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1
Ison, William T. (William Travis). "Prediction of Achievement Scores for Adult Learners Using the Productivity Environmental Preference Survey (PEPS): an Exploratory Study." Thesis, University of North Texas, 1998. https://digital.library.unt.edu/ark:/67531/metadc279302/.
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This study attempted to determine, given an individual's learning environment preference as determined by Alone/Peer Oriented scale of the Productivity Environmental Preference Survey (PEPS), if achievement scores could be predicted when given either an individual or a peer-group teaching environment. Participants were graduate students (n = 18) enrolled in a graduate course.
2
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.
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Thesis (MTech) Information Technology))--Cape Peninsula University of Technology, 2018.The 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.
3
Vey, Lynette Daphne, and n/e. "Enhancing the realationship between learning and assessment." University of Canberra. Education & Community Studies, 2005. http://erl.canberra.edu.au./public/adt-AUC20060804.112632.
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This study is an investigation of the relationship between assessment and learning in
education, and specifically, in the context of Australian secondary students studying
English. The purpose of this research is to contribute to change in the way assessment
of learning is conducted in view of the shift of educational values from content based
towards a more goal-orientated process. Therefore, we begin this study with the
premise that educational values should not only inform assessment in terms of
outcomes and accountability as specified in national guidelines. They should also
support a pedagogic process which helps to develop in students a heightened sense of
the value of their own contributions to the community, academic and otherwise.
The intellectual context of this study begins with an overview of most prominent
educational theories. We illustrate John Deweys view that education should not only
prepare one for life, but should also be an integral part of life itself. Dewey insisted
that education was based in experience and that educational institutions should
therefore honour and build on students� experiences. Piaget believed that children are
quite sophisticated, active thinkers and theorists. Vygotsky saw all learning,
knowledge, and experience had a social basis. Together these three theorists
emphasize the active role of students as individuals (Dewey and Piaget) or a group
(Vygotsky). Further, as societys values shift from the Industrial Age to an
Information Age, there is a growing expectation for individuals to be active and
informed citizens, with the ability to exercise judgment and the capacity to make
sense of their world. In response to these issues, we conclude that the teaching and
assessment processes must support these kinds of requirements.
We examine literature related to learning theories and assessment with the objective
of ascertaining and illustrating aspects which they share and which, in our view,
hamper the development of learning environments enabling exploratory and critical
learning. We argue that when assessment criteria predetermine the learning
outcomes, this results in teaching models where students learning needs are also
predetermined. This process alienates students from their sociocultural context which
shapes them and from which they derive their identify and the sense of their own
value. Consequently, students become an object of pedagogic tools, rather than
rightful participants in the lives of their various communities.
Against the background of these reflections, we set out in this study to investigate
how learning and assessment can be linked together. To this end, we develop the
concept of an Exploratory Learning Environment. In order to articulate the
framework of such an environment, we draw on a number of principals generally
associated with humanist/constructivist/postmodern approaches to learning and
assessment. In the course of this work we argue that students ways of knowing, and
how they learn, cannot be divorced from their individual, and yet socially
(interactively) constructed (negotiated), cultural experiences (terms of reference). The
philosophy of the Exploratory Learning Environment can be described as promoting
engagement and construction, thus supporting learning through experience, inquiry,experimentation and critical reflection.
Consequently, in the Exploratory Learning Environment we seek to integrate
pedagogic task construction and students expectations. To this end, we concentrate
our research on strategies, or tools, enhancing students critical forms of engagement
in their community. We aim for the academic knowledge, which they construct as a
result, not to serve arbitrarily constructed performance indicators, but the students
themselves and the community which they engage. Regarding assessment, our
objective is to ascertain the diversity of conflict-generating concerns which students
take into account in order to motivate the kinds of socially responsible solutions that
they create and, as a result, the kinds of relationships which they want to establish.
This approach to assessment allows us to focus students learning on developing
critical thinking skills whose validation comes from students own evaluation, rather
than from an abstract source of authority.
This arrangement of creating learning environments rich in tools enhancing students
critical forms of engagement we carry out using two classes of Year 10 and one class
of Year 8 students in two secondary schools. Results from the study demonstrate
significant advantages that can be gained when assessment is not limited to the
measure of a product, but is based in pedagogy enabling critical negotiation. For
example, students developed a sense of ownership of their learning task, felt
motivated to explore conflicting issues, and, interestingly, valued the assessment
process and looked forward to learning about the quality of their performance.
In summary, the theoretical reflections conducted in this study and the experiment
conducted within the Exploratory Learning Environment model, together, provide
valuable and reliable evidence supporting the need for a critical evaluation of the
currently existing relationship between teaching and assessment. Further, this thesis
offers examples of solutions in which this link can be fostered. It demonstrates that,
when students are empowered to learn by critically linking academic and other forms
of knowledge residing in their community, the assessment process become a
meaningful tool to them and they become involved in their assessment.
At the same time, teachers learn to reduce the grip they hold on the learning and
assessment processes. They do so by adopting the role of a facilitator of the students
negotiation process. This is very different from the traditional teaching practices
where the learning process is restricted, rather than enhanced, by assessment.
4
Ross, Jonathan Lewis. "An exploratory analysis of post-secondary student achievement comparing a web-based and a conventional course learning environment." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0017/NQ49535.pdf.
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Carlisle, Vincent J. "Understanding the effects of personal responsibility and environment on the development of self-directed learning: an exploratory study." Diss., Kansas State University, 2016. http://hdl.handle.net/2097/32502.
