Dissertations / Theses on the topic 'Higher Web-based instruction Victoria'
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Danda, Praveen. "A Web-based system for course instruction and student advising." Morgantown, W. Va. : [West Virginia University Libraries], 2009. http://hdl.handle.net/10450/10776.
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Thesis (M.S.)--West Virginia University, 2009.Title from document title page. Document formatted into pages; contains ix, 88 p. : ill. (some col.). Includes abstract. Includes bibliographical references (p. 86-88).
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Belland, Joshua Mason Diana Sue. "Comparison of homework systems (four web-based) used in first-semester general chemistry." [Denton, Tex.] : University of North Texas, 2009. http://digital.library.unt.edu/permalink/meta-dc-9858.
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Fung, Ngan Ho Heidi, and 馮顏好. "Investigating student adoption of web-based learning platform in higher education." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B30412663.
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Riggs, Arthur Hughes. "Evaluating IT in ESP: action research comparing web-based and classroom-based instruction." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B3194467X.
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Belland, Joshua. "Comparison of Homework Systems (Four Web-Based) used in First-Semester General Chemistry." Thesis, University of North Texas, 2009. https://digital.library.unt.edu/ark:/67531/metadc9858/.
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Web-based homework systems are becoming more common in general chemistry as instructors face ever-increasing enrollment. Yet providing meaningful feedback on assignments remains of the utmost importance. Chemistry instructors consider completion of homework integral to students' success in chemistry, yet only a few studies have compared the use of Web-based systems to the traditional paper-and-pencil homework within general chemistry. This study compares the traditional homework system to four different Web-based systems. Data from eight, semester classes consisting of a diagnostic pre-test, final semester grades, and the number of successful and unsuccessful students are analyzed. Statistically significant results suggest a chemistry instructor should carefully consider options when selecting a homework system.
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Liang, 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.
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Greenwood, 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/.
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Web-based instruction has fast become a common component of higher education. Although such instruction began as a supplemental form of interaction, it has now become a basic aspect of many college courses and degree programs. If teacher and student are not in the same place at the same time, it becomes necessary to introduce a communications medium that will not only deliver information but also provide a channel of interaction between them. This study focused on faculty training and development programs designed to impact Web-based instruction in higher education at the five largest state-funded universities in Texas within a college of education. The instrument used in this study was developed by the research to collect data relating to faculty perception of training and development opportunities available to them at their institutions, perceptions of administrative support, and technical support. The objective was to determine if there was a relationship between these items listed above and faculty members' levels of confidence and perceptions of effectiveness when teach Web-based courses. The population consisted on 151 faculty members at the University of Texas at Austin, Texas A&M University, the University of Houston, the University of North Texas, and Texas Tech University. This research study suggests that full-time tenure track faculty members at the five largest state-funded universities in Texas perceive that the amount of formal training they have received increases their ability to teach Web-based courses effectively and that the amount of formal training received also increases their perceived level of confidence when teaching Web-based courses. The researcher discovered similar results when faculty members were asked about their perceived level of institutional commitment and current initiatives for teaching Web-based courses.
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Fansler, Kenneth W. Riegle Rodney P. "A taxonomy of asynchronous online education establishing the phenomenon /." Normal, Ill. : Illinois State University, 2006. http://proquest.umi.com/pqdweb?index=0&did=1232413851&SrchMode=1&sid=1&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1177682608&clientId=43838.
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Thesis (Ph. D.)--Illinois State University, 2006.Title from title page screen, viewed on April 27, 2007. Dissertation Committee: Rodney P. Riegle (chair), Dianne C. Gardner, W. Paul Vogt, Galen B. Crow. Includes bibliographical references (leaves 141-175) and abstract. Also available in print.
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Newsome, William D. "An investigation of efficiency and preference of supplemental learning modules in online instruction." abstract and full text PDF (free order & download UNR users only), 2008. http://0-gateway.proquest.com.innopac.library.unr.edu/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:1453604.
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Galante, 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.
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Thesis (Ph. D.)--Illinois State University, 2002.Title 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.
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Greenwood, Joey Sarkees-Wircenski Michelle. "Faculty training and professional development programs designed to impact web-based instruction in higher education a faculty perspective /." [Denton, Tex.] : University of North Texas, 2007. http://digital.library.unt.edu/permalink/meta-dc-3667.
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Hinchman, Brandon. "The effectiveness of post-secondary web based communication in the University of Central Florida's online educational setting." Orlando, Fla. : University of Central Florida, 2009. http://purl.fcla.edu/fcla/etd/CFE0002749.
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Abdul, Samad Adlina. "An e-discourse framework for the qualitative analysis of inquiry-based web forums." University of Western Australia. Graduate School of Education, 2008. http://theses.library.uwa.edu.au/adt-WU2008.0147.
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Graves, Ashley A. "An Investigation into the Effectiveness of Web-Based College Algebra in Conceptual and Procedural Mathematics Knowledge." Fogler Library, University of Maine, 2008. http://www.library.umaine.edu/theses/pdf/GravesAA2008.pdf.
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Smith, Patrick Steven. "Learning to Adapt: Online Social Science Instruction in Higher Education." PDXScholar, 2013. https://pdxscholar.library.pdx.edu/open_access_etds/1089.
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Online learning is a rapidly growing phenomenon in post-secondary education. Institutions of higher learning have embraced online learning for its perceived merits, but without the consideration of how instructors deal with this different learning medium. Little is known of the extent to which different disciplines are suited to the online medium; this is pertinent to disciplines that rely on spontaneous in-person discussion. Furthermore, as colleges continue to invest heavily in online learning, instructors who only possess face-to-face teaching experience may begin teaching online. This poses a pedagogical challenge for instructors who are unfamiliar with the medium. This qualitative, in-depth interview study with ten social science instructors elucidates the process of transition from face-to-face teaching to online teaching. Through grounded analysis, a few key themes emerged. Respondents explain that teaching in the online classroom is qualitatively different from teaching in-person. The asynchronisity of the online classroom - which means students do not "meet", discuss, or learn at the same time - is a subtle yet significant difference between the two mediums. The asynchronous classroom means instructors relinquish control of when and where students will engage in study and discussion, and this requires students to have especially high self-regulatory skills. Respondents also explained that their online courses were several times larger than their in-person ones, with some courses allowing over twice as many students as an in-person course. Consequently, instructors must find new ways to approach teaching in the online medium. This pitfall of relying on old, obsolete methods in the online medium can be avoided if instructors are provided with the peer and pedagogical support of their professional peers, and access to teaching assistants to manage the greater time commitment of teaching online. In order to have a positive experience, online teachers must be willing to take on an intellectual challenge that may defy how they perceive themselves and their role in higher education. If instructors are open to a new intellectual challenge and possess the proper resources, they will become committed to teaching online and perceive the advantages of the medium to outweigh the disadvantages.
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Van, Niekerk Jacoline. "Weblogs as an instrument for reflection in an e-learning environment a case study in higher education /." Pretoria : [s.n.], 2006. http://upetd.up.ac.za/thesis/available/etd-10262007-144801/.
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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/.
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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.
