To see the other types of publications on this topic, follow the link: Media courses.
Dissertations / Theses on the topic 'Media courses'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 dissertations / theses for your research on the topic 'Media courses.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.
1
Desypris, Georgios A. "Enhancement of learning process in web-based courses using combined media components." Thesis, Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 2002. http://library.nps.navy.mil/uhtbin/hyperion-image/02sep%5FDesypris.pdf.
Full textAbstract:
Thesis (M.S. in Computer Science)--Naval Postgraduate School, September 2002.Thesis advisor(s): Rudolph Darken, Anthony Ciavarelli. Includes bibliographical references (p. 85-86). Also available online.
2
Platt, Stacy Michelle. "College Freshman Perceptions of Social Media Use for Authentic Learning in Composition Courses." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7718.
Full textAbstract:
Social media has been used as an instructional tool for authentic learning in order to enable adaptability through experimentation and action rather than passive listening and regurgitation. The problem addressed in this study is that it is not known how English composition students’ perceptions of authentic learning are impacted by the use of online social media as instructional tools. Authentic learning is characterized by multiple elements, including collaboration, reflection, and communication. The purpose of this quantitative study was to determine the perceptions of undergraduate 1st year freshmen composition students using social media as instructional tools, across 9 elements of authentic learning. Bandura’s social cognitive theory and Siemens’ theory of connectivism guided this research study:. Research questions were used to examine the relationship that exist across undergraduate freshman composition students' perceptions using social media (i.e., Facebook and Twitter) as instructional tools of the 9 elements of authentic learning. A previously validated survey instrument aligned to Herrington and Oliver’s authentic learning framework was used to collect data from 50 students and then analyzed using a Pearson product correlation. Data showed multiple statistical significances and revealed that students perceived that social media provided them opportunities to collaborate, reflect, and articulate authentically when it was used as an instructional tool. The results from this study may contribute to social change by providing insight into whether or not universities should support faculty who want to use social media as an authentic learning strategy with college students.
3
Hunn, Niares. "The Role of Online College Courses in Rehabilitating Offenders." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/282.
Full textAbstract:
Research and testimonial evidence indicate the importance of postsecondary education in the rehabilitating inmates and in decreasing reoffending. However, limited research exists on improving critical thinking skills and cognitive processing among inmates. The purpose of this quantitative study was to (a) examine the influence of a psychology course on the critical thinking scores for individuals who took an online psychology course and to (b) analyze how the scores of inmates and other students in the course differed. Using a social cognitive theoretical framework, pretest and posttest scores were compared using a paired t test of statistical analysis of secondary, archival data (n = 25).Secondary data analysis using ANOVA was used to examine the effect of the course on inmates' test scores after course completion. Results indicated that critical thinking skills improved for all students; there was no significant difference based on incarceration status. The outcomes of this study, as well as future data on graduation and recidivism rates, need to be integrated into policy and programs developed for correctional facilities, collegiate classrooms, and for other professionals. It is recommended that correctional facilities, colleges, legislators, and other organizations with direct impact on inmates should collect and analyze these specific variables in a longitudinal study. The results can be used to improve the delivery of online courses offered to inmates, thereby improving opportunities for inmates, easing reentry into society at large, and resulting in positive social change.
4
Harms, David. "Positive and Negative Experiences of Career Technical Secondary Students in Online Courses." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2544.
Full textAbstract:
Research indicates that secondary students who are successful in online classes share common traits. However, many secondary career technical education (CTE) students taking online courses do not demonstrate the traits identified for success. CTE students may not benefit from online classes unless they are designed with their needs in mind. The purpose of this study was to investigate current CTE student experiences with online classes at a single career center. The research questions investigated CTE experiences with online classes, positive and negative online design features, and the hybrid classroom. The theoretical framework was constructivism. The purposive sample included 12 student participants (3 participants from each of 4 CTE career clusters) and 1 paraprofessional in charge of the classroom. Data included individual and small group interviews and observations. Participants reported that the current online course design, primarily text followed by a traditional assessment, was problematic. Instructional design features that assisted CTE students included individual pacing, instant feedback on assessments, and class organization. Features that did not assist students included content issues, technology issues, and limited testing options. Hybrid environment features that assisted CTE students included having a set time and place, access to technology, and the support of a paraprofessional. Career technical education in general may benefit from this research. Effective online education may provide greater opportunities for a larger audience of learners; their improved preparation helps students contribute more to the work force and gain more in terms of career success.
5
Ball, Ardella Patricia. "Integrating Microcomputer Applications into Library Media Courses at Armstrong State College, Savannah, Georgia: A Systematic Approach." NSUWorks, 1991. http://nsuworks.nova.edu/gscis_etd/400.
Full textAbstract:
Given the increased use of microcomputers in school library media centers to perform a wide variety of tasks, library educators should address the integration of microcomputers into the library media curriculum. Therefore, the purpose of the study was to describe how library educators were integrating microcomputer applications such as word processing, database management, spreadsheets, and other applications into the library education curriculum. A secondary purpose was using the results of the study as a framework for the integration of microcomputer applications in appropriate areas of library media core courses at Armstrong State College, Georgia. Savannah.
The specific research questions addressed in the study were as follows: How were library media educators currently providing instruction in microcomputers? How many undergraduate level library programs used microcomputer applications? What types of microcomputers were being used? How were microcomputer applications being used? Which courses used microcomputer applications? What kinds of microcomputer applications were being used by library media educators? How many library educators used locally produced applications? What were the content areas of locally produced applications? What provisions had been made for the availability of microcomputers? What factors had limited the extent to which library media educators were able to introduce microcomputer applications? What relationships existed between geographic region and program type and providing instruction in microcomputers as a part of the undergraduate library education program?
In an effort to ascertain the extent to which library educators were using microcomputers, a survey questionnaire was mailed to 357 library educators representing 213 undergraduate library education programs in the United States. Of the 357 library educators mailed questionnaires, there were 202 returns or a 57 percent rate of return. Of this number, 92 responses were excluded from consideration because some institutions were no longer offering undergraduate library education programs, others offered only graduate programs, some library educators had retired or moved, other library educators had checked the First box on the questionnaire indicating that the teaching of library education courses was not one of their current responsibilities, and one respondent did not participate because the school had closed. These questionnaires were eliminated from the study; only 110 questionnaires were used.
The nature of the data suggested the use of descriptive percentages. Statistics, primarily frequencies and However, chi-square analysis was used to determine whether a significant relationship existed between geographic region of library educators or program type and current use of microcomputers in library education.
Results of the survey showed that 87, or 79.1 percent of the library educators representing 75 undergraduate programs were introducing microcomputer applications into the library education curriculum. Perhaps the most significant fact was that the majority of library educators were currently providing instruction in microcomputers by using a separate course or integrating microcomputer applications in library education courses. Cataloging was the course that most frequently incorporated microcomputer applications. Complementing lectures was the instructional method most frequently identified. In-class instruction was used to prepare and train students to use microcomputers. Word processing was the application most frequently used and Word Perfect was the word processing program of choice. Apple and IBM were the predominant brands used by library educators. Most microcomputers were located in a room designated as a computer lab or in the library. Finally, a lack of funds was the reason most cited as the greatest barrier in integrating microcomputer applications in library education courses. It was concluded that most library educators were introducing microcomputers in the library education curriculum.
Recommendations were suggested for ways to integrate microcomputer applications into the library education curriculum. It was recommended that library educators introduce microcomputers into their curricula or existing core courses so that microcomputer applications could be an integral part of the library education program. It was recommended that a separate required introductory computer course be required for all students. That, in addition to the separate required course, microcomputer applications should be integrated into all core courses where appropriate.