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Doctor of PhilosophyDepartment of Educational Leadership
Sarah Fishback
This exploratory study analyzed changes in self-directed learning of Army officers attending the Army’s Command and General Staff Officers Course, CGSOC, by applying a quasi-experimental, pretest posttest, comparative approach based on the attribute independent variables gender, race/ethnicity, level of education, and branch of Army. It also sought to inform implementation and assessment strategies in both the private and broader public sectors, specifically companies and organizations seeking to develop lifelong learners in the furtherance of creating or sustaining a learning organization. The study began with the administration of the Personal Responsibility Orientation to Self-directed Learning Scale (PRO-SDLS) during the first week of a ten-month resident course and concluded with a second administration of the PRO-SDLS at the end of the course. In addition to a total score, the PRO-SDLS provided results for four dependent variables: learner initiative, learner self-efficacy, learner control, and learner motivation. Though effect size varied, this study found a statistically significant difference in pretest to posttest scores differences between white and non-white in both total score and in the subcomponent of learner motivation. Additionally, the change in scores for learner motivation from pretest to posttest for whites was statically significant. Finally, the change in scores for the subcomponent of learner control between students with a bachelor’s degree and those with a master’s degree was also significant. The broader implication of these findings is the caution by Brockett and Hiemsta (1991) that adult educators should consider the individual characteristics of the learner when developing and delivering curriculum. In this case it would appear that either the curriculum or the delivery of the curriculum or a combination of the two may have been experienced differently by white and non-white Army officers; specifically regarding the development of learner motivation.
6
Gage, Charles Quincey. "The meaning and measure of school mindfulness an exploratory analysis /." Columbus, Ohio : Ohio State University, 2003. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1069683954.
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Thesis (Ph. D.)--Ohio State University, 2003.Title from first page of PDF file. Document formatted into pages; contains xiii, 169 p.; also includes graphics. Includes abstract and vita. Advisor: Wayne K. Hoy, Dept. of Educational Policy and Leadership. Includes bibliographical references (p. 154-169).
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Laurence, Harold A. IV. "An exploratory study of cognitive complexity at a military intermediate service school." Diss., Kansas State University, 2015. http://hdl.handle.net/2097/20515.
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Doctor of PhilosophyEducational Leadership
Sarah Jane Fishback
The military devotes significant resources and time in the development of officers through education. Recently, there has been a great deal of emphasis placed on military Intermediate Service Schools (ISS’s) to enhance the ability of graduates to think with greater cognitive complexity in order to solve the kinds of problems they may face after graduation. The military environment in which these mid-career officer students will serve is highly complex and requires a significant ability to generate solutions to unique and complex problems. One hallmark of a developmental adult educational experience is the advancement of the student to higher levels of cognitive complexity. The purpose of this research was to determine if there was a relationship between the cognitive complexity of faculty, students, and expectations for student graduates, at a military Intermediate Service School. Along with the simultaneous measure of cognitive complexity, via a survey administration of the LEP instrument, the researcher also developed a technique for translating learning objectives from Blooms taxonomy into a corresponding Perry position. This translation method was used to translate the college learning objectives into an expected Perry position for graduates of the college. The study also included demographic data to look for significant results regarding a number of independent variables. For faculty only these included teaching department, years of teaching experience, age, and military status. For both populations the variables studied included education level, gender, combat experience and combat trauma, branch of service, commissioning source, and years of active duty service. The study found that the mean cognitive complexity of entering students (CCI = 360) was lower than the cognitive complexity required of graduates (CCI = 407). However, the faculty mean cognitive complexity (CCI = 398) was not significantly different from a student graduate. The faculty results indicated that there were no statistically significant relations between the independent variables studied and the measured cognitive complexity. For students there was a statistically significant relation between measured cognitive complexity and gender.
8
Galyen, Krista D. "Characterizing Performance via Behavior Co-occurrences in a 3D Collaborative Virtual Learning Environment| An Exploratory Study of Performance and Design." Thesis, University of Missouri - Columbia, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13877143.
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The iSocial 3D CVLE is an innovative design for addressing special needs at a distance that require social and active learning. This exploratory retrospective case study explored innovative methods of analyzing co-occurrences of behavior to gain insight into understanding and evaluating student performance and 3D CVLE design. Visualization techniques were employed to model student behavior within similarly structured activities. Linear mixed models revealed that student performance significantly differed across environments. In addition, environmental design attributes were identified through qualitative memos. General behavior patterns were associated with design environment attributes, warranting further study.
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Berg, Paul Eric. "An exploratory case study of the effects of gender related combat stress on adult learning in a military academic environment." Diss., Kansas State University, 2016. http://hdl.handle.net/2097/34476.
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Doctor of PhilosophyDepartment of Educational Leadership
Sarah Jane Fishback
This study describes how combat experiences affected female Army officers who attended the Command and General Staff College (CGSC) in Fort Leavenworth, Kansas. The female Army officers’ combat experiences were found to affect their academic learning, classroom experience, and coping mechanisms in a graduate-level professional military education. The themes identified included combat-related gender specific experiences and additional gender themes related to learning in a male-dominated military education environment. Nine female active duty Army officers who were attending CGSC participated in this research with each having a minimum of two combat tours. In addition, two active duty Army CGSC military instructors with multiple combat tours and two behavioral counselors specializing in military patients were also interviewed. The findings of this case study indicated that combat experiences affect t a degree the female students who served in the Army in Iraq and Afghanistan. The level of perceived academic stress was contingent upon the impact of the CGSC classroom environment, personal combat experiences, prior education, gender related combat stress, and other factors. Also, the learning experience of female students at CGSC was influenced due to marginalization in the classroom, instructor biases, and two-female limitations. This study contributes the continued research on effects of combat on adult learning, specifically adding to the limited works on being a female serving in the Army.