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In twenty-first (21st) century tertiary education, undergraduate study is intended to not only to teach the subject knowledge through direct instruction or lecturing, but also to cultivate and foster students' skills and literacies to suit societal needs. For this reason, it is increasingly important to introduce new teaching and learning (T&L) strategies and web applications (apps) into students' undergraduate study. The introduction of collaborative inquiry learning (CIL) is intended to enhance students' communication and collaboration skills throughout their learning. In addition, by introducing social annotation (SoAn) tools, students are able to bookmark, highlight, annotate, share, discuss, and collaborate on information sources collected by students for their collaborative inquiry learning assignments (CILA). In this study, a self-developed SoAn tool known as the Web Annotation and Sharing Platform (WASP) was introduced to investigate how the SoAn tool can facilitate students' CIL. The study included 377 students (freshmen or sophomores) from three different courses at a Hong Kong University, Hong Kong Christian University. A mixed-method research approach was employed using four data collection methods. Quantitative data were collected from all participating students through a questionnaire survey, WASP log file (students' actions on WASP), and CILA marks. Furthermore, qualitative data were gathered from selected students in individual face-to-face interviews. The study aimed to ascertain how students integrate and use the SoAn tool in their CIL. This study also investigated whether students think a SoAn tool is useful and effective for their CIL. Moreover, this study examined the correlations between students' perceptions of CIL and WASP, usage of WASP, and their CILA mark. Finally, this study examined the challenges students encountered when they integrate and use WASP in their CIL. The results reveal that the integration and usage of a SoAn tool were concentrated in the early stages of students' CIL. Furthermore, the results illustrated how the 'able other (s)' arise in the CIL group to provide information sources that initiate the discussion and collaboration among group members. Based upon the student perceptions collected in this study, the results suggested that students agreed that the WASP functions were useful and effective for CIL in courses that teach elementary Information and Communications Technology knowledge content (ICT-related courses). Moreover, student perceptions on the WASP functions highly correlated with their perceptions of CL before this study and any respective group process experiences. The results also indicated that students' perceptions, SoAn tool usage and learning outcomes (CILA mark) are not correlated, there is a higher chance of reaching correlation between the perceived usefulness of the WASP functions and their CILA mark in ICT-related courses. Lastly, the results suggested that low motivation for learning and using a SoAn tool, the functionality and recognition of a SoAn tool, and methods of processing, discussing, and collaborating on collected information sources were the challenges encountered when students integrate and use a SoAn tool in their CIL. The implications and limitations of this study are discussed in Chapter 8. Directions for future research and suggestions are provided, which includes introducing SoAn tools in ICT-related courses and enhancing the functions of SoAn tools both for better user experiences and research purposes.
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Albalawi, Mohammed Saleh. "Critical factors related to the implementation of web-based instruction by higher-education faculty at three universities in the kingdom of Saudi Arabia." [Pensacola, Fla.] : University of West Florida, 2007. http://purl.fcla.edu/fcla/etd/WFE0000095.
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Pineau, Joseph Roy. "Student preferences in screen design factors for Internet delivered college courses." Thesis, University of North Texas, 2003. https://digital.library.unt.edu/ark:/67531/metadc4190/.
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Colleges and universities throughout the world are offering many of their courses via the Internet. Some institutions offer entire degrees online. This has ushered in a renewed interest in the debate on the effectiveness of non-traditional course delivery method. Numerous educational research studies have been conducted in an attempt to quantify that effectiveness. In any form of experimental research, control of variables is paramount. The rich multimedia capabilities of the World Wide Web give educators a wide variety of delivery media. However, with the exception of advice from artisans on design factors of the media, little research has been conducted with regard to the aesthetics of Web page design as viewed by the student. This study was conducted in an effort to establish student preferences with regard to two factors of Web page design as they might be used on those Web pages, background color and typeface used for text. In addition, it contains an analysis of whether or not there is an interaction between the two factors. Use of the results of this study should prove beneficial to both educators and educational researchers in their future endeavors.
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Li, Qiaowu. "Examining the effectiveness of interactivity in a 3-dimensional web-based tutorial on interference phenomenon." Master's thesis, Mississippi State : Mississippi State University, 2002. http://library.msstate.edu/etd/show.asp?etd=etd-04092002-141428.
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Boonsong, Ratchadaporn. "Instructors Adoption of a Web-based Learning System at Rajabhat Universities in Thailand: a Study Using the Unified Theory of Acceptance and Use of Technology." Thesis, University of North Texas, 2014. https://digital.library.unt.edu/ark:/67531/metadc700039/.
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Web-based learning has become an important component of education. Higher education institutions in Thailand have become increasingly aware of the widespread use and effectiveness of web-based learning systems. However, the adoption of such learning systems is growing at a slow pace in Thailand. The purpose of this study was to test the Unified Theory of Acceptance and Use of Technology (UTAUT), that performance expectancy, effort expectancy, social influence, and facilitating conditions have a positive effect on usage intention and adoption of web-based learning systems by instructors, in the Departments of Education at the Rajabhat Universities, Thailand; and to test whether experience of use, age, and gender have moderating effects in the adoption of web-based learning systems there. The research design used in this study was a cross-sectional survey design. Data were collected by means of a self-administered paper questionnaire. The study was conducted among the instructors in the departments of education at the Rajabhat Universities in Thailand. A total of 725 surveys were sent out, 454 questionnaires were returned by the respondents, and 14 were eliminated as outliers; thus, the final data set for the study was 440 samples. The two-step approach of SEM was used to test the model and the study's hypotheses; first, the measurement model was measured to examine the validity and reliability of the data; next, the structural model was measured to test the hypotheses of the study and the fitness of the data to the model. The results of this study revealed several factors that can affect instructors’ adoption of a web-based learning system and which can enhance the web-based learning performance of instructors in the Rajabhat Universities and throughout higher education in Thailand.
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Paul, Suzanna. "Comparative assessment of the effectiveness of online vs paper based post graduate courses in occupational and environmental safety and health at Edith Cowan University, Perth, Western Australia." Connect to thesis, 2006. http://portal.ecu.edu.au/adt-public/adt-ECU2007.0030.html.
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Scott, Andrea. "A comparative analysis of traditional and online lab science transfer courses in the rural community college." Diss., Mississippi State : Mississippi State University, 2009. http://library.msstate.edu/etd/show.asp?etd=etd-01272009-154554.
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Hall, Andrea. "Designing online learning environments for local contexts, as exemplified in the Sultanate of Oman." Faculty of Education, 2009. http://ro.uow.edu.au/theses/272.
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Online learning has a significant role in teaching and learning as it can be used to address the issues of quality and access to learning in higher education. However, for online learning to provide an effective solution, it needs to be designed to meet the learning needs of the students. This includes the consideration of their cultural preferences, as it is generally presumed that these significantly affect how people learn, and consequently affect learning success if courses are not designed appropriately.This is particularly important for the Sultanate of Oman, the focus of this study. Since Oman's renaissance in 1970, it has made impressive steps in the development of its education system from a mere three schools in 1970 to over a thousand in 2006 including over 20 higher education colleges and universities; but still faces the challenges of providing sufficient higher education and of sufficient quality for its rapidly expanding student population. If online learning is to be used to respond to these challenges, then the effect of cultural values and preferences must be considered in the way that learning is designed. However, there is little in the literature on how people in this culture learn, how they learn online, and how learning may be designed in a culturally-suitable manner. This is the problem investigated in the research: if culture does impact learning, how can learning be designed in a way that considers cultural values, and enables a successful learning experience? This thesis describes the development and refinement of design principles as an effective means to design culturally appropriate learning environments for higher education in the Sultanate of Oman.A Design-based Research approach was selected to for this study, as it can be used to develop a design solution that has been tested and refined in a genuine learning context, thus making the solution more useable and robust. This approach begins with the identification of the teaching and learning problem, then the proposal of a draft design solution from a literature review. This is followed with iterative testing in a genuine context, so that the theory is informed and modified in the learning environment. The final stage is the production of refined design guidelines and a modified learning environment that is specific for the context where it was tested.In this investigation, existing design models and principles were identified in the literature. These were used to develop design criteria to guide in the development of a design solution. From the literature review, concepts from Vygotsky’s sociocultural theory were extracted for the design solution as they were found to meet the design criteria more effectively than any other theories that were examined. The five online learning themes of social presence, interaction, collaboration, cognitive strategies, and student-centred learning were identified as a means to apply these theories to the learning design, and it was also found that these theories could be used to explain and verify cultural aspects of the learning design.From this theoretical basis, design guidelines were proposed for a specific context. The five online themes were used as a framework to develop guidelines that were developed from a literature review of learners’ responses to the online environment. Cultural theories were also used to identify worldview and values of the Arabic society so that learning preferences and guidelines could be created for learners with this background. The guidelines were then used to develop an online course, and these became the prototype design solution. This solution was tested iteratively in a context in the Sultanate of Oman, using a case study strategy, during two three month online professional development courses for university faculty. During each research cycle, data analysis was used to modify the design guidelines which then were used to modify the learning environment. This resulted in the development of design guidelines modified by practice and a learning environment modified by theory. Iterative research ensured that the design guidelines continued to shape the learning environment and that this practical context continued to modify and adapt the theory so that with each cycle of research, both the guidelines and the learning environment became more culturally suitable for these particular learners.It was found that the refined guidelines developed in this research were consistent with, and extended, the existing models they built on. They were also able to apply cultural preferences to the design of the learning environment which became increasingly suitable for learners from an Oman cultural background. This provides convincing evidence that this research has provided an effective design solution for culturally appropriate learning design, and for the Sultanate of Oman, where the teaching and learning challenge was identified. It was also found that culture does impact learning significantly, and this emphasises the necessity of using design principles that account for culture and enable the challenges of quality and access to be met more effectively.