A systematic plan was developed that would serve as a guide for implementing the integration of microcomputer applications into library media core courses at Armstrong State College, Savannah, Georgia.
6
McPherson, Craig L. "IMPACT OF PRIVACY ISSUES OF STUDENTS ON THEIR PARTICIPATION WITHIN BLOGS, SOCIAL MEDIA, AND BLENDED/ONLINE COURSES." OpenSIUC, 2020. https://opensiuc.lib.siu.edu/dissertations/1883.
Full textAbstract:
Usage rates of blogs, social media, and online courses have been exponentially increasing in the last decade, especially among the college student population (Knight-McCord, et al., 2016). While the benefits of these platforms, including connectivity, visibility, social feedback, persistence, and accessibility are attractive to students as an online learning tool, there is a rising concern regarding privacy and confidentiality. This study aimed to investigate how students’ privacy and confidentiality concerns and attitudes influence their participation level and degree of openness within an online learning environment. Communication privacy management (CPM) theory served as the theoretical framework for this study in order to focus on understanding the way people perceive and manage privacy, both personally and with others. A quantitative correlational research design was selected for this study to examine the relationship between privacy concerns among students enrolled in a bachelor’s, master’s, or doctorate program at a Midwestern university and their participation levels within blogs, social media, and online courses. The quantitative software package SPSS was used to conduct multivariate analysis of variance (MANOVA) to test for the statistical significance of the variables.
7
Cheng, Pericles Leng. "Evaluating Intention to Use Remote Robotics Experimentation in Programming Courses." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3596.
Full textAbstract:
The Digital Agenda for Europe (2015) states that there will be 825,000 unfilled vacancies for Information and Communications Technology by 2020. This lack of IT professionals stems from the small number of students graduating in computer science. To retain more students in the field, teachers can use remote robotic experiments to explain difficult concepts. This correlational study used the unified theory of acceptance and use of technology (UTAUT) to examine if performance expectancy, effort expectancy, social influence, and facilitating conditions can predict the intention of high school computer science teachers in Cyprus, to use remote robotic experiments in their classes. Surveys, based on the UTAUT survey instrument, were collected from 90 high school computer science teachers in Cyprus, and a multiple regression analysis was used to measure the correlations between the constructs and finally the model fit of the analysis. The model was able to predict approximately 35% of the variation of the teachers' intent to use remote robotic experiments. The biggest predictor was facilitating conditions followed by effort expectancy. Performance expectancy had little impact, whereas social influence had no impact on the intention of high school teachers to use remote robotic experiments in their classes. These results can help curriculum decision makers in the Ministry of Education in Cyprus to examine what factors affect the acceptance of remote robotic experiments and develop them in ways that would increase their implementation in high schools. By incorporating remote robotic experiments in high schools, students may learn difficult concepts, leading to an increase in computer science graduates and ultimately an increase in IT professionals.
8
Feinman, Lena. "Alternative to Proctoring in Introductory Statistics Community College Courses." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/4622.
Full textAbstract:
The credibility of unsupervised exams, one of the biggest challenges of e-learning, is currently maintained by proctoring. However, little has been done to determine whether expensive and inconvenient proctoring is necessary. The purpose of this quantitative study was to determine whether the use of security mechanisms, based on the taxonomy of cheating reduction techniques rooted in the fraud triangle theory, can be an effective alternative to proctoring. A quasi-experimental 1 group sequential design was used to answer the research questions whether the format, proctored versus unproctored, order in which the exams are administered, course delivery mode, and instructor make a difference in student performance. The archival scores of 850 Californian community college students on 2 sets of equivalent proctored and unproctored web-based exams in face-to-face, hybrid, and online introductory statistics courses taught by 7 instructors were compared. The format effect was tested with repeated-measures ANOVA; the order, course delivery mode and instructor effects were tested with mixed ANOVA. No significant difference in scores in Set 1, and significantly lower scores on unproctored exams in Set 2 indicated that the used security mechanisms allowed for maintaining the credibility of the exams without proctoring. There was no significant difference in scores across the course delivery modes in both sets and instructors in Set 2, but significant order effect was observed. Further research on order effect was recommended. With the use of the utilized security mechanisms education will get an inexpensive and convenient way to increase the credibility of unsupervised web-based exams, and the society will gain more online college graduates with credentials that reflect their knowledge.
9
Kahnwald, Nina, Anja Lorenz, Daniela Pscheida, and Andrea Lißner. "Studierende als Zielgruppe von Open Online Courses: Potenziale und Herausforderungen am Beispiel des SOOC13." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2013. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-126160.
Full textAbstract:
Massive Open Online Courses, kurz MOOCs, zählen laut Horizon-Report 2013 zu den aktuellen Schlüsseltrends im Bereich des onlinebasierten Lernens und gelten als eines der wichtigsten neuen Bildungskonzepte. (...)
10
Bremer, Claudia, and David Weiß. "Massive Open Online Courses: Kategorisierung und Analyse des Teilnehmerverhaltens am Beispiel der OPCOs 2011 und 2012." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2013. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-126178.
Full textAbstract:
Ziel des Beitrags ist, einen Überblick über aktuelle Entwicklungen und Ausprägungen von MOOCs sowie die Erfahrungen und Ergebnisse aus der Untersuchung von zwei MOOCs vorzustellen, die 2011 und 2012 durchgeführt wurden. Besondere Schwerpunkte liegen dabei auf der Bedeutung und Ausprägung der Beteiligungsformen in den verschiedenen MOOC-Formaten, der Beteiligung in den beiden untersuchten MOOCs sowie auf deren Unterschiede auch aufgrund von Veränderungen des Kursdesigns.
11
Henley, Elizabeth. "Engaging College Students in Online Remedial Mathematics Courses With Video Instruction." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/321.
Full textAbstract:
Many students entering college in the United States need assistance in at least one academic area, causing remedial courses to be commonplace in higher education. This study evaluated the impact of video instruction in learning the content found in an online remedial math course. The instructional videos were created using the guidelines of Universal Design and cognitive load theory. A quantitative, quasi-experimental method was used to evaluate a dataset made available by a regionally accredited private New England college's online division. The online division offers undergraduate and graduate degree programs and certifications, and the students are located all over the world. The dataset started with 203 participants, with 78 completing the first module, 36 completing the second module, and 17 completing the third module. Paired t tests revealed that while both text and video instruction improved the scores between the pre- and posttests, there was no statistically significant difference between those two groups. However, the end sample size was small, with many students not completing all three modules. This limited the interpretation to the results of the pre- and posttest scores of the first module only. These findings inform faculty teaching remedial online math courses, as well as course designers, seeking to improve these courses and increase the success rate for students passing the course. This has implications for social change because student success in these remedial math courses may in turn increase persistence, retention and graduation.
12
Hamilton, Marilyn Ann Louise. "Mathematics Boot Camps: A Strategy for Helping Students to Bypass Remedial Courses." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1194.