10
Yetkin, Iffet Elif. "The role of classroom context in student self-regulated learning an exploratory case study in a sixth-grade mathematics classroom /." Columbus, Ohio : Ohio State University, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1148492404.
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Mott, Bradford Wayne. "Decision-Theoretic Narrative Planning for Guided Exploratory Learning Environments." NCSU, 2006. http://www.lib.ncsu.edu/theses/available/etd-03292006-110906/.
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Interactive narrative environments have been the focus of increasing attention in recent years. A key challenge posed by these environments is narrative planning, in which a director agent orchestrates all of the events in an interactive virtual world. To create effective interactions, the director agent must cope with the task's inherent uncertainty, including uncertainty about the user's intentions. Moreover, director agents must be efficient so they can operate in real time. To address these issues, we present U-DIRECTOR, a decision-theoretic narrative planning architecture that dynamically models narrative objectives (e.g., plot progress, narrative flow), storyworld state (e.g., physical state, plot focus), and user state (e.g., goals, beliefs) with a dynamic decision network (DDN) that continually selects storyworld actions to maximize narrative utility on an ongoing basis. DDNs extend decision networks by introducing the ability to model attributes whose values change over time; decision networks extend Bayesian networks by supporting utility-based rational decision making. The U-DIRECTOR architecture also employs an n-gram goal recognition model that exploits knowledge of narrative structure to recognize users' goals and an HTN planner that operates in two coordinated planning spaces to integrate narrative and tutorial planning. U-DIRECTOR has been implemented in a narrative planner for an interactive narrative learning environment in the domain of microbiology in which a user plays the role of a medical detective solving a science mystery. Formal evaluations suggest that the U-DIRECTOR architecture satisfies the real-time constraints of interactive narrative environments and creates engaging experiences.
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Sao, Pedro Michael A. "Real-time Assessment, Prediction, and Scaffolding of Middle School Students’ Data Collection Skills within Physical Science Simulations." Digital WPI, 2013. https://digitalcommons.wpi.edu/etd-dissertations/168.
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Despite widespread recognition by science educators, researchers and K-12 frameworks that scientific inquiry should be an essential part of science education, typical classrooms and assessments still emphasize rote vocabulary, facts, and formulas. One of several reasons for this is that the rigorous assessment of complex inquiry skills is still in its infancy. Though progress has been made, there are still many challenges that hinder inquiry from being assessed in a meaningful, scalable, reliable and timely manner. To address some of these challenges and to realize the possibility of formative assessment of inquiry, we describe a novel approach for evaluating, tracking, and scaffolding inquiry process skills. These skills are demonstrated as students experiment with computer-based simulations. In this work, we focus on two skills related to data collection, designing controlled experiments and testing stated hypotheses. Central to this approach is the use and extension of techniques developed in the Intelligent Tutoring Systems and Educational Data Mining communities to handle the variety of ways in which students can demonstrate skills. To evaluate students' skills, we iteratively developed data-mined models (detectors) that can discern when students test their articulated hypotheses and design controlled experiments. To aggregate and track students' developing latent skill across activities, we use and extend the Bayesian Knowledge-Tracing framework (Corbett & Anderson, 1995). As part of this work, we directly address the scalability and reliability of these models' predictions because we tested how well they predict for student data not used to build them. When doing so, we found that these models demonstrate the potential to scale because they can correctly evaluate and track students' inquiry skills. The ability to evaluate students' inquiry also enables the system to provide automated, individualized feedback to students as they experiment. As part of this work, we also describe an approach to provide such scaffolding to students. We also tested the efficacy of these scaffolds by conducting a study to determine how scaffolding impacts acquisition and transfer of skill across science topics. When doing so, we found that students who received scaffolding versus students who did not were better able to acquire skills in the topic in which they practiced, and also transfer skills to a second topic when was scaffolding removed. Our overall findings suggest that computer-based simulations augmented with real-time feedback can be used to reliably measure the inquiry skills of interest and can help students learn how to demonstrate these skills. As such, our assessment approach and system as a whole shows promise as a way to formatively assess students' inquiry.
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Jamal, Hala, and Ameera Shanaah. "The Role of Learning Management Systems in Educational Environments: An Exploratory Case Study." Thesis, Linnéuniversitetet, Institutionen för datavetenskap, fysik och matematik, DFM, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-13790.
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Using Learning Management Systems (LMSs) in educational environmentshas facilitated the communication between students and teachers, and raisednew challenges as well. The aim of this research is to investigate the role ofLMS in the learning and teaching processes from students and teachersperspectives. We adopted a social constructivist worldview. We used aninductive qualitative approach, a single case study design and hermeneuticalapproach for analyzing the interviews and observations. We used Garrison etal. (2000) community of inquiry framework as a theoretical guide for thestudy. The research took place at the School of Computer Science, Physicsand mathematics department at Linnaeus University, Växjö campus. Theparticipants of this research were students and teachers from two masterlevels within the program of Information Systems. The study results indicatedthat students and teachers were content with the usage of Blackboard inorganizing courses materials. Although, most teachers didn’t encourageinteractive and discussion activities on Blackboard, students expressed theneed for such activities to help them in constructing and building newmeanings.