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Jones-Ferguson, Natolyn. "Student and Faculty Perceptions: The Impact of Synchronous Online Software as an Interactive Tool in a Web-Based College Course." Thesis, NSUWorks, 2012. https://nsuworks.nova.edu/fse_etd/11.
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This applied dissertation was designed to provide current information for college administrators and instructors on the use of synchronous technology in online courses—a growing area in higher education. The focus of this analysis was on student and instructor perspectives regarding experiences with synchronous technology in the online classroom setting. The researcher used surveys and interviews to glean data related to accessibility and efficiency of online learning technology, communication; instructional content, information and strategies; aspects of instructional delivery; technical support; and overall impressions. Results revealed that students are satisfied with synchronous technology in their online classes. Instructors use the synchronous web-based computer system tool as a part their instructional strategy and to enhance dialogue and interaction. However, there are technical issues that can present challenges.
The findings can be used by higher education leaders to address concerns about student and instructional experiences in a non-traditional environment. Instructors are being encouraged to include synchronous activities as a part of their curriculum. The study provides an opportunity to assess and determine what works or needs improvement. Students and instructors must have the appropriate skills to navigate the technological revolution that continues to change the dynamics of the collegiate experience in the virtual classroom. It is recommended that instructors receive detailed training that will greatly enhance satisfaction and comfort levels. Not only does the instructor need the technological skills, but the ability to engage students. Students who feel a sense of community and engagement will remain active and are less likely to drop out.
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Allen, Julia Elizabeth. "Transformative Learning Theory as a Basis for Identifying Barriers to Faculty Confidence in Online Instruction." Thesis, University of North Texas, 2017. https://digital.library.unt.edu/ark:/67531/metadc1011768/.
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This study applied the stages of transformative learning to faculty perceptions and application of best practices to online learning. Research questions included: Can transformative learning theory constructs be used to identify potential barriers in faculty development and delivery of online instruction?; How does the stage of transformative learning of online faculty relate to their perceptions about online learning and their application of best practices?; Is there a correlation between stage of transformative learning and the amount of experience with online instruction a faculty member has? Principal component analysis and cluster analysis support a four-component solution. The four constructs equate to Mezirow's four stages of learning: transforming frames of reference through critical reflection of assumptions, validating contested beliefs through discourse, taking action on one's reflective insight, and critically assessing it. Multiple regression analyses were run to predict faculty perceptions on the identified components. Three of these were statistically significant based on years of experience teaching online, the number of professional development workshops taken on online teaching, or both. While the instrument appears to be a valid measurement of transformation of frame of reference, examination of previously contested beliefs, and critical assessment of action, further efforts will be needed before this is a fully validated instrument.
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Sreenan, Patrick N. "Perspectives on Cultural Context: The Use of an Online Participatory Learning Environment as an Expansion of the Museum Visit." Thesis, University of North Texas, 2010. https://digital.library.unt.edu/ark:/67531/metadc31548/.
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Technology offers opportunities for museums to expand the ways in which cultural perspectives relevant to objects on display can be exchanged and understood. Multimedia content offered online in an environment with user input capabilities can encourage dialogue and enrich visitor experiences of museums. This action research project using narrative analysis was an effort to develop the use of web technology in museum education practice, with an emphasis on constructivist learning. Concepts including the visitor-centered museum and multiple narratives led the researcher to collaborate with a pre-service art teacher education classroom and a local Hindu community to create content that might better develop understandings of one museum's Hindu sculpture collection that are personal, cultural, and complex.
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Beach, Glenell McKinnon. "An Examination of Factors Contributing to Critical Thinking and Student Interest in an On-line College-level Art Criticism Course." Thesis, University of North Texas, 2007. https://digital.library.unt.edu/ark:/67531/metadc4005/.
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This qualitative case study research examined how constructivist problem-based learning facilitated higher level thinking, increased interest in art, and affected attitude toward on-line courses in an undergraduate philosophical aesthetics and interpretation of art criticism course. The research conducted for this study suggests that constructivist problem-based learning does facilitate higher level thinking and increases student interest in art and in on-line classes. Active learning assignments, along with the constructivist collaborative class atmosphere, encouraged students to think more deeply about their personal values concerning art and to consider alternative views. Problem-based learning in this class acted as a scaffold to aid in understanding the material and then in applying the material to unique and real-life situations. Each subject came to the course with certain thinking skills and left with increased knowledge about art but also with increased critical thinking skills for critically examining and discussing art. Participants completed the course with more confidence in their critical thinking ability and in dealing with visual art images. Data was gathered from seven study participants in the form of highly-structured interviews, an early and final critical writing analysis, a major problem assignment and its reflection journal, a beginning survey, and two final surveys. The final major problem involved an individual proposal followed by a collaborative group proposal. Group collaboration constituted the most frustration and problem within the constructivist design of the class. This research took a relativistic viewpoint in gathering data and interpreting meaning.
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Paul, Suzanna. "Comparative assessment of the effectiveness of online vs paper based post graduate courses in occupational and environmental safety and health at Edith Cowan University, Perth, Western Australia." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2006. https://ro.ecu.edu.au/theses/88.
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Although online / e-learning is shifting the teaching paradigm at tertiary institutions, there are limited studies that assess the effectiveness of online courses, particularly in the occupational and environmental health field and among mature aged students. The main aim of this study was to evaluate the effectiveness of online "Blackboard" units as compared to traditional "paper based" units taught as part of the Professional Masters in Occupational and Environmental Health at the Edith Cowan University. Unit commencement and completion questionnaires were designed and distributed over two academic semesters (in 2004 and 2005) to evaluate students' perceptions of the effectiveness of the modes of delivery. Some questions about characteristics of the students, their knowledge of technology and their expected learning outcomes were included. To obtain more detailed information, a focus group meeting was conducted. In addition lecturers were interviewed prior to and after teaching in the courses. The interview questions from lecturers provided information about their expectations from the unit content, rationale for selecting online as opposed to traditional paper based methods and their experience in teaching in traditional paper based mode versus virtual teaching methods.