Full textAbstract:
Many community colleges struggle to find the best strategy to help incoming at-risk students prepare for the placement test. The purpose of this quantitative quasi-experimental study, was to answer the question as to which of 2 programs, a 2-week, face-to-face mathematics refresher program, Math Boost-Up, or an online-only program, might increase the ACCUPLACER posttest scores of incoming community college students. The study used archival data for 136 students who self-selected to either participate in the Math Boost-Up program (the experiment group), or in the online-only program (the comparison group). Knowles's theory of adult learning, andragogy, served as the theoretical framework. Spearman, Kruskal-Wallis, Mann-Whitney, and chi-square tests were used to measure the effect of 4 moderator variables (age, high school GPA, number of minutes spent in MyFoundationsLab, and number of days spent in face-to-face sessions) on the pre- and posttest scores of students in each group. The results indicated that students in the Math Boost-Up program experienced statistically significant gains in arithmetic and elementary algebra than did those students in the online-only program. The results also indicated that the 4 moderator variables affected gains in posttest scores. Additionally, the results disproved the andragogical premise that students would be self-directed and would self-select to participate in the intervention. A recommendation was that participation in the face-to-face refresher program should be mandatory. The study contributes to social change by providing evidence that short-term refresher programs could increase the scores of students on placement tests.
13
Lutkewitte, Claire E. "Multimodality is-- : a survey investigating how graduate teaching assistants and instructors teach multimodal assignments in first-year composition courses." CardinalScholar 1.0, 2010. http://liblink.bsu.edu/uhtbin/catkey/1560841.
Full textAbstract:
This dissertation identifies if and how graduate teaching assistants and instructors working in the field of rhetoric and composition teach multimodal assignments in first-year composition (FYC) courses. The research questions for this study were as follows:
1) In what ways do graduate teaching assistants and faculty teach multimodal assignments in FYC courses?
2) Are graduate teaching assistants, adjuncts, and contract faculty equally as likely as assistant, associate, and full professors to teach multimodal assignments in FYC courses?
3) What kinds of training do graduate teaching assistants and faculty receive to prepare them to teach multimodal assignments in FYC courses?
4) Do graduate teaching assistants and faculty feel the kinds of training they receive adequately prepare them to teach multimodal assignments in FYC courses? If not, what needs to change?
These research questions were investigated using a combination of online survey research methods and follow-up interviews. This study provides a broad and current analysis, as
well as a reflective picture, of the teaching of multimodal assignments in FYC courses. As a result of quickly evolving technologies, instructors have potentially more opportunities to teach multimodal assignments. However, in some cases, writing program policies and curriculum limit or make it difficult for graduate teaching assistants and instructors to assign multimodal assignments in FYC courses. Thus, this study investigated the ways current graduate teaching assistants and/or instructors teach multimodal assignments despite difficulties and limitations. It also investigated whether or not graduate teaching assistants and instructors receive any training or help in shaping their multimodal pedagogy and whether or not they feel this training or help was adequate. The findings indicate instructors are more willing than their departments to implement multimodal composition pedagogy. The findings also show that instructors teach multimodal assignments in their classrooms in various ways, including the use of different technologies and resources. Evidence suggests that despite their desire for more help from their departments, instructors teach themselves how to use such technologies and resources to implement their multimodal composition pedagogy. The study concludes that how multimodal composition pedagogy is implemented in a writing classroom is more likely an individual instructor’s decision rather than a department’s decision.Department of English
14
Xiong, Thai. "The Impact of Technology Innovations in High School Biology Courses on Science Learning for Hmong Students." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5295.
Full textAbstract:
Hmong high school students struggle in science courses and have difficulty using technology, leaving them behind other ethnic groups in science performance. There is lack of research regarding Hmong students' struggle in technology-focused science courses, especially regarding the experiences of Hmong students with using science technology and teachers' experiences with these students. This single case study was designed to explore how technology innovations in high school biology courses impact science learning for Hmong students based on Gu, Zhu, and Guo's technology acceptance model. Both Hmong student and science teacher interviews as well as reflective journal data were collected to better understand students' opinions regarding usefulness and ease-of-use of technology in high school biology courses. Course document data were collected to determine technology integrations in lessons. Participants selected from a public high school in the Midwestern region of the United States included 8 Hmong students and 2 teachers. Data were analyzed within unit analysis and line-by-line coding to construct codes, then through cross unit analysis to develop themes. Results indicate that technologies have a positive impact on Hmong student science learning and aligned to the technology acceptance model. Key findings included positive use of technology, usefulness of technology and ease of use, and evidence of technology integration. The results can be used by teachers to improve support to minority students who learn biology using educational and scientific technology. The use of technology contributes to positive social change to advance Hmong students' acceptance of technology and biology learning, as well as the advancement of education to support all learners.
15
Gardner, Joel Lee. "Testing the Efficacy of Merrill’s First Principles of Instruction in Improving Student Performance in Introductory Biology Courses." DigitalCommons@USU, 2011. https://digitalcommons.usu.edu/etd/885.
Full textAbstract:
One learning problem is that public understanding of science is limited. Many people blame at least part of the problem on the predominant lecture approach for students' lack of science understanding. Current research indicates that more active instructional approaches can improve student learning in introductory undergraduate biology courses. Active learning may be difficult to implement because methods and strategies, ranging from in-class collaborative problem-solving to out of class multimedia presentations, are diverse, and sometimes difficult to implement. Merrill's First Principles of Instruction (hereafter referred to as "First Principles" or "First Principles of Instruction") provides a framework for implementing active learning strategies.
This study used First Principles of Instruction as a framework for organizing multiple active learning strategies in a web-based module in an introductory biology course. Participants in this exploratory study were university students in Life Sciences 1350, an introductory biology course for nonscience majors. Students were randomly assigned to use either the module using First Principles of Instruction (hereafter called the First Principles module) or the module using a more traditional web-based approach (hereafter called the traditional module) as supplementary instruction.
The First Principles module implemented several active learning strategies and used a progression of whole problems and several demonstration and application activities to teach the topic of "microevolution," defined as the study of how populations evolve and change over time. The traditional module implemented a more traditional web-based approach, providing information and explanations about microevolution with limited examples. This exploratory study's results showed that the learning gain from pretest to posttest at the remember level was significant for the traditional group at alpha = .05 and was significant for the First Principles group at alpha = .1. In addition the pretest to posttest gain at problem solving for the First Principles group was significant at alpha = .05. When students rated their confidence in solving future problems, those in the First Principles group were significantly more likely to predict future success at alpha = .1.
16
Kuo, Yu-Chun. "Interaction, Internet Self-Efficacy, and Self-Regulated Learning as Predictors of Student Satisfaction in Distance Education Courses." DigitalCommons@USU, 2010. https://digitalcommons.usu.edu/etd/741.
Full textAbstract:
Online learning research is largely devoted to comparisons of the learning gains between face-to-face and distance students. While student learning is important, comparatively little is known about student satisfaction when engaged in online learning and what contributes to or promotes student satisfaction. Emerging research suggests there are a few strong predictors of student satisfaction, and other predictors that may or may not predict student satisfaction. None of the existing research examines predictors together, or statistically controls for course differences. This study examines the influence of various factors on student satisfaction including three types of interaction, Internet self-efficacy, and self-regulated learning.
Participants (N = 180) include both undergraduate and graduate students attending exclusively online classes in education. Students responded to an online survey adapted from several different scales. A pilot test of the survey and procedures showed strong validity and reliability for the sample. To control for course differences, data analysis focused on a hierarchical linear model (HLM) with student and class level variables. Results indicate learner-instructor interaction and learner-content interaction are significant predictors of student satisfaction when class-level variables are excluded. Of the class-level predictors, only the program from which the course was offered moderates the effect of learner-content interaction on student satisfaction. There is no direct impact of class-level predictors on student satisfaction. Learner-content interaction is the sole significant predictor when class-level predictors are added to the model. Supporting analyses for the HLM, results, limitations, and significance of the findings are reported and discussed.
