full textGalante, Dianna Rich Beverly Susan. "Web-based mathematics an examination of assessment strategies implemented in the online mathematics classroom /." Normal, Ill. Illinois State University, 2002. http://wwwlib.umi.com/cr/ilstu/fullcit?p3088022.
Full textTitle from title page screen, viewed January 5, 2006. Dissertation Committee: Beverly Rich (chair), Sherry Meier, Norma Presmeg. Includes bibliographical references (leaves 164-176) and abstract. Also available in print.
Halse, Michelle Louise. "The development and evaluation of a custom-built synchronous online learning environment for tertiary education in South Africa." Thesis, Rhodes University, 2008. http://hdl.handle.net/10962/d1006545.
Full textGreenwood, Joey. "Faculty training and professional development programs designed to impact Web-based instruction in higher education: A faculty perspective." Thesis, University of North Texas, 2007. https://digital.library.unt.edu/ark:/67531/metadc3667/.
Full textMufeti, Tulimevava Kaunapawa. "An exploratory study of a virtual partnership for building capacity in a tertiary education institution." Thesis, Rhodes University, 2013. http://hdl.handle.net/10962/d1001624.
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Fealy, Irina. ""Is it really a natural fit?": The construction of "technology" in composition studies." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2831.
Full textMiranda, Jeffrey. "The Efficacy of an Interactive Computer System for Teaching Developmental Mathematics to College Students." FIU Digital Commons, 2014. http://digitalcommons.fiu.edu/etd/1148.
Full textAlexander, Eapen. "An investigation into the implementation of Computer-Assisted Education (CAE) in the inderprivileged areas of the Eastern Cape a case study of Butterworth High School /." Pretoria : [s.n.], 2005. http://upetd.up.ac.za/thesis/available/etd-09052005-142457/.
Full textCox, Sanet. "A framework for e-Learning support to language lecturers at a university of technology." Thesis, Cape Peninsula University of Technology, 2019. http://hdl.handle.net/20.500.11838/2824.
Full textThis study explored the perceptions and expectations that language lecturers have of e-Learning support. E-Learning has promised to enhance teaching and learning practices and yet it has not been optimally implemented. In the current complex context of Higher education in South Africa all lecturers are confronted with challenges. Language lecturers however have added strain being tasked with preparing students from the demanding, multi-cultural and multi-lingual context to communicate academically in the language of learning and teaching across all subject areas. Universities, in line with expectations from the White Paper on e-Education (South Africa. Department of Education, 2004), require lecturers to use a Learning Management System (LMS) during academic activity even though some lecturers are reluctant, for various reasons, to do so. Lecturer support has been identified as one way in which to promote smooth and optimal e-Learning uptake. Support is a service and for that reason the service delivery industry was consulted to find possible service quality solutions in aid of the assistance for lecturers. Teaching is a highly complex activity where pedagogy is significant in the incorporation of technology, which is what the TPACK (Technological Pedagogical and Content Knowledge) framework underscores. This framework represents the complexity of introducing technology to teaching, considering pedagogy, coupled with CALL (computer assisted language learning), which is a contemporary research domain. To aid the lecturer in introducing TPACK a qualified and trained support service is key. The insights and perspectives of an extensive literature review about the complex context of higher education in South Africa, language lecturers, e-Learning and support as a service are presented. The rationale for the inclusion of attention to service delivery with specific focus to perceptions and expectations is investigated and key issues related to language lecturers’ perceptions and expectations of LMS support are explored. This study identifies relevant elements of a support service for technology to optimise the teaching practice of language lecturers in a complex environment of higher education. The discrepancy between intended use of LMS and actual use thereof is addressed, while a framework of gaps regarding LMS support within a university of technology in South Africa was developed. This framework can assist with optimal support and ultimately contribute to the vision for higher education in South Africa as set out by the Department of Higher Education and Training in their White Paper on post-school Education and Training (2013) calling for transformation.