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Hogan, Bernard Michael, and n/a. "The Internet as a Research and/or Communication Tool to Support Classroom-Based Instruction: Usage, Value, and Utility for Post-Secondary Students." Griffith University. School of Film, Media and Cultural Studies, 2004. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20040719.124141.
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Recent research indicates that the Internet (or Net) is currently being used at many post-secondary institutions in support of traditional, classroom-based instruction. From 1994 to 2002, the percentage of post-secondary classes using the Web as a research tool and E-mail as a method of communication has increased almost ten fold. An extensive literature on the evaluation of the Internet as an educational technology has developed in recent years; however, there are some gaps that need to be filled to provide a more complete understanding of the Internet and its use by post-secondary students. First, most of the studies focus primarily on student usage of the Net, and less so on the value (or the advantages and disadvantages) and the utility (or usefulness) associated with that usage. Second, many of these studies make a distinction between the research and communication functions of the Internet. While I argue that this is an appropriate distinction, many examine one function or the other only and not both simultaneously. The central research problem that this study addresses is helping to fill those two gaps in the evaluation literature by examining in detail student usage, value and utility of the Net as a research and/or communication tool for post-secondary students in support of classroom-based instruction. Drawing upon work from the fields of media studies, learning theory, and theories of communication, I establish a "Net as Tool" framework and adopt a uses and gratifications approach to examine student use of the Net. The three main inter-related concepts of usage, value and utility are used as organizing themes for the study, and I designed and developed a survey instrument to gather original quantitative data from post-secondary students in both Canada and Australia to fully examine those concepts. Two focus group sessions were designed to supplement this quantitative data with qualitative findings (and to generate more in-depth insights into student usage, value and utility of the Net as a research and/or communication tool). The results presented in this study have both theoretical and practical importance. In regards to the theoretical side, I have identified the underlying dimensions of usage, value, and utility, and highlighted what makes the Net valuable and useful as a research and/or communication tool. Additionally, I have identified the factors which are related to usage, value, and utility, and explored the inter-related nature of those three concepts. I concluded my study with an outline of the importance of the skill of digital literacy so that students can cope effectively with the online environment. These findings are significant because they help to fill some specific gaps in the evaluation knowledge of the Net in post-secondary education. In addition, I have developed a practical strategy which suggests how the Net could be used most effectively by students as a research and/or communication tool in support of classroom based instruction. The areas addressed by the strategy include access, infrastructure, technical support, training, integration into the curriculum, and appropriate use of the tool. The overall strategy is important because it contributes to our understanding of the Net as an educational tool, and it outlines ways to address the issue of the digital divide within post-secondary education. It is hoped the strategy will be useful to training staff, post-secondary administrators, instructors, and students.
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Ganza, William John. "The Impact of Online Professional Development on Online Teaching in Higher Education." UNF Digital Commons, 2012. http://digitalcommons.unf.edu/etd/345.
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This study explored the impact a professional development program (Online Professor Certificate Program, OPCP) had on teaching online in higher education— specifically, the impact on faculty members’ teaching presence. The conceptual and theoretical model utilized the community of inquiry framework and both critical theory and transformational learning theory. This case study used data from various sources, including questionnaires, content analysis, and interviews. The overall results indicate that the OPCP had some impact on teaching presence, but not as much as anticipated. The study found that faculty who completed the OPCP were more engaged in their online classes than those who had not participated in the OPCP, as measured by the number of discussion posts. No statistically significant difference in teaching presence was found between participants’ retrospective pre- and post-OPCP responses. Participants mentioned mentoring and andragogy as the two most important parts of the OPCP. Educational leaders have an economic interest in this issue, as online enrollments increased significantly over the past decade, and the trend will likely continue. These increased online enrollments have impacted online teaching, creating a growing need for high-quality online teaching. Faculty need professional development programs to help them become more effective online teachers. The professional development programs need to be evaluated for effectiveness beyond the satisfaction level, with a focus on program outcomes.
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McPherson, Rebekah. "International Distance Learning in Special Education: A Program Evaluation of a US-Ecuador Collaboration." Thesis, University of North Texas, 2010. https://digital.library.unt.edu/ark:/67531/metadc30493/.
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The internationalization of distance learning in special education is at a pivotal point in expansion. Even with concerted efforts through traditional means to increase the supply of special educators, shortages persist; therefore, teacher preparation programs are turning to online education. This dissertation study was a formative program evaluation of a bilingual, two-course sequence within a web-based special education master's program offered at the University of North Texas (UNT), in Denton, Texas, and at the Universidad Casa Grande (UCG) in Guayaquil, Ecuador. The research design was based on the unfolding model of program evaluation, and it included mixed-methods of data collection. The model focused attention on (1) scientific evidence, (2) cost-benefit differential, (3) underlying values, and, (4) unintended consequences. Data came from archived documents as well as six semi-structured interviews with stakeholders and survey data from 23 student participants. The findings for the general-orientation course, Special Education Programs and Practices, revealed mixed results concerning multicultural awareness on the part of student participants. However, it seemed to have influenced their lesson design and made a difference in other areas. Some multicultural awareness concepts frequented the discussion board. The specialized course, Assistive Technology, which had more frequent communication between UNT and UCG on the discussion board, suggested larger increases in students' multicultural awareness. With respect to both courses, the stakeholders recommended that the structure be strengthened for non-bilingual instructors and students to be able to communicate more freely. Translation issues were a top priority in both courses. The study has implications for other international distance education programs.
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Farmer, Shelley Kristine. "Paralegal Students' and Paralegal Instructors' Perceptions of Synchronous and Asynchronous Online Paralegal Course Effectiveness: A Comparative Study." Thesis, University of North Texas, 2018. https://digital.library.unt.edu/ark:/67531/metadc1404629/.
Full textAbstract:
To improve online learning pedagogy within the field of paralegal education, this study investigated how paralegal students and paralegal instructors perceived the effectiveness of synchronous and asynchronous online paralegal courses. Survey results were analyzed using independent samples t-test and correlational analysis, and indicated that overall, paralegal students and paralegal instructors positively perceived synchronous and asynchronous online paralegal courses. Paralegal instructors reported statistically significant higher perceptions than paralegal students: (1) of instructional design and course content in synchronous online paralegal courses; and (2) of technical assistance, communication, and course content in asynchronous online paralegal courses. Instructors also reported higher perceptions of the effectiveness of universal design, online instructional design, and course content in synchronous online paralegal courses than in asynchronous online paralegal courses. Paralegal students reported higher perceptions of asynchronous online paralegal course effectiveness regarding universal design than paralegal instructors. No statistically significant differences existed between paralegal students' perceptions of the effectiveness of synchronous and asynchronous online paralegal courses. A strong, negative relationship existed between paralegal students' age and their perceptions of effective synchronous paralegal courses, which were statistically and practically significant. Statistically significant relationships existed between paralegal instructors' perceptions of effective synchronous online paralegal course and the number of courses taught by the paralegal instructor. Lastly, this study provided practical applicability and opportunities for future research.
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Sheffield, Anneliese. "Associations Between Collaborative Learning and Personality/Cognitive Style Among Online Community College Students." Thesis, University of North Texas, 2016. https://digital.library.unt.edu/ark:/67531/metadc955013/.