17
Fenn, Raymond C. "Student attitudes, learning effectiveness, and costs/benefits pertaining to military logistics courses offered in the residence, on-site, and satellite television modes of instruction." W&M ScholarWorks, 1995. https://scholarworks.wm.edu/etd/1539618719.
Full textAbstract:
Using period newspapers and books, mercantile correspondence, Spanish imperial archives, and the colonial records of the Caracas City Council, Consulado, and Venezuelan Intendancy, this dissertation highlights the enterprises of those who profited from sustaining the Spanish Empire in its frail and debilitated state. Whether they had prospered from or merely survived the commercial revolutions that shook the Atlantic World after 1789, all merchants and traders calculated the economic consequences of South American independence and encouraged their contemporaries to do so too.
18
Slapak-Barski, Judith. "Faculty and Student Perceptions of Teaching Presence in Distance Education Courses: A Mixed Methods Examination." Thesis, NSUWorks, 2017. https://nsuworks.nova.edu/fse_etd/120.
Full textAbstract:
This applied dissertation was designed to provide deeper insight to current knowledge about establishing teaching presence (TP) in online courses. Distance education environments are considered more convenient than traditional learning environments, as they provide more opportunities for learning that occurs in various settings. In distance education environments, effective learning should focus on the interaction between e-learning technologies and educational practice in higher education. Online courses are typically devoid of the visual cues and interaction of the traditional classroom. Online learners may experience an isolation effect as a result of learning in the perceived absence of their peers and instructor. Feelings of isolation experienced by distant students are grounded in Moore’s transactional distance (TD) theory. The concept of distance in online education does not refer simply to geographic or temporal separation, but also to the pedagogical space between students and instructors. In Moore’s TD theory, as the amount of dialogue increases, TD decreases. Establishing TP in online education can minimize the isolation effect and reduce TD in many ways.
The purpose of this study was to describe and compare student and faculty perceptions of TP in synchronous and asynchronous distance education courses at the college or university level. A mixed-method methodology was employed using a scale measuring TP for the quantitative strand and student and faculty focus groups for the qualitative strand.
19
Almeida, Ferreira Ricardo César. "El pensamiento de profesores brasileños de español. Un estudio de creencias acerca del currículo de español como lengua extranjera en la enseñanza media." Doctoral thesis, Universitat de Barcelona, 2016. http://hdl.handle.net/10803/454677.
Full textAbstract:
La presente tesis doctoral es un estudio cualitativo sobre el pensamiento de profesores de español como lengua extranjera (ELE). Tiene como objetivos describir las creencias de profesores sobre el currículo de ELE en la enseñanza media (EM) y categorizar a los docentes según los modelos que afloraron del corpus. Los informantes del estudio trabajan en escuelas públicas y privadas de la ciudad de Recife en Brasil, son profesores que imparten la asignatura en distintos niveles de la EM y poseen el título universitario superior en letras con formación en lengua española y portuguesa.
Para atender a los objetivos propuestos se ha realizado una investigación compuesta de dos estudios: en el primero se han descrito las concepciones curriculares de cinco profesores por medio de los datos generados a partir de un cuestionario y de una entrevista realizada a un solo encuestado. En el cuestionario se ha podido identificar, por medio de una escala de valoración, un alto grado de asignación de los docentes a los fundamentos del documento Orientações curriculares para o ensino médio, língua espanhola (OCEM, Brasil, 2006), del MEC brasileño. En este grupo han aflorado creencias que relacionan la planificación con los contenidos exigidos en los exámenes de acceso a la universidad (Vestibular y Enem).
En el segundo estudio han participado veintiún profesores del mismo contexto educacional del primero. El corpus de datos ha sido generado a partir de las respuestas a un cuestionario sobre temas curriculares. Dicho corpus ha sido analizado por un protocolo creado con base en el “Análisis Psicolingüístico del Discurso” (APLD) propuesto por Cantero y de Arriba (1997): se trata de criterios de análisis del discurso escrito que permite acceder al modelo de mundo de los docentes. El APLD es un análisis que permite identificar que “lo dicho” (enunciados), en algunos casos, puede significar lo contrario de la denotación. El APLD empleado ha permitido describir las creencias subyacentes en el corpus y categorizar a los profesores en modelos y grupos con rasgos comunes. En la muestra se han identificado tres modelos docentes: el “pedagógico comunicativo”, el “instrumental” y el de “transferencia de responsabilidad y evasivo”. De forma más amplia y por las características de las creencias se ha podido identificar que los docentes se aúnan en dos grupos: los “comprometidos” y los “no comprometidos”.
En los dos estudios sobresale una concepción estructuralista sobre la lengua y la naturaleza del conocimiento lingüístico. La legua es concebida como sistema de elementos que pueden ser fraccionados en unidades y presentadas en listados de contenidos en una práctica cuyo fin es la enseñanza de la lengua escrita. Para estos docentes, la idea de “enseñar ELE” está directamente asociada al aprendizaje de la gramática y a la práctica de la interpretación textual.
El libro didáctico tiene el papel de un “currículo oculto” de la asignatura una vez que los objetivos y contenidos que los docentes persiguen con la planificación y el pensamiento curricular del ELE en la EM son, en su mayoría, delegados al libro utilizado. Los profesores han presentado creencias sobre las dificultades en conceptualizar sus prácticas docentes e identificar saberes teóricos inherentes al campo del currículo y planificación de la asignatura, al mismo tiempo, reconocen que poseen lagunas en la formación y se demuestran motivados en perfeccionarse.
Entendemos que con esta tesis, al describir el pensamiento de los docentes en relación al currículo, hemos dado un paso para la descripción de culturas y saberes educativos de la enseñanza de ELE en la EM. Es un estudio que puede ser tomado en consideración para el diseño de propuestas de formación inicial y continuada de los docentes de ELE.This doctoral dissertation aims to describe teacher’s beliefs about the curriculum of Spanish as a Foreign Language in secondary education in public and private schools in Recife, Brazil. In order to archive the objectives of the dissertation, two research works have been developed: the first one describes the curricular conceptions of five teachers using data generated from a questionnaire and interview with one of the teachers. Twenty one teachers from the same educational context as that of the first study took part in the second study. The corpus has been generated from answers to a questionnaire about curriculum topics. This corpus has been analyzed by a protocol created based on "Psycholinguistic Analysis in speech" (Cantero y de Arriba,1997). Three educational models have been identified in the sample: "communicative teaching ", "instrumentation" and "transfer of responsibility and “evasive model”. And by the characteristics of their teachers’ beliefs, it was possible to divide them into two groups: the "committed" and the "uncommitted". In both studies, a structural conception of language stands out as a system that can be divided into units and presented in lists of content in a practice with a focus on written language. For these teachers, the idea of “teaching Spanish as a Second Language” is related to the study of grammar and the practice of textual interpretation. We could also identify that the course book plays the role of a "hidden curriculum" of the subject, once the objectives and contents included in the planning are attributed to the textbooks adopted. We hope the descriptions of this thesis can contribute to the identification of cultures and educational knowledge in the teaching of Spanish in secondary education. We understand that these are reflections that can be taken into account for the design of proposals for the education and training of teachers.
20
Martin, Michael T. "Christian Crash Course." Digital Commons at Loyola Marymount University and Loyola Law School, 2010. https://digitalcommons.lmu.edu/etd/116.
Full text
21
Houston, Allan Graham. "Optimisms in chemically injected hydrophobic treatments in arenaceous media." Thesis, Heriot-Watt University, 1990. http://hdl.handle.net/10399/843.