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Kardan, Samad. "A data mining approach for adding adaptive interventions to exploratory learning environments." Thesis, University of British Columbia, 2017. http://hdl.handle.net/2429/62133.
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Due to the open-ended nature of the interaction with Exploratory Learning Environments (ELEs), it is not trivial to add mechanisms for providing adaptive support to users. Our goal is to devise and evaluate a data mining approach for providing adaptive interventions that help users to achieve better task performance during interaction with ELEs.
The general idea of this thesis is as follows:
In an exploratory and open-ended environment, we collect interaction data of users while they are working with the system, and then find representative patterns of behavior for different user groups that achieved various levels of task performance. We use these patterns to provide adaptive real-time interventions designed to suggest or enforce the effective interaction behaviors while discouraging or preventing the ineffective ones. We test and confirm the hypothesis that as a result of these interventions, the average learning performance of the new users who work with the adaptive version of this ELE is significantly higher than the non-adaptive version.
We use an interactive simulation for learning Constraint Satisfaction Problems (CSP), the AIspace CSP applet, as the test-bed for our research and propose a framework which covers the entire process described above, called the User Modeling and Adaptation (UMA) framework. The contributions of this thesis are two-fold:
i) It contributes to the Educational Data Mining (EDM) research, by devising, modifying, and testing different techniques and mechanisms for a complete data mining based approach to delivering adaptive interventions in ELEs summarized in the UMA framework. The UMA framework consists of 3 phases: Behavior Discovery, User Classification, and Adaptive Support. We assessed each of the above phases in a series of user studies. This work is the first to fully evaluate and provide positive evidence for the use of a data mining approach for deriving and delivering adaptive interventions in ELEs with the goal of improving the user’s performance.
ii) It also contributes to the user modeling and user-adapted interaction community by providing new evidence for the usefulness of the eye-gaze data for the purpose of predicting learning performance of users while interacting with an ELE.Science, Faculty of
Computer Science, Department of
Graduate
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Getchell, Kristoffer M. "Enabling exploratory learning through virtual fieldwork." Thesis, University of St Andrews, 2010. http://hdl.handle.net/10023/923.
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This dissertation presents a framework which supports a group-based exploratory approach to learning and integrates 3D gaming methods and technologies with an institutional learning environment. This provides learners with anytime-anywhere access to interactive learning materials, thereby supporting a self paced and personalised approach to learning. A simulation environment based on real world data has been developed, with a computer games methodology adopted as the means by which users are able to progress through the system. Within a virtual setting users, or groups of users, are faced with a series of dynamic challenges with which they engage until such time as they have shown a certain level of competence. Once a series of domain specific objectives have been met, users are able to progress forward to the next level of the simulation. Through the use of Internet and 3D visualisation technologies, an excavation simulator has been developed which provides the opportunity for students to engage in a virtual excavation project, applying their knowledge and reflecting on the outcomes of their decisions. The excavation simulator enhances the student learning experience by providing opportunities for students to engage with the archaeological excavation process in a customisable, virtual environment. Not only does this provide students with an opportunity to put some of the theories they are familiar with into practice, but it also allows for archaeology courses to place a greater emphasis on the practical application of knowledge that occurs during the excavation process. Laconia Acropolis Virtual Archaeology (LAVA) is a co-operative exploratory learning environment that addresses the need for students to engage with archaeological excavation scenarios. By leveraging the immersive nature of gaming technologies and 3D multi-user virtual environments (MUVEs), LAVA facilitates the adoption of exploratory learning practices in environments which have previously been inaccessible due to barriers of space, time or cost.
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Mahmood, Ahmad Kamil. "The use of animated software agents support in e-learning environments : an exploratory interpretive case study." Thesis, University of Salford, 2005. http://usir.salford.ac.uk/26792/.
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E-learning implementations have become an important agenda item for academic and business institutions as an enabler to complement their education and training needs. Many of the existing e-learning systems, however, present several limitations, such as being static and passive, and consisting of a time-consuming set of services, which suggest the need for more creativity, autonomy, and flexibility to the learner. The inclusion of animated software agent technology in e-leaming environments has been of growing interest aiming to encourage the learner to become more engaged and motivated. However, the empirical investigations on the effect of animated agents in teaching and learning have revealed diverse results in a continuum from animated software agents being helpful to them being distracting. The aim of this research study is to understand how the application of the animated software agents in e-learning environments could lead to effective learning, by identifying appropriate roles for animated agents in e-learning environments, when and for whom they would be useful and what use could they realistically be put to. Also: do social and cultural factors affect the interaction between the users and the animated agents? The research has been undertaken using a qualitative, interpretive approach with supporting case study data as the chosen research methodology. Thus, the contexts of action and the experiences of individuals in a single, real-life setting was considered, providing a complementary perspective to the existing studies. The approach highlights some methodological implications, which contribute to the development of methods and practice in this field. The research findings suggest that whilst the use of such animated agents has become more widespread there is no common framework for evaluating their utility for various types of e-leaming user. An analysis of the possible contributions to the effectiveness of teaching and learning based on a conceptual evaluation framework is presented. The resultant framework is useful for practitioners and researchers into courseware and animated agents development and provides guidelines for animated agents design and implementation in e-learning environments. Keywords: e-Leaming, animated software agent, learning effectiveness, interpretive case study.