Full textAbstract:
This research study investigated associations between online community college students' personal characteristics and experiences in online courses (n = 123). Specifically, students' personalities and cognitive styles were examined alongside the perceived quality and outcomes of collaboration. Negative correlations were found between the conscientiousness personality style and both the quality of collaboration (p = .09) and the outcome of collaboration (p = .05). This finding indicates that conscientious students who, according to the literature tend to have higher academic achievement than other students, perceive negative experiences in online collaborative environments. Conversely, a positive correlation was discovered between the extraversion personality type and the perceived outcomes of collaboration (p = .01). Thus, students with a strongly extraverted personality tend to perceive that they benefits from collaborative learning. Approximately 11% of the variance in the collaborative experience was explained by the combined personal characteristics. The reported frequency of collaboration was positively correlated with both the quality (p < .01) and the outcomes of collaboration (p < .01). While not generalizable, these results suggest that not all students perceive benefits from online collaborative learning. It may be worthwhile to teach students traits associated with the extraversion type like flexibility which is important for collaborative learning. Also, teaching students to adopt traits associated with conscientiousness that improve academic achievement like self-regulation may help improve perceptions of collaborative experiences.
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Sizemore, Mary L. "Personalized Online Learning Labs and Face-to-Face Teaching in First-Year College English Courses." Thesis, University of North Texas, 2017. https://digital.library.unt.edu/ark:/67531/metadc984240/.
Full textAbstract:
The purpose of this two-phase, explanatory mixed methods study was to understand the benefits of teaching grammar from three different learning methods: face-to-face, online personalized learning lab and a blended learning method. The study obtained quantitative results from a pre and post-tests, a general survey and writing assignment rubrics from three English 1301 classes and then follow-up interviews with focus groups from each class to explore those results in more depth. In the first phase, quantitative research questions addressed the relationship of grammar teaching methods and grammar acquisition with students at a two-year technical and academic college. In the second phase, used focus groups to perform qualitative interviews to better explore the quantitative results.
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Crosslin, Matthew B. "Customizable Modality Pathway Learning Design: Exploring Personalized Learning Choices through a Lens of Self-Regulated Learning." Thesis, University of North Texas, 2016. https://digital.library.unt.edu/ark:/67531/metadc849703/.
Full textAbstract:
Open online courses provide a unique opportunity to examine learner preferences in an environment that removes several pressures associated with traditional learning. This mixed methods study sought to examine the pathways that learners will create for themselves when given the choice between an instructor-directed modality and learner-directed modality. Study participants were first examined based on their levels of self-regulated learning. Follow-up qualitative interviews were conducted to examine the choices that participants made, the impact of the course design on those choices, and what role self-regulation played in the process. The resulting analysis revealed that participants desired an overall learning experience that was tailored to personal learning preferences, but that technical and design limitations can create barriers in the learning experience. The results from this research can help shape future instructional design efforts that wish to increase learner agency and choice in the educational process.
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Caminal, de Mingo Albert. "Análisis de los diseños y de los usos por parte del alumnado de los Campus Virtuales como herramienta para la práctica docente universitaria en la enseñanza de las Ciencias Experimentales." Doctoral thesis, Universitat de Barcelona, 2017. http://hdl.handle.net/10803/405654.
Full textAbstract:
El uso de plataformas de aprendizaje online es una realidad consolidada en el mundo de la educación en general y más concretamente en el ámbito universitario. Estas aulas de aprendizaje virtuales facilitan los estudios completamente a distancia, pero también constituyen un soporte en el proceso de enseñanza – aprendizaje de asignaturas presenciales o semi-presenciales. La tendencia actual en los estudios universitarios es a encaminar la docencia hacia una metodología mezclada, o blendend learning, donde parte de ésta se desenvuelva mediante plataformas virtuales, entre las cuales destaca Moodle. En un aula virtual el profesor puede facilitar documentación a los estudiantes, pero también diseñar contenidos donde el alumnado no sea un mero receptor de información, sino que trabaje proactivamente su aprendizaje. Glosarios, cuestionarios, lecciones, wikis, foros… son herramientas que potencialmente permiten al alumno ser actor principal del proceso, ya sea mediante trabajo colaborativo con el resto de compañeros o bien como pruebas autodiagnósticas del estado de su aprendizaje. Potencialmente, pues, estas aulas o Campus Virtuales son un buen soporte para un proceso de enseñanza – aprendizaje basado en el paradigma educativo de la construcción social del conocimiento en una Era bautizada como de la información. Multitud de diseños de Campus Virtuales son posibles y cada uno de ellos puede despertar diferentes motivaciones al alumnado e incidir de forma diferente en el proceso de enseñanza – aprendizaje. En una primera fase de esta tesis doctoral se investiga la situación actual en cuanto a los diseños que realiza el profesorado en el Campus Virtual de la Universidad de Barcelona en el ámbito de las Ciencias Experimentales, más concretamente en la enseñanza de la Química. Igualmente, se investiga la relación entre la oferta y el interés del alumnado por la plataforma virtual. Los resultados muestran una oferta principal basada en la transmisión unidireccional de conocimiento, recursos ofertados por los equipos docentes sin que el alumno pueda trabajar proactivamente online. Este modelo de Campus Virtual se muestra menos atractivo para los alumnos que aquellos donde sí pueden ser partícipes activos de su aprendizaje. No obstante, la variedad de herramientas de aprendizaje activo y colaborativo es baja, siendo los cuestionarios el material más comúnmente utilizado. En la segunda fase de la investigación se analizan diseños concretos de Campus Virtuales y su uso por parte del alumnado, así como la relación con el rendimiento académico. Los diseños pasivos, donde el alumnado sólo recibe información, no muestran una influencia sobre la calificación, a la vez que éste tiende a dispersarse y a interesarse más por acciones complementarias de la plataforma como consultar los perfiles de otros compañeros. En los Campus Virtuales activos, allí donde se ofertan herramientas de aprendizaje donde el alumno es el protagonista, el interés por estas acciones es menor a la vez que se muestra una clara relación entre el uso y el aprendizaje del alumnado. Se observa una forma diferenciada de usar el Campus Virtual en función del tipo de alumnado, tanto en cantidad como en calidad, siendo los alumnos con altas calificaciones los que aprovechan más la plataforma y las herramientas de aprendizaje activo. Cuando el uso de los materiales es voluntario es entre estos alumnos donde la actividad es mayor. Gracias a estrategias de incentivación ligadas claramente a la calificación se consigue que los alumnos con mayores dificultades de aprendizaje, aquellos para los que principalmente van dirigidas dichas herramientas, aumenten el uso a altas cotas, si bien la forma de trabajar con ellas diverge entre tipologías de alumnos.The use of Virtual Learning Environments (VLE) is a consolidated reality in educational institutions and more specifically in universities. These VLE promote distance studies, but also provide support in the teaching-learning process in blendend learning methodologies, where part of it is developed through these virtual platforms. Many VLE designs are possible and each one of them awakes different motivation to the students, influencing in a different way in the teaching - learning process. In a first phase of this PhD thesis, we investigate the current situation in the design types of VLE in the field of Experimental Sciences, more specifically in Chemistry, of the University of Barcelona Likewise, the relationship between the offer and the interests of the students by the VLE is investigated. The results show a main offer based on an unidirectional transmission of knowledge. This VLE model is less attractive to students than those ones where they are active in their learning process. In the second phase of the research, we analyse different designs of VLE and the use given by student, as well as the relationship with their academic performance. Passive designs, where the student only receives information, do not show an influence on the marks, while the students tend to be dispersed and to be more interested in complementary actions of the platform, such as to consult the profiles of the classmates. In active VLE, the interest for these complementary actions is significantly lower, appearing a clear relationship between the student use of the platform and its learning. A differentiated form of use is observed depending on the type of students. Thus, high graded students use is higher, both in quantity and in quality, and take more advantage of the VLE and of the active learning tools as well. When the use of the materials is willingly, high graded students use is higher. Thanks to incentive strategies clearly linked to marks, students with greater learning difficulties increase their use at high levels, although the way of working with them differs between the different types of students.