Full text
22
Opermann, Signe. "Generational Use of News Media in Estonia : Media Access, Spatial Orientations and Discursive Characteristics of the News Media." Doctoral thesis, Södertörns högskola, Medie- och kommunikationsvetenskap, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-24631.
Full textAbstract:
Contemporary media research highlights the importance of empirically analysing the relationships between media and age, changing user patterns over the life course, and generational experiences within media discourse beyond the widely hyped buzz terms such as the ‘digital natives’, ‘Google generation’, and other digitally and technologically capable generation groups. This doctoral thesis seeks to define the ‘repertoires’ of news media that different generations use to obtain topical information and create their ‘media space’. It contributes to the development of a framework within which to analyse generational features in news audiences by putting the main focus on the cultural view of generations. This perspective was first introduced by Karl Mannheim in 1928. Departing from his legacy, generations can be better conceived as social formations that are built on self-identification, rather than equally distributed cohorts. With the purpose of discussing the emergence of various ‘audiencing’ patterns from the perspectives of age, life course and generational identity, the thesis presents Estonia – a post-Soviet Baltic state – as an empirical example of a transforming society with a dynamic media landscape which is witnessing the expanding impact of new media and a shift to digitisation.The thesis is based on data from two nationally representative cross-section surveys on media use and media attitudes (conducted during the 2002-2012 period) and focus group discussions, that are used to map similarities and differences among five generation cohorts born between 1932 and 1997 with regard to the access and use of the established news media, thematic preferences and spatial orientations of media use, and discursive approach to news formats. The findings demonstrate remarkable differences between the cohorts, suggesting that they could be merged into three main groups that represent the prevailing types of relations with the news media. Yet, the study also reveals that attitudes and behaviour (including media behaviour), are not necessarily divided by year of birth, but are more and more dispersed along individualised interests and preferences.Audiences in the Age of media Convergence: Media Generations in Estonia and Sweden
23
White, Andrew C. "Students' use of technology in an interdisciplinary multi-media course and the implications for teaching multi-media technology /." free to MU campus, to others for purchase, 1998. http://wwwlib.umi.com/cr/mo/fullcit?p9901299.
Full text
24
Hansmann-James, Sandra Elizabeth. "Using integrated media to anchor instruction in a rehabilitation counselor education course /." Full text (PDF) from UMI/Dissertation Abstracts International, 2000. http://wwwlib.umi.com/cr/utexas/fullcit?p9992810.
Full text
25
Al, Saad Tamy, and Anders Nyman. "New Course, New Discourse, New Racism? : Right-Wing Alternative Media in Sweden." Thesis, Högskolan Väst, Avd för juridik, ekonomi, statistik och politik, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:hv:diva-14113.
Full textAbstract:
Like elsewhere in Europe, the tides of nationalist right-wing rhetoric in Sweden have become instrumental in generating a wave of anti-liberal and anti-immigration sentiments in politics and media. In particular, one branch of right-wing alternative media has become a breeding ground for normalizing such rhetoric. Does the anti-immigration stance in such media disguise racist inclinations? In this thesis we examine the discourse of three right-wing alternative media sites in Sweden to explore the possible employment of different types of racism in their articles. By taking the constructivist viewpoint and adopting the post-colonial conceptions of the 'Self' and the 'Other', racist discourse was analyzed and characterized as either biological or cultural. From these two theories, we derived concepts concerning descriptions of contemporary and ideal Swedish society that will be used as further indicators of racist discourses. In this single case study, 94 articles from Fria Tider, Nya Tider, and Samhällsnytt were analyzed on the topics of immigration, integration and crime through a qualitative content analysis. The results show that most of the articles contain cultural racist discourse.
26
Mathur, Roopa. "Students' Perceptions of a Mobile Application for College Course Management Systems." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/925.
Full textAbstract:
Higher education administrators need data on student perceptions to support their decision making regarding mobile learning (m-learning) applications. There is a lack of research addressing students' perceptions of mobile applications for course management systems (CMS). The findings of this study may help administrators understand students' perceptions of a CMS m-learning application, Blackboard Mobile Learn (BML). This m-learning application is available on mobile devices, such as the iPad, iPod Touch, iPhone, Android, and Blackberry smartphones. The purpose of this quantitative survey study was to explore the linear relationship between the independent variables of students' perceptions of usefulness and students' perceptions of ease of use with the dependent variable of the students' intent to use BML. The technology acceptance model (TAM) provided the theoretical framework. The study was a survey-based cross-sectional design in which 98 students from 2 community colleges were polled. The results of multiple regression analyses indicated that students' perceptions of usefulness and students' perceptions of ease of use were both significantly and positively related to students' intent to use BML. The results of t tests for population means where the variances are unknown confirmed the students' intent to use many of the specific functions of BML: Announcements, Information, Contacts, and My Grades. The findings were inconclusive for Discussions, Assignments, and Course Documents. This study is significant in that it provides college administrators and faculty with supportive data, giving students a new educational platform: mobile learning. The key positive social change provided is a CMS m-learning solution for students to be lifelong learners.
27
Nölke, Ana-Isabel. "Viscosity of stigma : media experiences, intersectionality, and the life-course of LGBTQ+ consumers." Thesis, University of Edinburgh, 2018. http://hdl.handle.net/1842/31438.
Full textAbstract:
For six decades, consumer researchers have relied heavily on Goffman's (1963) seminal work on stigma, often limiting themselves to a one-dimensional treatment of it as a static variable that determines the behaviour of homogenous groups. Such views, however, stand at odds with wider paradigm shifts away from modernity, and with feminist considerations about intersectionality. Most importantly, the dearth of studies examining the interplay between structural macro-dynamics and micro-level experiences has meant that rapid changes in societal attitudes have received insufficient attention. Considering the rise of minority portrayals in the past few years and importance of the media in dispersing and ameliorating stigma, there is a need to understand how media experiences differ across generations, sociocultural categories, and individual life-courses. Focusing on lesbian, gay, bisexual, trans, queer, and other (LGBTQ+) individuals, and building on Bauman's (2000) concept of liquid modernity as well as Bourdieu's (1994) theory of practice, this thesis explores how stigma experiences of two generations of LGBTQ+ consumers have changed, how this relates to their experiences of LGBTQ+ media portrayals, as well as what this tells us about how (marginalised) consumers navigate their lives and particularly the fragmentation of identity politics through (media) consumption. I followed an intersectional phenomenological enquiry, employing a meaning-based model of media experience that contributes to the literature by extending Mick and Buhl's (1992) work to account for considerations of intersectionality and intertextuality. Life story- and subsequent media experience interviews were analysed individually and across cases. The sample consisted of eight LGBTQ+ members of the Boomer- and ten of the Millennial generation. This study develops a theoretical framework of stigma as viscous instead of static: in constant flux due to the dynamic interplay between the doxic attitudes in social fields, as well as individual embodied dispositions, the stigma habitus. This provides a richer understanding of how it is enacted in consumer culture, enabling a critical analysis of the dialectic relationship between individuals and their environment. Through this framework, my study challenges generational accounts of difference, which are found to be too simplistic to account for diverging (media) experiences. Instead, it is the dialectic between context and (stigma) habitus that shapes dynamic experiences. For participants facing high levels of stigma viscosity, for example, LGBTQ+ portrayals seemed particularly important and experiences revolved around social acceptance. Moreover, lived experiences, as well as doxic beliefs about media, advertising, and a text's 'author' formed an intertextual frame of reference used to evaluate portrayals' authenticity and harmfulness. Importantly, participants' preference for or rejection of 'radical' vs heteronormative portrayals was shaped by tastes that have become naturalised in their habitus, with disparate doxic beliefs generating reflexive guilt and ambivalence. My findings suggest that stigma amelioration may ultimately lead to symbolic violence within the LGBTQ+ community against those who do not adhere to accepted consumption standards. This study also has implications for consumers more broadly as changes in viscosity affect consumption practices. Adhering to a critical approach, I describe a range of recommendations for practitioners and reflexive practices I engaged in following this study.