Stiglingh, Etienne Jacques. "Using the internet in higher education and training a development research study /." Pretoria : [s.n.], 2006. http://upetd.up.ac.za/thesis/available/etd-10262007-115638/.
Full textSmith, Patrick Steven. "Learning to Adapt: Online Social Science Instruction in Higher Education." PDXScholar, 2013. https://pdxscholar.library.pdx.edu/open_access_etds/1089.
Full textHedley-Brown, Laurence. "Exploring a transformative pedagogy with blended learning for Emirati higher education students." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2008. https://ro.ecu.edu.au/theses/185.
Full textYang, Dai Fei. "Improving Networked Learning in Higher Education: Language Functions and Design Patterns." University of Sydney, 2007. http://hdl.handle.net/2123/2465.
Full textThe thesis of this study is that two seemingly disparate research disciplines can be coalesced to develop an effective pedagogical framework for educational design in the context of networked learning. That contention is grounded in, and inspired by, the rapid developments in educational technologies which have greatly changed the landscape in teaching and learning in higher education over the last decade. The study attempts to add to the corpus of contemporary learning theory which sees students not merely as passive recipients of knowledge, but as active participants in the learning process, having much greater control over their selection of technological learning tools, learning resources and learning methodologies. This is very much in line with the shift from the traditional focus on content design and knowledge transmission towards a more student-centred design for knowledge co-construction, a development which demands the type of new thinking about the design of learning tasks and learning resources contained in this study. Also set out are new lines of action for the fashioning of a collaborative learning environment, for community interaction and the sharing of knowledge, and for promoting good teaching and learning practice. The central argument of the study is that such pedagogical goals may be attained by juxtaposing the theories of Systemic Functional Linguistics (hereafter SFL) and pattern languages. These have not, thus far, been used in combination. SFL is a well established theory in the study of language, and is used in this thesis to help analyse and classify discourses produced and shared by teachers and students in networked learning. Pattern languages have their origin in architecture. Design patterns can be used as a means of representing and sharing important and specific empirical research results and design experiences. This new knowledge can be used to support and improve the quality of educational design. The study has two central components. The first uses the SFL theoretical framework to demonstrate how text is used as a key medium in networked learning. In other words, it is argued in this section that the quality of texts has a direct impact on the quality of learning and learning outcomes. The quality of text is assessed by means of a detailed discourse analysis of selected texts. This process involves deconstructing, identifying and capturing the linguistic resources and language strategies used in the texts. The detailed discourse analysis also illustrates and reveals how language is used in the construction of knowledge and the promotion of collaboration in teaching and learning. The second component centres on the argument that SFL provides valuable language knowledge which can be represented by using Alexander’s design patterns. New knowledge encoded in these design patterns can be used by teachers and designers as reusable and shared resources to help them improve their design work. The empirical research was carried out in three phases. The first involved a) the identification of text patterns of discourses used in networked learning based on detailed discourse analysis; b) Interviewing experienced academic staff to identify their perspectives on good online teaching practices and success factors. The second phase involved using the data which emerged from these interviews and discourse analysis to model illustrative patterns. (Here, illustrative means that due to the scope of the study, it is only possible to develop a limited number of patterns to illustrate the methods used for pattern development. It is not the intention to develop a full repository of design patterns in this study). In the third (validation) phase the patterns were reviewed by two groups of academic staff, with the aim of improving these patterns. Improved patterns were then tested on a group of educational design students for their usefulness and application. It is concluded from this research that it is possible to develop design patterns which ensure the best use of linguistic resources in both the teaching and learning process. Finally, it is argued that the combination of SFL and pattern languages provides a promising theoretical framework for the complex and demanding task of educational design. Future research could make use of such a framework to explore a fuller application of the pattern- based approach for the representation of new knowledge for educational design. Suggested additional research directions include finding new ways of capturing a new pedagogical approach to mobile learning and blended learning. Also, a promising direction could be the use of SFL Appraisal theory (Martin, 2000) for the investigation on how students construct interpersonal relationships (appraise peer work) in online joint projects. In the conclusion, it is contended that through its exploration of new ground in the use of SFL and pattern language theory in the construction of education design patterns, the study makes a significant contribution to knowledge in the field of networked learning.