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Welch, Kim. "Custom-built environments for communities of online informal learning| An exploratory study of tools, structures, and strategies." Thesis, Pepperdine University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10168612.
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This qualitative, exploratory study grouped together and explored custom-built environments for communities of online informal learning (COILs) with a special lens on the socio-technical relationship of platform tools, structures, and strategies that lead to social learning. The study was conducted through a three-phase process. First, a list of possible candidate sites was analyzed for appropriate fit based on the defining terms of a custom-built COIL environment. Second, an observational content analysis was implemented on 10 of the sites to aggregate a list of the tools, structures, and strategies used in the sites. Lastly, the same 10 sites and the lists of tools, structures, and strategies were researched through both pre-established codes for sociability, usability, and community-building designs and an open exploratory observation of their uses with a focus on the way these features support COILs. Social learning and informal learning were also purposefully scrutinized while themes regarding personalized learning and sustainability also emerged from the exploration. All design themes were found represented within the sites, as were social learning, informal learning, personalized learning, and efforts toward sustainability.
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Maqwelane, Nonkoliso Sheila. "An exploratory case study of a Foundation Phase learning program to examine how curriculum contextualisation contributes to environmental learning and relevance." Thesis, Rhodes University, 2012. http://hdl.handle.net/10962/d1006041.
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This study is an exploration of contextual environmental learning through integrated life skills and literacy in a Foundation Phase classroom. It attempts to document, explore and clarify some of the challenges of situated environmental learning in a Foundation Phase classroom through an integrated program of life skills learning and literacy acquisition. The research draws on a rich but often overlooked cultural historical context of embodied intergenerational healthy living practices in a rural Eastern Cape context to construct a learning platform for a more carefully situated and potentially relevant education. The integrated life skills and literacy acquisition program thus unfolded as a contextual process of situated learning within a developing blend of listening, writing and reading to learn in a Grade 3 program of additive bilingualism. The data generated in the study and represented in Chapter 4 suggests curriculum contextualisation in an integrated Foundation Phase program can contribute to environmental learning with enhanced relevance and literacy skills. The evidence from working with learner knowledge and experience in a community context appears to be a key to meaningful curriculum contextualization in an integrated Foundation Phase programme producing enhanced literacy and relevance. It was noted that engaging elders (gogos) enabled the process of opening up local knowledge to link with learner experience and school knowledge to foster relevance, appeared to contribute to more meaningful learning across other learning areas. There is evidence that acquiring literacy skills is a lengthy process that is supported by learner interest and the relevance of what they are learning especially when it is acknowledged by the teacher and the community. The findings of an exploratory study such as this cannot be conclusive beyond the experience that I had of working with learners who were engaged in learning as well as acquiring literacy skills literacy skills. My personal enthusiasm and work with the Gogos and with a community focus were key factors that strengthened environmental learning across school, home and community. The experience has convinced me that this is the way we must work to enhance relevance and literacy in our Foundation Phase teaching.
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Howard, Ethan. "Collaborative learning and the mitigation of UK ammonia emissions." Thesis, Uppsala universitet, Institutionen för geovetenskaper, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-324251.
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This is a study on the conditions of collaborative learning in the context of UK ammonia emissions. By conducting an extensive review of over 40 scientific articles, this study identifies and synthesizes a list of nine conditions deemed necessary for successful collaborative learning processes and explores their extent and overall influence between three stakeholders involved in UK ammonia emissions. Hybrid focus group/key informant interviews provided the data for this exploration. This study suggests that the extent of these 9 conditions are present enough between the three stakeholders to initiate a collaborative learning process. By conducting further studies with a wider field of stakeholders, a collaborative learning process could identify possible ways to mitigate UK ammonia emissions.
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Cheng, Yusi. "Investigating students' learning of sustainable development through music education : an exploratory study at Key Stage 3 in England." Thesis, Brunel University, 2015. http://bura.brunel.ac.uk/handle/2438/11162.
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‘Education’ is widely regarded as the primary agent of transformation towards ‘sustainable development (SD). In England, ‘Education for Sustainable Development’ (ESD) has been an established part of the National Curriculum, but in secondary schools, the subject of music, which seems to have great potential for helping in creating interest and awareness of SD to foster responsible behaviours, appears more often to be ignored. There is a growing enthusiasm for, and anecdotal recognition of, the benefits of using music in the teaching of SD issues to young people amongst educators and musicians. However, no in-depth ESD empirical research with regard to music education and few ESD good practices currently exist. To this end, the PhD, which examines the pedagogical potential of music in ESD and the role of music as a learning medium in the development of students’ capacities necessary for a more sustainable future, fills this research gap. An ethnographical intervention, informed by constructionist and symbolic interactionist approaches, is employed in this project. Sets of music-SD lessons in the lower stages of four secondary schools in London boroughs were analysed as case studies of how SD might be taught in music classrooms. Evidence suggested that it is feasible and beneficial to embed SD into the secondary music curriculum. The findings demonstrated that a transformative pedagogical approach in ESD was achieved by combining different methods for integration, including listening, composing and performing pieces of music, raps and songs on SD and creating and performing junk instruments, with a range of strategies of ESD, such as discussion, audio and visual activities, brainstorming and co-operative work, in a holistic process. For some students, compared with the traditional subjects for ESD, such as geography and science, the particular ways of learning SD within the musical context seemingly resulted in their higher level of enthusiastic, active, participative, affective and transformative learning, and thus positively affected the achievement of the outcomes of ESD, which was manifested in the development of their SD-related understandings, skills, attitudes and potential behaviours.