28
Luo, Tian. "Facilitating a Hybrid College-level Course Using Microblogging: A Case Study." Ohio University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1406886525.
Full text
29
Herzet, Cyril. "Hosting Tour De France Under Covid-19: Bargain Or Burden For New Stage Cities?" Thesis, Umeå universitet, Institutionen för geografi, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-185193.
Full textAbstract:
The Tour De France (TDF) is the third largest sporting event in the world and the biggest cycling race in terms of popularity and prestige. The event generates global media exposure and attracts millions of short- and long-term visitors each year, thus, TDF is extremely appealing for communities in search of profits. Using Linear Directional Mean (LDM) and semi-structured interviews (community and organization sides), this paper analyzes how TDF has spatially evolved through time by comparing the 2021 racetrack to other time intervals. Additionally, reasons of the potential shift in terms of spatial distribution are investigated considering current issues due to the COVID-19 pandemic that has severely affected the tourism sector and therefore, the benefits that communities were expecting to perceive by hosting TDF. Findings showed that the 2021 route deviated from previous editions time of the TDF history including 10 new stage cities that never hosted the event before. The respondent from the organization indicated the pandemic only indirectly affected the TDF route and that the location of the Grand Départ as well as the main internal constraints imposed to the organizers are key elements in the spatial distribution of the event. Interviewed communities acknowledged that there was risk while hosting TDF this year due to potential restrictive measures. However, they recognized that benefits brought by the race largely overweight potential negative impacts from the epidemic. Indeed, TDF remains a way to bring economic benefits, social cohesion, happiness, pride and satisfaction to hosting cities at a time when the tourism industry is at a standstill.Le Tour de France (TDF) est le troisième événement sportif au monde et la plus grande course cycliste en termes de popularité et de prestige. L’événement génère une exposition médiatique mondiale et attire chaque année des millions de visiteurs à court et à long terme. Le TDF est donc extrêmement attrayant pour les communautés à la recherche de profits. À l’aide de la Direction Moyenne Linéaire (MLD) et d’interviews semi-structurées (côté communauté et organisation), ce mémoire analyse l’évolution spatiale du TDF au fil du temps en comparant le parcours de 2021 à d’autres intervalles temporelles de la course. En outre, les raisons du changement potentiel en termes de distribution spatiale sont étudiées en tenant compte des problèmes actuels dus à la pandémie de COVID-19 ayant gravement affecté le secteur du tourisme et, par conséquent, les avantages que les communautés espéraient percevoir en accueillant le TDF. Les résultats ont montré que l’itinéraire de 2021 s’écarte des éditions précédentes de l’histoire du TDF en incluant 10 nouvelles villes étapes qui n’ont jamais accueilli l’événement auparavant. Le répondant de l’organisation a indiqué que la pandémie n’a affecté qu’indirectement le parcours du TDF et que l’emplacement du Grand Départ ainsi que les principales contraintes internes imposées aux organisateurs sont des éléments clés dans la répartition spatiale de l’événement. Les communautés interrogées ont reconnu qu’il y avait un risque à accueillir le TDF cette année en raison des mesures restrictives potentielles. Cependant, elles ont admis que les bénéfices apportés par la course surpassaient largement les impacts négatifs potentiels dus à l’épidémie. En effet, le TDF reste un moyen d’apporter des effets économiques positifs, de la cohésion sociale, du bonheur, de la fierté et de la satisfaction aux villes hôtes à un moment où l’industrie du tourisme est au point mort.
30
Moen, Linda K. "Evaluation of course content in the present Mass Communications School-to-Work class at Turtle Lake High School." Online version, 1999. http://www.uwstout.edu/lib/thesis/1999/1999moenl.pdf.
Full text
31
Martínez, Amat Marc. "Media performance during the "Catalan process": trends in mainstream media audiences and news framing in the course of the independence debate in Catalonia." Doctoral thesis, Universitat Pompeu Fabra, 2020. http://hdl.handle.net/10803/669751.
Full textAbstract:
This thesis analyses the processes undergone by mainstream media during the independence debate in Catalonia, focusing on the relationship among media, their audiences and governments through different empirical perspectives. It is made up of three articles. The first examines the evolution of media audiences in Catalonia based on an unpublished compilation of data and evaluates changes in their consumption patterns coinciding with periods of greater political intensity since this debate reached the political arena. It defines and proves the existence of two stable media systems, the Catalan and the Spanish systems. The second article presents the results of a content analysis of the top twelve outlets with highest consumption in Catalonia in the period 2012-15 from a framing approach, and highlights the main differences between the two systems in the tone applied to the political actors and the predominance of two specific frames designed for the analysis from the political discourse (“right to decide” and “rule of law”). Finally, the third article analyses the polarization of media audiences coinciding with the independence debate and confirms the homogenization of media audiences towards the issue.Aquesta tesi analitza els processos que han experimentat els mitjans de comunicació de masses durant el debat sobre la independència a Catalunya, centrant-se en la relació entre els mitjans de comunicació, els seus públics i els governs a través de diferents enfocaments empírics. Està format per tres articles. El primer examina l’evolució de les audiències dels mitjans de comunicació a Catalunya a partir d’una recopilació inèdita de dades i avalua els canvis en els seus patrons de consum coincidint amb períodes de major intensitat política des que aquest debat va arribar a l’àmbit polític. Defineix i demostra l’existència de dos sistemes de mitjans estables, el català i l’espanyol. El segon article presenta els resultats de l’anàlisi del contingut dels dotze mitjans amb més consum a Catalunya en el període 2012-15 des de la perspectiva del framing i destaca les principals diferències entre els dos sistemes en el to aplicat als actors polítics i en el predomini d’un dels dos marcs específics dissenyats a partir de l’anàlisi del discurs polític (“dret a decidir” i “estat de dret”). Finalment, el tercer article analitza la polarització de les audiències dels mitjans coincidint amb el debat sobre la independència i confirma l’homogeneïtzació de les audiències dels mitjans de comunicació sobre el tema.
32
Brown, Sara Catherine. "At Ages 1-2, Will TV Impact If I Help You? Prosocial Media, Joint Media Engagement, and Infant Prosocial Development During the Second Year." BYU ScholarsArchive, 2020. https://scholarsarchive.byu.edu/etd/8606.
Full textAbstract:
Prosocial behavior typically emerges during an infant's second year. Because it is posited to be continuous from infancy to adulthood, and past research has identified numerous positive outcomes associated with prosocial behavior, it is important to understand the mechanisms involved in early prosocial behavior, such as prosocial media. Past research has examined the relation between prosocial media and prosocial behavior in preschool children, but no studies have explored this association with infants. The current study includes 60 infants and their primary caregivers. Data about media use, parent-infant media interactions, and infant prosocial helping was collected through survey and observational measures. Results showed that prosocial media exposure and parent joint media engagement were not associated with infant instrumental prosocial behavior. Additionally, parent joint media engagement did not act as a moderator between prosocial media exposure and infant instrumental prosocial behavior. Discussion focuses on the implications of infant age, infant attention level, and age appropriateness of media on infant instrumental prosocial behavior, as well as potential problems within the measurement and cross-sectional study design.