Garner, Stuart K. "Exploring a technology-facilitated part-complete solution method for learning computer programming." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2005. https://ro.ecu.edu.au/theses/668.
Full textLiang, Jie. "Study of the effectiveness of a web-based interactive homework." Master's thesis, Mississippi State : Mississippi State University, 2002. http://library.msstate.edu/etd/show.asp?etd=etd-03132002-213808.
Full textChibaro, Nowell. "Adoption of cloud pedagogy by higher learning institutions in Southern Africa." Thesis, Cape Peninsula University of Technology, 2015. http://hdl.handle.net/20.500.11838/2289.
Full textPrevious research work in the field of education has highlighted that technology plays an integral role in deepening and accelerating learning. New technologies are providing educators with new tools to support teaching. Cloud computing is one such new technology that promises to take the knowledge delivery process to greater heights. The integration of cloud computing into the teaching and learning environment will enhance the curriculum and creates an embedded learning environment known as cloud pedagogy. Cloud pedagogy has been defined as the art of teaching while encouraging omnipresence learning via cloud based applications (Barack, 2014). In simple terms, it refers to any form of teaching and learning that is done using cloud-based learning. Higher Learning Institutions (HLIs) around the world have already started integrating cloud pedagogy into their curriculum and reaping many benefits from this. While the adoption of cloud pedagogy is gaining popularity around the world, this has not been the case in Southern Africa. The region is lagging behind in the adoption of cloud pedagogy and the adoption rate is largely unknown. In addition, few studies have tried to identify the factors that are influencing the slow adoption rate of cloud pedagogy in the region. This study addresses these issues by investigating factors that influence the adoption of cloud pedagogy in Southern Africa. It also investigates the barriers that hinder the adoption process. This research is exploratory in nature and adopts a qualitative research approach. It therefore follows the interpretivist paradigm. The study was done at two universities in Southern Africa; Cape Peninsula University of Technology (CPUT) from South Africa and Great Zimbabwe University (GZU) from Zimbabwe. Survey questionnaires were used to collect data. The questionnaires were distributed online but printed copies were also made available to respondents who preferred hard copies. The study was guided by the Unified Theory of Acceptance and Use of Technology (UTAUT) in both data collection and analysis. It employed the convenience and purposive sampling methods to select the two institutions and the respondents. Literature on adoption of cloud computing was also explored to arrive at a deeper understanding of the adoption of technology. Thematic analysis was used to analyse the collected data. The themes were derived from the theoretical constructs of UTAUT. The aims and objectives of the study were conceptualised around the four main constructs from the theory (performance expectance, effort expectance, social influence and facilitating conditions).
Cape Peninsula University of Technology University Research Fund
Neider, Xyanthe Nicole. "Evaluation criteria in online courses : student and instructor perceptions /." Online access for everyone, 2005. http://www.dissertations.wsu.edu/Thesis/Fall2005/x%5Fneider%5F111105.pdf.
Full textShieh, Li-Ting. "A learning project : the development of sustainable support in the use of instructional technology." Thesis, McGill University, 2003. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=118288.
Full textArends, Jeffrey. "The computer science needs of a rural school : possiblities and pitfalls for service-learning in higher education." Thesis, Cape Peninsula University of Technology, 2005. http://hdl.handle.net/20.500.11838/1863.