L'ús de plataformes d'aprenentatge online és una realitat consolidada en el món de l'educació en general i més concretament en l'àmbit universitari. Aquestes aules d'aprenentatge virtuals faciliten els estudis completament a distància, però també constitueixen un suport en el procés d'ensenyament - aprenentatge d'assignatures presencials o semi-presencials. La tendència actual en els estudis universitaris és a encaminar la docència cap a una metodologia mesclada, o blendend learning, on part d'aquesta es desenvolupa mitjançant plataformes virtuals, entre les quals destaca Moodle. En una aula virtual el professor pot facilitar documentació als estudiants, però també dissenyar continguts on l'alumnat no sigui un mer receptor d'informació, sinó que treballi proactivament el seu aprenentatge. Glossaris, qüestionaris, lliçons, wikis, fòrums ... són eines que potencialment permeten a l'alumne ser actor principal del procés, ja sigui mitjançant treball col·laboratiu amb la resta de companys o bé com a proves autodiagnóstiques de l'estat del seu aprenentatge. Potencialment, doncs, aquestes aules o Campus Virtuals són un bon suport per a un procés d'ensenyament - aprenentatge basat en el paradigma educatiu de la construcció social del coneixement en una Era batejada com de la informació. Multitud de dissenys de Campus Virtuals són possibles i cada un d'ells pot despertar diferent motivació a l'alumnat i incidir de forma diferent en el procés d'ensenyament - aprenentatge. En una primera fase d'aquesta tesi doctoral s'investiga la situació actual pel que fa als dissenys que realitza el professorat al Campus Virtual de la Universitat de Barcelona en l'àmbit de les Ciències Experimentals, més concretament en l'ensenyament de la Química. Igualment, s'investiga la relació entre l'oferta i l'interès de l'alumnat per la plataforma virtual. Els resultats mostren una oferta principal basada en la transmissió unidireccional de coneixement, recursos oferts pels equips docents sense que l'alumne pugui treballar proactivament en línia. Aquest model de Campus Virtual es mostra menys atractiu per als alumnes que aquells casos on sí que poden ser partícips actius del seu aprenentatge. No obstant això, la varietat d'eines d'aprenentatge actiu i col·laboratiu és baixa, sent els qüestionaris el material més comunament utilitzat. A la segona fase de la investigació s'analitzen dissenys concrets de Campus Virtual i el seu ús per part de l'alumnat, així com la relació amb el rendiment acadèmic. Els dissenys passius, on l'alumne només rep informació, no mostren influència sobre la qualificació, a la vegada que els alumnes tendeixen a dispersar-se i a interessar-se més per accions complementàries de la plataforma, com consultar els perfils d'altres companys. En els Campus Virtuals actius, allà on s'ofereixen eines d'aprenentatge on l'alumne és el protagonista, l'interès per aquestes accions és menor a la vegada que es mostra una clara relació entre l'ús i l'aprenentatge de l'alumnat. S'observa una forma diferenciada de fer servir el Campus Virtual en funció del tipus d'alumnat tant en quantitat com en qualitat, sent els alumnes amb altes qualificacions els que aprofiten més la plataforma i les eines d'aprenentatge actiu. Quan l'ús dels materials és voluntari, és entre aquests alumnes on l'activitat és més gran. Gràcies a estratègies d'incentivació lligades clarament a la qualificació s'aconsegueix que els alumnes amb més dificultats d'aprenentatge, aquells per als quals principalment van dirigides aquestes eines, augmentin l'ús a altes cotes, si bé la forma de treballar amb elles divergeix entre tipologies d’alumnes.
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Coomer, Traci L. "Mentors' Perceptions of Online-Educated Principal Interns." Thesis, University of North Texas, 2016. https://digital.library.unt.edu/ark:/67531/metadc849773/.
Full textAbstract:
This qualitative study centered on perceptions of the quality and effectiveness of online-educated principal interns from the viewpoint of principal mentors. Six current principals who have served as mentors to both online and traditionally educated principal interns were asked to name characteristics of successful interns, to discuss to what degree those characteristics have been observed in online-educated principal interns and to share their perceptions of the quality and effectiveness of online-educated interns. The individual interview responses were analyzed and interpreted using thematic analysis. Three overarching themes emerged through data analysis: (1) the importance of certain characteristics in predicting internship success; (2) the impact of program delivery method on principal intern effectiveness; and (3) the influence of perception and bias in hiring decisions. This study may provide a better understanding of the characteristics of successful interns to universities and colleges offering principal preparation programs, which may result in a better understanding of the elements of successful interns and productive internship experiences.
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Underwood, Zackary Wayne. "The Evolution of Learning Technologies within the UNC German Consortium 2000-2016: A Hermeneutic Phenomenlogical Analysis of German Faculty Member Experiences." Thesis, University of North Texas, 2017. https://digital.library.unt.edu/ark:/67531/metadc1011836/.
Full textAbstract:
Beginning in 2000 and continuing today, the University of North Carolina (UNC) German Consortium offers online German courses to undergraduate students across sixteen of the seventeen UNC public universities. The delivery of online classes differs per faculty member and little previous research investigated the UNC German Consortium's learning technologies. This dissertation investigates the evolution of learning technologies within the UNC German Consortium over the last sixteen years among German faculty from different UNC public universities. Seven faculty and one administrator shared their experiences through interviews. The methodology for this research was hermeneutic phenomenology. Interviewees shared their experiences with learning technology and teaching in the UNC German Consortium including how learning technologies changed over time. Interviews were transcribed, coded, and analyzed to deduce themes. Themes included the importance of the North Carolina Research Education Network (NC REN) for teaching German online, an asynchronous versus synchronous debate, how professors taught in synchronous courses, the importance of learning management systems (LMS) systems, the resilient characteristics of UNC German Consortium faculty, and the need for continual learning as an instructor.
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Van, Schyndel Jennie L. "Nursing students' perceptions of presence in online courses." Thesis, Indiana University - Purdue University Indianapolis, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3737835.
Full textAbstract:
Lack of presence in online courses can result in perceived isolation leading to student dissatisfaction with the learning experience. The purpose of this study was to measure nursing students’ perceived extent of teaching, social and cognitive presence and course satisfaction in an online undergraduate nursing course, and whether relationships and associations existed between the three presences, course satisfaction, student demographic, academic, and technology variables, and selected instructional strategies.
The Community of Inquiry theory was the framework used in this descriptive correlational study of RN-BSN students (n= 76). Variables were measured using the Community of Inquiry Survey and the Perceived Student Satisfaction Scale instruments, and a researcher developed survey.
Findings indicated students’ perceived teaching and cognitive presence were present to a greater extent than social presence. Significant positive correlations (p < .01) were found between teaching and cognitive presence (r =.79), cognitive and social presence (r =.64), teaching and social presence (r =.52), satisfaction and the teaching (r =.77), social (r =.63), and cognitive (r =.52) presences. There were no significant findings associated with age, ethnicity, race, number of online courses taken, expected course grade or GPA and perceptions of the three presences and course satisfaction. There was a significant difference (p ≤ .05) with gender and perceived social presence with male students reporting stronger levels. Students experiencing course technology difficulties reported significantly ( p ≤ .05) lower perceptions of teaching presence than those experiencing no difficulty. Significant differences (p ≤ .05) were found between specific course instructional strategies and each presence and course satisfaction. The findings provide faculty with an understanding of online course management and teaching/learning strategies that may increase students’ perceptions of presence in online courses and improve student satisfaction with online learning.
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Steele, James. "The Role Humor Plays in Facilitating Rapport, Engagement, and Motivation in Graduate Online Learning Environments." Thesis, University of North Texas, 2017. https://digital.library.unt.edu/ark:/67531/metadc1011748/.