33
Genereux, William E. "Exploring the impact of media literacy instruction and video projects in a college technology course." Diss., Kansas State University, 2015. http://hdl.handle.net/2097/20481.
Full textAbstract:
Doctor of PhilosophyCurriculum and Instruction
Jacqueline D. Spears
This study explored the impact of requiring a video term-paper project and media literacy instruction to address the desired educational goals of increasing student ownership of learning, learning course-related concepts, providing evidence of communication skills, and increasing knowledge of key media literacy concepts. Study participants came from convenience samples drawn from a technology course taught by the researcher and from a writing course taught by a colleague. The sixty participants were male (41) and female (19) college students in different years of their courses of study. Participants comprised traditional-age (18-24) and non-traditional-age (25+) students possessing varying levels of familiarity with the skills examined. A quasi-experimental, two-group control/intervention design was used, augmented by additional data collected from the intervention group. The quasi-experiment consisted of pre-and post-test measurements of media literacy, with both groups receiving media literacy instruction an intervention in the form of a video term-paper research project completed by the intervention group. Additional data were gathered from student surveys and interviews conducted with the intervention group. The quasi-experiment did not provide evidence that either the media literacy instruction or the video term-paper project increased knowledge of media-literacy concepts. However, the data collected indicated that the video project was a relevant challenge that engaged students in active participation in their learning. Despite the inherent difficulties in the use of writing and communications skills in technology classes, science and technology educators should investigate the benefits of using media projects in their courses.
34
Booth, McCall A. "Domestic Bliss, or Technological Diss? Problematic Media Use, Attachment, and Relationship Outcomes." BYU ScholarsArchive, 2020. https://scholarsarchive.byu.edu/etd/9149.
Full textAbstract:
The purpose of this study was to examine how problematic media use (technoference, internet gaming disorder symptoms, and pornography use) predicted later partner relationship outcomes, operating through the mediator of attachment behaviors. Participants (N = 1039) were from Waves II–IV of the Couple Relationships and Transition Experiences (CREATE) study, a nationally representative quantitative study on marriage relationships across the United States. Both spouses completed surveys reporting problematic media use, attachment behaviors, and relationship outcomes at three separate time points each spaced a year apart. In order to test the hypotheses, three longitudinal actor-partner interdependence models with indirect paths were estimated, with each model corresponding to one type of problematic media use. Results indicated that at the cross-sectional level, all three types of problematic media use had significant indirect actor and partner effects, where problematic media use predicted relationship outcomes through the intervening variable of attachment behaviors. Longitudinally, wife technoference directly negatively predicted later partner attachment behaviors, but there were no full indirect paths of Wave II problematic media to Wave IV relationship outcomes through the intervening variable of Wave III attachment behaviors. Implications of these findings and future directions are discussed.
35
Williams-Shakespeare, Eraldine. "Talk Matters: Graduate Students’ Perceptions of Online Learner-Learner Interaction Design and Experiences." Scholar Commons, 2018. https://scholarcommons.usf.edu/etd/7717.
Full textAbstract:
This study explored the design of learner-learner activities including types of pedagogy and media in online courses and graduate students’ perceptions of social interaction, cognitive learning and overall satisfaction. Data collection and analysis involved both quantitative and qualitative methods following a Sequential Explanatory Model. Data instruments include a modified version of the Community of Inquiry (CoI) Survey version 14b (Swan, Shea, Richardson, Ice, Garrison, Cleveland-Innes, & Arbaugh, 2008), a Rubric for Assessing Interactive Qualities of Distance Learning Courses (Roblyer, 2004), and a semi-structured interview protocol.
A total of 106 graduate students participated in the survey. Twelve of the participants were also interviewed. Six online courses were reviewed and the six instructors who taught them as well as the 12 interviewees who took the courses were asked to complete the Roblyer’s (2004) Rubric. Data was collected and analyzed across 4 phases. Quantitative data were analyzed using SPSS software to compute descriptive statistics to include frequencies Pearson Correlation and Regression analysis. Qualitative data was analyzed through a process of open then thematic coding. Some qualitative data were quantitized. Results from each data set were triangulated in the final phase of data analysis.
Frequency results from the survey indicated that less than half of the participants experienced Group Work and Synchronous Class Seminars in online courses and that asynchronous interactions through discussion were more common when compared to synchronous interactions. Graduate students who experienced opportunities for learner-learner interaction found them to be useful and of value in providing them with a broader perspective on the issues covered. Online courses include a variety of activity types that support learner-learner activities and these activities were spread across programs and courses.
Results of Pearson correlation showed positive associations between cognitive (r=.687), social (r=.602) and teaching (r=.562) presence and satisfaction. Regression analysis indicated that facilitation (teaching presence), affective expression and group cohesion (social presence) and resolution (cognitive presence) were strong predictors of satisfaction. Overall, cognitive presence (R2.537) explained the most variance and was the strongest predictor of satisfaction.
Qualitative data results reflect an appreciation for learner-learner interaction. Graduate students reported value gained from having the opportunity to view or listen to the perspectives and experiences of their peers and being able to feel a part of the learning community. A few students however, found learner-learner interaction was not helpful, useful or meaningful. Fifty percent of participants in this study reported taking online classes as a matter of necessity and not preference, and almost half the participants (48%) preferred to work alone. Interestingly however, only less than 15% of participants expressed dislike for learner-learner interaction. Challenges with group work were the most pronounced of those reported. Students had positive perceptions of the course design, reporting coherent and structured courses. Instructor role also received positive reviews with students highlighting the quality and level of feedback received.
The results of this study have important implications for online teaching and learning research, online course design, and theory development. The study shows that graduate students benefit from learner-learner interactions and that more importantly they are aware of the relationship between course design, learner-learner interaction and online learning. The results of this study also have implications for the design and delivery of online courses that seek to ensure collaborative learning through learner-learner interaction with the intent of strengthening both social and cognitive presence through the incorporation of social and instructional interaction opportunities.
This study provides a rich quantitative and qualitative exploration of firsthand information on graduate students’ experience and perception of the design for a variety of learner-learner activities and their value in contributing to their learning in online courses. These perceptions provide support for improvements to the way opportunities for learner-learner interaction are developed and managed in the online environment.
36
Nassar, Hussein. "Elastodynamic homogenization of periodic media." Thesis, Paris Est, 2015. http://www.theses.fr/2015PESC1151/document.
Full textAbstract:
La problématique récente de la conception de métamatériaux a renouvelé l'intérêt dans les théories de l'homogénéisation en régime dynamique. En particulier, la théorie de l'homogénéisation élastodynamique initiée par J.R. Willis a reçu une attention particulière suite à des travaux sur l'invisibilité élastique. La présente thèse reformule la théorie de Willis dans le cas des milieux périodiques, examine ses implications et évalue sa pertinence physique au sens de quelques ``conditions d'homogénéisabilité'' qui sont suggérées. En se basant sur les résultats de cette première partie, des développements asymptotiques approximatifs de la théorie de Willis sont explorés en relation avec les théories à gradient. Une condition nécessaire de convergence montre alors que toutes les branches optiques de la courbe de dispersion sont omises quand des développements asymptotiques de Taylor de basse fréquence et de longue longueur d'onde sont déployés. Enfin, une nouvelle théorie de l'homogénéisation est proposée. On montre qu'elle généralise la théorie de Willis et qu'elle l'améliore en moyenne fréquence de sorte qu'on retrouve certaines branches optiques omises auparavant. On montre également que le milieu homogène effectif défini par la nouvelle théorie est un milieu généralisé dont les champs satisfont une version élastodynamique généralisée du lemme de Hill-MandelThe recent issue of metamaterials design has renewed the interest in homogenization theories under dynamic loadings. In particular, the elastodynamic homogenization theory initiated by J.R. Willis has gained special attention while studying elastic cloaking. The present thesis reformulates Willis theory for periodic media, investigates its outcome and assesses its physical suitability in the sense of a few suggested ``homogenizability conditions''. Based on the results of this first part, approximate asymptotic expansions of Willis theory are explored in connection with strain-gradient media. A necessary convergence condition then shows that all optical dispersion branches are lost when long-wavelength low-frequency Taylor asymptotic expansions are carried out. Finally, a new homogenization theory is proposed to generalize Willis theory and improve it at finite frequencies in such a way that selected optical branches, formerly lost, are recovered. It is also proven that the outcome of the new theory is an effective homogeneous generalized continuum satisfying a generalized elastodynamic version of Hill-Mandel lemma
37
Kootz, Tilman. "Dolmetschen im Sport. Eine empirisch gestützte Bestandsaufnahme." Master's thesis, Universitätsbibliothek Leipzig, 2015. http://nbn-resolving.de/urn:nbn:de:bsz:15-qucosa-188722.