Full textThis research study attempted to identify the computer science needs of a rural school and then attempted to see to what extent a higher education institution could meet those needs and to what extent it could not, through a service-Ieaming project. The study also attempted to develop a framework to guide the implementation of a serviceleaming project in computer science for a rural school. The study was set against the literature on the need for higher education to transform and demonstrate greater responsibility and commitment to social and economic development of society in general, and the need for increased participation, collaboration and partnership formation through service-learning projects in particular. The literature on computer use in schools and best practice for service-learning in higher education was also reviewed. Using qualitative approaches and data production methods the school teachers, learners, students and lecturers in a higher education institution were interviewed in order to establish the computer science needs of the school and to find out how the students and lecturers could address those needs through service-learning. The research findings indicated that the rural school in De Doorns has a serious lack of essential computer-related infrastructure such as the computer laboratory, computers, and well-trained staff in using computers. Other computer science-related needs included proposal writing, technical assistance and security personnel. The research findings also revealed that students and lecturers in the departments of Information Technology, Office Management, Human Resource Management and Education could be involved in the training of staff, enhancement of computer skills and proposal writing. From the research findings, it became evident that the two school community needs, Le. the provision of computer laboratories and security services, could not be addressed through service-Ieaming, but through funding proposals and fundraising that involved the Western Cape Education Department and the private sector. The study therefore demonstrates possible partnerships between schools and higher education institutions and calls for collaborative efforts that include government departments and the private sector in order to make education beneficial to the development of school learners, students in higher education and South African communities in general.
Mortensen, Mark H. "An Assessment of Learning Outcomes of Students Taught a Competency-Based Computer Course in an Electronically-Expanded Classroom." Thesis, University of North Texas, 1995. https://digital.library.unt.edu/ark:/67531/metadc277899/.
Full textMostert, Markus. "Information communication technologies to enhance teaching and learning in higher education a survey of teaching staff at Rhodes University /." Diss., Pretoria : [s.n.], 2000. http://upetd.up.ac.za/thesis/available/etd-11242009-161047.
Full textXakaza-Kumalo, Sheila. "Pedagogical issues arising from the introduction of educational technology at two South African universities of technology : a comparative study." Thesis, Cape Peninsula University of Technology, 2017. http://hdl.handle.net/20.500.11838/2644.
Full textEducational technology can improve teaching and learning in universities of technology in developing countries. Due to various factors, there is no readymade “one-size-fits-all” solution for facilitating the successful implementation of educational technology. Tedre, Apiola and Cronjé (2011) identified 100 educational, socioeconomic and technical attributes that can influence the successful integration of educational technology in developing regions. While exploring the issues arising from technology integration at two universities of technology, the aim of this research was to evaluate the effectiveness of Tedre, Apiola and Cronjé’s framework in order to contribute to its refinement. The central research question concerned the extent to which Tedre, Apiola and Cronjé’s framework was useful for a situational analysis at two South African universities of technology. The sub-questions concerned the framework’s ability to distinguish between the two universities on the one hand and on the other hand, the overlaps or shortcomings of the model as it assisted in describing those situations. The findings revealed that the two universities in this inquiry are not similar. Although the universities’ educational strategies and policies were very analogous, differences were found in the manner and approach to the implementation of educational technology. The pedagogical considerations for e-learning uptake in both universities corroborated with each other to a certain extent. The findings further showed that most of the educational factors that affect technology integration, and subsequent educational technology adoption, resonate with pedagogical issues found in other developing countries.
Salem, Houda Sahal Mohamed. "The perceptions and implications of techno-stress in an E-learning environment : an exploratory case study." Thesis, Cape Peninsula University of Technology, 2018. http://hdl.handle.net/20.500.11838/2809.