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Kor, Mergen. "Integration of Digital Twin and Deep Learning for facilitating Smart Planning and Construction: An Exploratory Analysis." Thesis, Jönköping University, JTH, Byggnadsteknik och belysningsvetenskap, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-53385.
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The Architecture, Engineering, and Construction (AEC) industry is known to be overwhelmed with resource planning, risk management, and logistic challenges, resulting in design defects, project delivery delays, cost overruns, and contractual disputes. These challenges have instigated research in the application of advanced machine learning algorithms such as Deep learning (DL) to help with diagnostic and prescriptive analysis of causes and preventive measures. Construction 4.0 develops through continuous innovations towards digitalization and intelligence, in order to realize a considerable boost in automation, productivity, and reliability. The Digital Twins, as the next level of planning and process control and automation towards Construction 4.0, will incorporate cognitive features that enable sensing complex and unpredicted behavior and reason about dynamic strategies for process optimization to support decision-making. However, there is still a lack of awareness regarding the real impact of DT integration, DL, and IoT, all connected to self-learning hybrid models with proactive cognitive capabilities for smart planning and construction. This study investigates the potential integration of DT and DL to facilitate smart planning and construction through an explorative analysis to identify and close this gap. Data were collected from global industry experts in a mixed approach with interviews, focus groups, and a survey focusing on the applicability and interoperability of DL integrated DT with decision-support capabilities for process optimization. Based on the results of quantitative and qualitative analyses, a conceptual model of the framework has been developed. The evaluations support that the DL integrated DT model will incorporate cognitive abilities to detect complex and unpredictable actions and reasoning about dynamic process optimization strategies to support decision-making in smart planning and construction.Pre-study for SPARK-SBE potential project
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Ferrer, Mico Maria Teresa. "Community of Inquiry (COI) and Self-Directed Learning (SDL) in Online Environments: An Exploratory, Correlational and Critical Analysis of MOOCs. Introduction to Cybersecurity MOOC Case Study." Doctoral thesis, Universitat Ramon Llull, 2016. http://hdl.handle.net/10803/360851.
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L’objectiu d’aquesta recerca multi-paradigmàtica és presentar un anàlisis exploratori, correlacional y crític dels MOOC (Massive Open Online Courses) entesos com a comunitats d’aprenentatge participatius i descobrir el rol que l’aprenentatge autònom juga dins d’aquest marc. La recerca combina dades quantitatives i qualitatives i junt amb el marc teòric actual afegeix novetats en el cap de l’educació a distancia y les noves formes d’oferir cursos a distància. Els nostres resultats mostren diferencies estadístiques entre els estudiants que participen en diferent nombre de tests i el seu nivell d’aprenentatge autònom (p=0.003). Presentem informació demogràfica y les visions dels estudiants relacionades amb les tres presencies de la comunitat d’aprenentatge participatiu (presencia social, cognitiva y del instructor). L’estudi consta també de les opinions dels experts sobre el disseny dels MOOC i el seu valor pedagògic. Les nostres conclusions finals indican que els MOOC son entorns d’aprenentatge diferents en relació amb els entorns tradicionals a distancia, creen una comunitat d’aprenentatge participativa diferent i atrauen perfils d’estudiants diferents. Suggerim millores en el disseny pedagògic per a ajudar als estudiants a ser mes autònoms y per alinear els continguts del curs. La taxonomia de Marzano és suggerida com a marc pedagògic per a millorar el disseny dels MOOC i el grau de satisfacció dels alumnes.El objetivo de esta investigación multi-paradigmática es presentar un análisis exploratorio, correlacional y crítico de los MOOC (Massive Open Online Courses) entendidos como comunidades de aprendizaje participativo y descubrir el role que el juega el aprendizaje autónomo dentro de este marco. La investigación combina datos cuantitativos y cualitativos, y junto con el marco teórico actual añade novedades en el campo de la educación online y los nuevos métodos para ofrecer cursos a distancia. Nuestros resultados muestran diferencias estadísticas entre los estudiantes que toman parte en diferente número de tests y su nivel de aprendizaje autónomo (p=0.003). También presentamos información demográfica y las opiniones de los estudiantes relacionadas con las tres presencias de la comunidad de aprendizaje participativo (presencia social, cognitiva y del instructor). El estudio consta también de las opiniones de expertos sobre el diseño de los MOOC y su valor pedagógico. Nuestras conclusiones finales indican que los MOOC son entornos de aprendizaje diferentes en relación con los entornos tradicionales a distancia, crean una comunidad de aprendizaje participativo diferente y atraen perfiles de estudiantes diferentes. Sugerimos mejoras en el diseño pedagógico para ayudar a los estudiantes a llegar a ser mas autónomos y para linear los contenidos del curso. La taxonomía de Marzano es sugerida como marco pedagógico para mejorar el diseño de los MOOC y el grado de satisfacción de los estudiantes.