Full textAbstract:
This study seeks to explore, using an interpretivist phenomenological approach, how humor may impact rapport, engagement, and motivation in graduate online learning environments. Through detailed qualitative analysis of semi-structured interviews, direct observation, and demographic survey data, emergent themes were identified that support the use of appropriate humor to create a positive online environment in which learning can take place. Evidence indicates that humor, when used purposefully and appropriately, is a valuable tool for promoting rapport and engagement amongst course members through community-building and enhanced interpersonal connections. The results of this study reveal the importance of finding common ground and shared experiences to improve the overall social and communicative culture of an online course. The results also support the idea that online instructors should make a great effort in connecting with students in online courses and must make a greater effort to appropriately engage in their online courses. Appropriate recommendations are made for practical application of humor to support pedagogy, as well as recommendations for future research on humor in educational environments.
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George, Stephen J. "Community of Inquiry Meets Critical Discourse Analysis (CDA): A CDA of Asynchronous Computer-Conference Discourse with Seminary Students in India." Thesis, University of North Texas, 2017. https://digital.library.unt.edu/ark:/67531/metadc1011816/.
Full textAbstract:
The purpose of this study was to better understand student learning in asynchronous computer-conference discourse (ASD) for non-native speakers of English in India through the Community of Inquiry (COI) framework. The study looked at ASD from an online course taught in the fall of 2015 to 25 students in a seminary in South India. All but one of the students were non-native speakers of English. The class consisted of 22 men and 3 women. Eight students spoke languages from the Dravidian family of languages (Malayalam, Tamil, Telegu and Kannada). Eight students were from the Northeastern states of Manipur, Nagaland and Tripura, where most languages are from the Sino-Tibetan family. Three students were native speakers of Indo-Aryan languages (Odiya and Assamese). Five students were from Myanmar representing several Sino-Tibetan languages. The COI is a framework used to understand learning in ASD, often used in online learning. To study the ASD of this group, critical discourse analysis (CDA) was used with the COI to capture the unique socio-cultural and linguistic conditions of this group.
The study revealed that non-native speakers of English often reach the Exploration phase of learning but rarely show evidence of reaching the Resolution phase. This phenomenon was also observed in native English speakers as reported in the literature. Also, the structure of ASD showed that students took an examination approach to discussion shaped in part by their epistemology. This examination approach shaped how knowledge was constructed. CDA also showed that the discourse acquired an instructor-centered structure in which Resolution and Repair were initiated and finalized by the instructor.
The study advances the COI framework by undergirding it with a theory of asynchronous discourse using critical discourse analysis and capturing cognitive, social and teaching presence phenomena for non-native speakers that were not observed through the traditional COI framework. These phenomena were driven by cultural, epistemological, and linguistic forces and require a rethinking of the COI for contexts outside of North America. The study also demonstrates that learning for non-native speakers in ASD is challenged by these very same forces. Therefore, design for online learning should account for these phenomena.
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Deranger, Brant. "Blurring the Lines Between Instructor-Led and Online Learning: an Evaluation of an Online Composition Curriculum on the Bleeding Edge." Thesis, University of North Texas, 2007. https://digital.library.unt.edu/ark:/67531/metadc3980/.
Full textAbstract:
The contemporary classroom currently faces an evolving world of computer based training, online courses, instructor-led learning and several blended approaches in-between. With the increased presence of computers and communication in every facet of students' lives, students have changed to adapt to the continuous presence of technology in their daily lives. These recent rapid developments have changed the relationship between technology and communication. Indeed, communication and technology have become linked to such a degree that it is difficult to differentiate one from the other, thereby altering our rhetorical situation as instructors. Instructors can no longer deny the presence of technology in the contemporary classroom, much less in the contemporary composition classroom.
This case study serves as a post-modern analysis of the technology based blended classroom. A gap exists between what online learning is (being) today and what it is (becoming) tomorrow. This dissertation explores the gap by examining two rich data sources: online visitor navigational patterns and instructor interviews. The fundamental ideas that this text explores are the following:
- Web server logs and PHP logs can be analyzed to yield relevant information that assists in the design, architecture, and administration of online and blended learning courses.
- Technology in the writing classroom does not necessarily solve traditional problems associated with the composition classroom. Technology is a tool, not a solution.
- Technology has changed the rhetorical situation of the composition classroom. As a result, instructors must adapt to the changed rhetorical environment.
Via this study, readers will hopefully gain a better understanding of the relatively unexplored margins between instruction, composition and technology paradigms. Instructors, trainers, technical writers, pedagogues, industry and academia alike must step forward to research technology-assisted pedagogy so that they can de-privilege the paradigms that position technology itself as a solution, and move forward toward realistic and real-world expectations for instructors in technology mediated learning environments.
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Rammupudu, Manyaku Jaqouline. "Students' experiences of WebCT." Diss., Pretoria : [s.n.], 2006. http://hdl.handle.net/2263/24141.
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The purpose of the study is to explore students’ experiences of WebCT at the University of Pretoria. In order to find out about these experiences, the Department of Telematic Learning and Education Innovation administered a web-based survey to students at the University of Pretoria. At the end of each semester students are requested to complete WebCT Experience Survey voluntarily. The WebCT Experience Survey includes both qualitative and quantitative data for research (TLEI Annual Report, 2003). The focus of this research is more on qualitative data which includes the open-ended questions. The researcher used conceptual analysis to evaluate the open-ended questions in the survey (Busch et al., 2005). The challenges and benefits were coded for their frequency and relevance. The researcher then identified codes to identify the benefits and challenges of students using WebCT. The findings of the research were grouped in terms of technical, facilitation and content issues. The study indicates that students benefited from using WebCT.Dissertation (Magister Educationis (Computer-Integrated Education))--University of Pretoria, 2007.
Curriculum Studies
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Phillips, Alana S. "Retention: Course Completion Rates in Online Distance Learning." Thesis, University of North Texas, 2015. https://digital.library.unt.edu/ark:/67531/metadc822741/.
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Online courses in higher education have a reputation for having a lower course completion or retention rate than face-to-face courses. Much of this reputation is based upon anecdotal evidence, is outdated, or is on a small scale, such as a comparison of individual courses or programs of instruction. A causal-comparative analysis was conducted among 11 large, high research public universities. The universities were compared to each other to determine if differences existed between online and face-to-face course completion; undergraduate and graduation online course completion was analyzed for differences as well. The findings suggested the magnitude of the differences between online and face-to-face completions rates was small or negligible. The area which showed a higher magnitude of difference was in the comparison between undergraduate and graduate online course completion; the practical significance could be worth considering for educational purposes.
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Salas, Soto Marianela. "Concepciones y percepciones de la calidad del e-learning en América Latina." Doctoral thesis, Universitat de Barcelona, 2016. http://hdl.handle.net/10803/382622.
Full textAbstract:
El propósito de esta investigación es analizar las concepciones y perspectivas de los docentes universitarios de Latinoamérica con respecto a la calidad del e-learning y, más específicamente, sobre el esquema de evaluación de calidad del e-learning ECBCheck; con el fin de Identificar las ventajas y limitaciones de la utilización de este esquema desde la óptica de los docentes universitarios y determinar cuáles son las recomendaciones más importantes que ofrecen los participantes en la investigación con el fin de incrementar la eficiencia de un esquema de evaluación de e-learning para el espacio universitario latinoamericano.
En la investigación participaron 87 docentes de universidades latinoamericanas, se utilizó un cuestionario semiestructurado y una escala de Likert para obtener los datos de la investigación, los cuales fueron resumidos en 920 citas ubicadas en 18 categorías con 4 o 5 códigos por cada categoría, lo que dio como resultado un libro de 66 códigos. Los resultados son presentados en cuatro sub-apartados correspondientes a los cuatro objetivos de la investigación, a saber: las concepciones de calidad, las percepciones especificas en torno a de la calidad del e-learning, las ventajas y limitaciones de un esquema especifico –ECB-Check – para evaluar la calidad del e-learning y las recomendaciones para su uso.