Full textThe rapid growth of digital technology has exceeded society’s expectations. The overload and pace of technological advances causes many individuals at the workplace or organisations of higher learning, such as universities of technology, to become exposed and prone to stress. Students in higher education environments often find themselves vulnerable to technological stress. The problem is that we do not know the extent of the perceived implications of techno-stress, and it is not clear what the perceived psychological and emotional implications of techno-stress may have on the academic performance of higher education students. The study investigated the perceptions and implications of techno-stress in an e-learning environment to explore and describe the implications of techno-stress; the physical, mental and behavioural outcomes also how it impacts on the academic performance of students at higher education institutions. The questions of the study were focused on finding what the implications of techno-stress are as perceived by students on their studies; what the types and elements of techno-stress that students experience at universities; what the potential causes of techno-stress are as perceived by students; and how students think techno-stress impacts on their academic performance. The qualitative methods approach was used. It was found that students were more stressed over technology when problems occur as they lack the ability to manage or control it, and it was evident that this influence had an undesirable consequence on students’ results. The research concluded that despite the importance technology plays in an e-learning environment by allowing students to conduct their research, download class material and learn online, students perceive technology as an important source of stress. Despite technology’s advantages mentioned above, technology can be unpredictable and when problems occur, students exhibit lack of skills to manage or control it. It was recommended that universities of technology such as CPUT should design a program that helps students to cope with techno-stress.
Moon, Chanmi. "Computer-assisted project-based learning in English for specific purposes." CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/1868.
Full textJohri, Aditya. "Computers, communication, collaboration, and cognition : evaluating learning on the global classroom project." Thesis, Georgia Institute of Technology, 2002. http://hdl.handle.net/1853/19613.
Full textThongprasert, Nalinee. "Strategies for effective virtual education delivery in Thailand." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2003. https://ro.ecu.edu.au/theses/1498.
Full textGambiza, James. "The relationship between learning styles and perceptions of blended learning : a case study of third-year Environmental Science students at Rhodes University." Thesis, Rhodes University, 2010. http://hdl.handle.net/10962/d1016352.
Full textHernandez, Celeste Peyton. "Effects of Instructional Methods on Student Performance in Postsecondary Developmental Mathematics." Thesis, University of North Texas, 1999. https://digital.library.unt.edu/ark:/67531/metadc279244/.
Full textDonnan, Peter Anthony. "Conducting assessment online educational developers' perspectives /." Access electronically, 2007. http://www.library.uow.edu.au/adt-NWU/public/adt-NWU20070913.134619/index.html.
Full textBedford, Janet D. McCarthy John R. "The utilization of the microcomputer in the administration of a media center in higher education institutions." Normal, Ill. Illinois State University, 1985. http://wwwlib.umi.com/cr/ilstu/fullcit?p8608946.
Full textTitle from title page screen, viewed June 29, 2005. Dissertation Committee: John McCarthy (chair), John Brickell, Timothy Duffy, Kenneth Strand, Clayton Thomas. Includes bibliographical references (leaves 118-123) and abstract. Also available in print.
Chan, Wun Wa. "A study of social annotation tool in facilitating collaborative inquiry learning." HKBU Institutional Repository, 2018. https://repository.hkbu.edu.hk/etd_oa/514.
Full textYu, Wie-Chien (Wayne). "College students' perceptions of computer-mediated instruction/learning and its impact on their academic programs." Diss., Mississippi State : Mississippi State University, 2008. http://library.msstate.edu/etd/show.asp?etd=etd-10272008-132849.
Full textMurguia, Joshua Miguel Alejandro. "Creating an online English course for Redlands High School." CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2339.
Full textBurger, Dimitri. "Successful delivery of an online higher education course: a quantitative management framework." Thesis, Nelson Mandela Metropolitan University, 2017. http://hdl.handle.net/10948/14785.
Full textIshtaiwa, Fawzi F. "Factors influencing faculty participation in e-learning : the case of Jordan /." Thesis, Connect to this title online; UW restricted, 2006. http://hdl.handle.net/1773/7559.
Full textParrett, Nicole M. "Effects of a student response system on student learning in introductory chemistry." View electronic thesis (PDF), 2009. http://dl.uncw.edu/etd/2009-1/parrettn/nicoleparrett.pdf.
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