The purpose of this mixed method research is to present an exploratory, correlational and critical analysis of MOOCs (Massive Open Online Courses) understood as COI (Community Of Inquiries) and uncover the role that SDL (Self Directed Learning) plays within the mentioned framework. The research combines quantitative and qualitative data and together with a current literature snapshot adds insights in the field of online education and its new content delivery forms. Our findings show statistical differences between students taking different number of quizzes and their level of SDL (p=0.003). We present demographic information and students views related with the three presences in the COI (social, cognitive and teaching presence). Experts’ views on MOOC designs and value are also collected. Our final conclusion points out that MOOCs are different content deliver environments from traditional online courses and they shape a different COI and attract different students profiles. Design improvements are also suggested to empower students to become independent learners and improve alignment in the course. Marzano’s taxonomy is the suggested pedagogical approach to improve MOOC design, and students’ satisfaction.
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Mony, Rachel Sheal Preethi. "An exploratory study of docents as a channel for institutional messages at free-choice conservation education settings." Columbus, Ohio : Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1186780088.
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Boezerooij, Petra. "E-learning strategies of higher education institutions an exploraty study into the influence of environmental contingencies on strategic choices of higher education institutions with respect to integrating e-learning in their education delivery and support processes /." Enschede : University of Twente [Host], 2006. http://doc.utwente.nl/56079.
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Nelson, Augustin. "Rapport(s) aux(x) savoir(s) scientifique(s), situations didactiques et modes d’interactions en salle de classe en Haïti- Étude exploratoire auprès d’élèves de la fin du secondaire de la zone métropolitaine de Port-au-Prince." Thesis, Lyon 2, 2012. http://www.theses.fr/2012LYO20039/document.
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Nous visons à mieux comprendre, à travers la notion composite de rapport(s) au(x) savoir(s), la façon dont le sujet apprenant haïtien se construit dans l'espace scolaire comme membre de la société et s'y intègre. L’approche se base sur des données construites sur des singularités d’« histoires » scolaires et des statistiques issues d’études sociologiques. Elles sont analysées et interprétées dans un cadre théorique inspiré de travaux développés par l’équipe ESCOL (Charlot, Bautier, Rochex) ou par Beillerot dans une perspective clinique, ou culturelle comme Hayder. Les situations sociopolitiques et économiques rendent complexes les rapports à l’école et à ses objets : ainsi dans la société haïtienne, les enseignants éprouvent des difficultés à susciter l’intérêt pour les savoirs scolaires et les apprenants expriment des sentiments d’abandon à leur sort. La réussite à l’école ne leur suffit pas pour se projeter dans un avenir plus assuré qu’il ne l’est actuellement. Malgré tout, des familles se sacrifient pour que leurs enfants continuent à fréquenter l’école. Ici s’origine une idée de mieux comprendre ce que signifie, pour un jeune haïtien le fait d’aller à l'école, d'y travailler ou non, d'y apprendre et comprendre les savoirs proposés. Notre question centrale : de quel ordre sont les facteurs qui influencent la(es) rapport(s) au(x) savoir(s) des sujets apprenant dans l’espace scolaire haïtien ? Notre hypothèse principale : La mobilisation du sujet apprenant pour investir la(es) savoir(s) dépend de ses rapports à lui-même, à l'institution (à travers les interactions avec les enseignant(e)s et personnels de direction) et de ce que ces savoirs mobilisent en lui.Ces questions sont abordées à partir de l’organisation de l’enseignement dans différentes institutions scolaires prenant en compte entre autres : qualité d’enseignement, rapports à la culture scolaire, question du sens de l’école et des savoirs, etc.. Nous tentons de formuler un problème éducatif en Haïti à partir d’une lecture «en positif » des situations des sujets apprenant. Un des constats : les savoirs étant présentés en vrac, ceux qui n’ont pas une stratégie de « survie » se perdent dans l’indifférence de la sociétéWe predict to better understanding the Haitian learning experience through the notions of its relationships with knowledge and how these relationships are built within the school system environment as a member of society leading up to the integration. This approach is based on individual students’ stories and statistical facts issued from sociological studies. On one hand, these stories and facts are been analyzed and interpreted within theoretical and academic frameworks developed by ESCOL (Charlot, Bautier, Rochex). On the other hand, they have been analyzed by Beillerot from a clinical perspective, and analyzed by Haydwe from a cultural standpoint. The socio-politic and economic situations have contributed to the complexity of the relationships between the learners and school environments. Consequently, teachers have endured difficulties to motivate students to learn meanwhile students have expressed desire to drop out from school given that academic success has not been sufficient to ensure a sustainable future to them. Nevertheless, Haitian parents, in spite of limited resources continue to invest in the education of their children. Herein, begin the idea of understanding what it means for young Haitians to attend school, to work or not, to learn and understand what they are being taught in school.Our central question: What are the influential factors within the relationships between the learners and Haitian school system? Our hypothesis: The motivation of a student to learn depends on intrinsic motivation; and the interaction between him or her and the school institutions trough interaction with teachers and administrative personnel.These issues are raised from the organization of the educative system through several institutions in assessment of the quality of instruction, relation with the school culture, questions on the importance of education, etc. We try to formulate the problem of the Haitian school system from a “positive model” of the learners’ circumstance. One of the findings, since knowledge is presented in bulk, those who do not have a "survival" strategy, are lost in the society frightening indifference
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Chen, Chia-Hui, and 陳家惠. "An Exploratory Study of Learning Material Design and Narrative Structure in a Web-Based Hypertext Learning Environment." Thesis, 1999. http://ndltd.ncl.edu.tw/handle/38727089503052919660.