Las conclusiones giran en torno a la promoción de la evaluación del e-learning como un fenómeno universitario global y no como la suma de partes descontextualizadas y desarticuladas. Por lo que se recomienda una mirada a los modelos de buenas prácticas, de mejora continua, formación y capacitación, acompañamiento y sentido de comunidad, en este caso latinoamericano; que promuevan la armonización y las alianzas estratégicas para la construcción consensada, participativa y contextualizada de propuestas que vayan más allá de las métricas, que permitan avanzar a la investigación y la producción científica colaborativa en el campo de la calidad del e-learning.The purpose of this research is to analyze the views and perspectives of university teachers in Latin America with regard to the quality of e-learning and, more specifically, the e-learning quality assessment scheme ECBCheck; in order to identify the advantages and limitations of using this scheme from the viewpoint of university teachers, and determine what are the most important recommendations offered by research participants in order to increase the efficiency of an e-learning assessment scheme for the Latin American university space. The research involved 87 teachers from Latin American universities. A semi-structured questionnaire and Likert scale were used to obtain research data, which were summarized in 920 citations located in 18 categories with 4 or 5 codes for each category, which resulted in a book of 66 codes. The results are presented in four sub-sections corresponding to the four objectives of the research, namely: the concepts of quality, specific perceptions about the quality of e-learning, the advantages and limitations of a specific scheme -ECB -Check - to assess the quality of e-learning, and the recommendations for its use. The findings revolve around promoting the evaluation of e-learning as a global university phenomenon, and not as the sum of decontextualized and disjointed parts. It is therefore recommended to look at models of good practice, continuous improvement, education and training, support and sense of community, in this case of Latin America; that promote harmonization and strategic alliances for consensual, participatory and contextualized construction of proposals that go beyond the metrics, that will advance research and collaborative scientific production in the field of e-learning quality.
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Adjabeng, Stanley Kafui Kofi. "The Status and Challenges of Online Distance Education Programs in Post-Secondary Institutions in Ghana." Thesis, University of North Texas, 2017. https://digital.library.unt.edu/ark:/67531/metadc984234/.
Full textAbstract:
The purpose of this study was to identify the status and challenges of online distance education programs in post-secondary institutions in Ghana. This study was a replication of a similar study conducted in Kenya in 2009, at the University of Nairobi and Kenyatta University. This present study was conducted with an online survey using Google survey assessment. The survey requested responses from six post-secondary institutions in Ghana. Out of a total of 450 projected student responses, 309 responses were received with a 69% participation rate. A total of 14 responses were received for instructors out of a projected 30 resulting in 47% participation rate. And for administrators, 8 responses were received out of a projected 12 resulting in a 67% participation rate. Overall the study revealed that Ghana post-secondary institutions have established and incorporated online distance education into their programs, offering both online and blended courses. Some of these institutions established regional centers across the country and incorporated foreign instructors into their programs. The survey also revealed that students were satisfied with the overall online distance education program in their institutions which included the level of instruction, feedback and evaluation. However, there were still challenges revealed from the study that included the high cost of education, frequent power outages, school stoppages as a result of instructor strikes and the need to restructure courses to include projects.
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"Design analysis of educational technologist's web-based teaching and learning environments in South African higher education institutions." Thesis, 2009. http://hdl.handle.net/10413/1163.
Full textAbstract:
According to Goldstuck (2008), there were 4.6 million Internet users in South Africa for 2008 year-end. This corresponds to a penetration rate of 10.5% based on an estimated South Africa population of 43.8 million (.internetworldstats.). Given this popularity, this qualitative case study has analysed the design of
Web-Based Teaching and Learning (WBTL) environments designed by Educational Technology facilitators in South African higher education institutions. The conceptual and theoretical framework for this study presents Activity Theory (AT) as a theoretical framework together with constructivist learning. It also presents the different qualities and skills utilised for WBTL
facilitators. AT involves three levels in a form of a hierarchy. The three levels are “the uppermost level of activity is driven by an object-related motive (or objective) [activity level]; the middle level of individual or group action is driven by a goal [action level]; and the bottom level of automatic operations is driven by the
conditions and tools of action at hand [automatic operation]” (Engestrom, Miettenin & Punamaki, 1999) Constructivism is used as a theory of inquiry. The strength of constructivism
was found to be in the five basic themes identified by Mahoney (2005), six elements of constructivism discovered by Gognon and Collay (1999), levels of interaction identified by Anderson and Elloumi (2004) and components of effective Web learning and characteristics of projects or tasks. The main components of effective Web learning are student preparation, student
activities, student interaction and student transfer. While working with the Web in teaching and learning this study proposed the
concept of considering The Tree Three Rings Theory (TTTRT) to be used as a solution for the practice. TTTRT works with the three schools of thought (behaviourism, cognitivism and constructivism). The three rings are: (1) the use of search engines in teaching and learning (easiest ring), (2) use of Learning
Management System in teaching and learning (LMS) (easier ring) and (3) designing the Web for learning (programming) (the most challenging ring). The analysis of Web for learning was done by incorporating the theoretical frameworks and theories of learning; the facilitators’ frames of reference; objects; tools; rules; community; division of labour; levels of operation; and the
pedagogical issues. It can be concluded that South Africa has a special need for Web-Based Teaching and Learning (WBTL) or Web learning to take the formal education to those citizens that cannot attend full-time classes.Thesis (Ph.D.)-University of KwaZulu-Natal, Durban, 2009.
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Kuo, Pi Chen, and 郭碧真. "Content Analysis on Instructional Design of Web-based Library Instruction in Higher Education." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/47295471589569816396.
Full textAbstract:
碩士國立中興大學
圖書資訊學研究所
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The recent emergence of web-based learning techniques illustrates that learning is no longer limited by time or space. University librarian-designed web-based library instruction illustrates new ways in which instruction can be harnessed. The enhancement of learner access to information has become one of the librarians important missions and is also the main issue in the development of contemporary librarianship. The research focuses on web-based library instruction established by university libraries to investigate the content and style of their methodology. This research examines Peer-Reviewed Instructional Materials Online (PRIMO) databases, conducted by the Instruction Section of the Emerging Technologies in Instruction committee of ACRL in the United States. It analyzes the Web-based Library Instruction Evaluation Tool’s from four aspects, including instruction conception, subject matter, design and media functions, and as well as seventeen other points. The research results are as follows: I. The instructional contents for web-based library instruction 1. A specific item analysis of instruction concept is required. 2. The main service of university library is to provide all kinds of information resources. Web-based Library instruction follows the same principle. II. The instructional approach for web-based library instruction 1. It is essential to build courses by modules. 2. As for instructional media and technology, online quizzes and exercises are appropriate channels for learners to interact with the course through true/false, multiple-choice questions, games, blank filling or question/answer matches. Even though many libraries use pictures to make lessons more appealing, the application of appropriate co-presentation of pictures and contents in web-based courses was not fully explored in the teaching media. According to the research results, this study offers the following suggestions for future improvements: I. Library instruction should improve as new technologes develop. II. Libraries should develop and share an instructional materials database for web-based library instruction. III. Adopting a consistent approach to lesson planning. IV. The description of teaching goals shall be clear and measurable especially with regard to online quizzes and grading policy. V. Choosing appropriate instructional strategies according to teaching content. VI. Teaching content shall foster information literacy. It should be customized according to the need of individual libraries and their students. VII. Exercises and online quizzes should be more interactive and realistic.