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碩士國立交通大學
傳播所
87
The purpose of this study is to explore the new style of learning material narratives in the World Wide Web. This study first reviewed the literature in hypertext, hypermedia, multimedia, narrative theories, VRML concepts, and Constructivism theory. Through literature review, the researchers concluded the design principles and guidelines to base the prototype system of this study. A networked desktop VR-based prototype system and courseware entitled “The Story of Hsiao-Hua” were developed for environmental science learning. Hsiao-Hua is a Therapon jarbua, lives in the sea near Hsinchu city. The story describes his journey to travel around Taiwan, and his sickness when the living environment changes. The design of the course, the development of the system (platform and software), and expert-based and user-based evaluations were conducted. The evaluation results indicated that (1) the networked VR-based learning course could enhanced learners’ interest and fun in the learning experience; (2) The major differences in computer-based 2D design and 3D-based design were interactivity, and viewpoints; (3) the viewpoint difference enhanced the immersion effects; (4) however, the viewpoints and interactivity did not make any significant difference in users’ learning achievement; (5) the combination of the VRML presentation of visual information and the HTML presentation of text and 2D graphics were highly suggested for learning materials design.
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Bunt, Andrea. "On creating a student model to assess effective exploratory behaviour in an open learning environment." Thesis, 2001. http://hdl.handle.net/2429/11648.
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Open learning environments give users a high degree of freedom and control to explore. This freedom and control is beneficial for some students, resulting in a deeper
understanding of the material than they would gain through traditional means of instruction. For others, this type of environment is problematic, since for various reasons, these students are not able to explore effectively. One way to address this problem is to augment the environments with tailored support. To provide feedback tailored to the student's difficulties, the environment must have some way of monitoring and assessing her exploration. This thesis investigates the creation of a student model that assesses the effectiveness of the student's exploratory behaviour.
Monitoring user behaviour in an open learning environment is difficult since there is typically little information available to the model to make its assessment. The model can view with
which items the student experiments, but does not have direct access to the effects of
those experiments on her understanding of the domain. As a result, how to model effective exploratory behaviour has not been extensively researched. The Student Model in this thesis has been implemented and evaluated in the context of the Adaptive Coach for Exploration (ACE). The model monitors the student's exploration
of ACE's activities to generate an assessment of how effectively the learner is exploring. Using this assessment, ACE's Coach provides tailored feedback to guide the student's exploration process. To handle the large amount of uncertainty present in the modelling task, the Student Model is based on Bayesian Networks. The features of ACE's Student Model have been developed and refined using two evaluations of ACE with human subjects. The first evaluation was used to evaluate the effects of including tailored support in an open learning environment, and also provided insight into ways to improve the Student Model's preliminary design. The second evaluation
tested those improvements. Results of the evaluations found that both the frequency with which students accessed the tailored feedback and the number of activities that they explored effectively (as determined by the Student Model) were positively correlated with learning.
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Sharma, Priya. "The evolution of critical thinking and use of scaffolding in a technology-mediated learning environment : an exploratory study." 2001. http://purl.galileo.usg.edu/uga%5Fetd/sharma%5Fpriya%5F200112%5Fphd.
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Sokolowski, Andrzej. "The Effects of Exploratory Learning Environments on Students' Mathematics Achievements." Thesis, 2013. http://hdl.handle.net/1969.1/151195.
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The objective of this dissertation was to advance the knowledge about mathematics instruction regarding the use of exploratory graphical embodiments in Pre-K to College levels. More specifically, the study sought to find out which graphical representations generate the highest learning effect sizes as well as which teaching method is the most supportive when graphical representations are applied.
The dissertation is organized into three coherent research studies that correspond to different schooling levels. The primary method of data analysis in this study was meta-analysis supported by synthesis of qualitative and comparative studies. A total of 73 primary studies (N = 9055) from 22 countries conducted over the past 13 years met the inclusion criteria. Out of this pool, 45 studies (N = 7293) were meta-analyzed. The remaining 28 studies (N = 1762) of qualitative or mixed method designs where scrutinized for common themes. The results support the proposed hypothesis that visualization aids mathematics learning. At the primary level, the mean effect size for using exploratory environment was ES = 0.53 (SE = 0.05, 95% CI: 0.42-0.63), the mean effect size for using computerized programs at the grade levels 1-8 was ES = 0.60 (SE = 0.03, 95% CI: 0.53-0.66), and the results of applying congruent research techniques at the high school and college levels revealed an effect size of ES = 0.69 (SE = 0.05, 95% CI: 0.59–0.79).
At each of the teaching level, implementing an exploratory environment generated a moderate effect size when compared to traditional teaching methods. These findings support a need for a broader implementation of exploratory learning media to mathematics school practice and provide evidence to formulate a theoretical instructional framework.
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Lu, Chih-Tsung, and 呂志宗. "A System for Authoring Interactive Exploratory Learning Environments on the Network: Application of the Chinese Programming Language CLogo." Thesis, 1999. http://ndltd.ncl.edu.tw/handle/21977088776633822882.
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碩士國立雲林科技大學
電子工程與資訊工程技術研究所
87
We propose an authoring tool for editing instruction materials on the World Wide Web. Our Lab has developed Chinese Logo (CLogo) which facilitates an author to compose homepages with not only texts but also interactive figures. Furthermore, a natural language component is built for the domain of CLogo, so that we can use Chinese instructions to draw geometric figures. When students access the student site, he can also use CLogo to solve problems.