Full textAbstract:
Der Sport ist das dominierende Phänomen der heutigen Freizeitkultur und ein wachsender Wirtschaftszweig. Ob in den Medien, beim Handel mit Sportwaren oder beim Sport selbst: Wo über Sport gesprochen wird, treffen verschiedene Sprachen aufeinander. Um Sprachbarrieren zu überwinden, sind Dolmetscher oft unverzichtbar. Das Fachgebiet Sport bringt dabei Besonderheiten mit sich, z. B. die große Rolle des Fernsehens sowie eine eigene, vielschichtige Sprache, in der Jargon nicht selten mit Fachlexik kombiniert wird. War die Sportsprache bereits Gegenstand vieler Publikationen, befasst sich diese Arbeit mit den kaum erforschten Dolmetschtätigkeiten im Sport. Im Theorieteil werden u. a. der Bedarf an Dolmetschleistungen dargelegt und die Sportsprache aus Dolmetschersicht analysiert. Grundlage des Praxisteils ist eine Umfrage unter 51 Sport-Dolmetschern, die zu sprachlichen Herausforderungen ebenso befragt wurden wie zu den häufigsten Dolmetschsituationen oder den Verdienstmöglichkeiten.
38
Amy, Ryan A. "Online Course Management System for WIC Nutrition Education and Study of Its Effectiveness in Behavioral and Attitude Changes." BYU ScholarsArchive, 2014. https://scholarsarchive.byu.edu/etd/3962.
Full textAbstract:
Social media has been used in a variety of contexts to connect people of varying backgrounds and as a method of teaching. This thesis collaborated with the Utah County Women, Infants, and Children (WIC) department to develop an online course management system that facilitated research to evaluate the effectiveness of social media on nutrition behavior and attitude changes among WIC clients. We created a toddler themed Facebook page in conjunction with the online nutrition classes and provided the opportunity for clients to use them. Previous social media research used individuals that had agreed to participate in the social media experiment whereas this research let them choose whether or not to participate. The Facebook intervention proved ineffective. In response, we developed surveys to gather the criteria and strategies from WIC clients and existing WIC themed Facebook pages that could be used for a best-case social media intervention.
39
Stockdale, Laura Ann. "Emulating Gossip Girl: Aggressive and Prosocial Material in Adolescent Novels and Associations with Behavior." BYU ScholarsArchive, 2011. https://scholarsarchive.byu.edu/etd/2926.
Full textAbstract:
Decades of researchers have found that exposure to aggressive content in multiple forms of media is associated with both physically (Bushman & Anderson, 2001) and relationally (Coyne, Nelson, Graham-Kevan, Keister, & Grant, 2010) aggressive behavior. Similarly, other researchers have found that exposure to prosocial content in multiple forms of media is associated with increased prosocial behavior (Mares & Underwood, 2008). While these associations have been studied in a variety of media, books as a form of media have received less research attention. The current study examined the associations between the content of adolescents' favorite novels and their normative beliefs about aggression, physical, relational, and romantic relational aggression, and prosocial behavior. Associations were found between reading relationally aggressive material in novels and romantic relationally and peer-directed relationally aggressive behaviors. Similar associations were found between reading prosocial content in novels and prosocial behavior. Implications of the results are discussed.
40
Raeisi, A. "The interrelationship between choice of course of study abroad and participation in online social networks." Thesis, University of Salford, 2014. http://usir.salford.ac.uk/30947/.
Full textAbstract:
This thesis examines how the choice of course of study abroad interrelates with participation in online social networks, and provides an application of semiotics to research in choice and decision making in higher education and information systems research. The study itself is justified by the increasing need to consider students’ choice of course of study as a separate phenomenon from their choice of institution or host country. Alongside the adoption of a more nuanced view of student selection, the author also recognises the need to understand the role of online social networks within the decision-making process for selecting higher education courses. This work adopts an interpretivist philosophy and utilises a comparative case study method, drawing upon semi-structured interviews with international MBA students in addition to relevant documentation. The thesis finds a strong interplay between the choice of course of study abroad and participation in online social networks.
41
Eisenhardt, Simonne Marie. "The Effectiveness Of An Online, Interactive, College Course In Energy Balance, Designed From A Framework Of Behavioral Theories." ScholarWorks @ UVM, 2014. http://scholarworks.uvm.edu/graddis/293.
Full textAbstract:
During late adolescence and the transition to college, students often experience weight increases and significant lifestyle changes including the adoption of unhealthy eating habits and decreased physical activity levels. To address this concern, a science-based, interactive course, designed from a framework of behavioral theories was developed to target improvements in energy balance knowledge and determinants of dietary and physical activity behaviors. The objective of this study was to assess the effectiveness of this course using a comparison group pre-test/post-test design. Thirty-three undergraduate students, ages 18-25, participated in the course, while twenty-six students served as controls. Paired samples t-tests compared pre- to post- responses to knowledge assessments and self-perception surveys. Independent samples t-tests compared mean changes between the intervention and control group. Course evaluations were reviewed to determine to what degree behavioral strategies were perceived to influence student motivation to eat a healthy diet and engage in the recommended amount of physical activity. Significant increases were observed in energy balance knowledge (P < .001) and perceived behavioral control (P = .004) towards eating a healthy diet in the intervention group when compared to the control group. Diet and physical activity recalls and analyses were perceived by students to have the greatest influence on their motivation/ability to engage in the targeted behaviors. We conclude that an online, interactive, science-based energy balance course developed from behavioral theories can be effective at improving energy balance knowledge and dietary perceived behavioral control in a college population.
42
Collier, Kevin Matthew. "Does Parental Mediation of Media Influence Child Outcomes? A Meta-Analysis on Media Time, Content, Aggression, Substance Use, Sexual Behavior, and Health Outcomes." BYU ScholarsArchive, 2015. https://scholarsarchive.byu.edu/etd/5831.
Full textAbstract:
As the world evolves into a media saturated environment, the focus of many studies have been the negative effects of media on children and adolescents. For at least the past two decades, researchers have explored how parental involvement in their child's media consumption can influence child outcomes. Parental mediation of media includes restrictive mediation, active mediation, and co-viewing. Three meta-analyses, one for each type of mediation, reviewed a total of 69 studies. Each analysis assessed the effectiveness of parental mediation of media on five pertinent child outcomes: media use, aggression, substance use, sexual behavior, and negative health outcomes. The overall results indicated small, but significant relationships between child outcomes and restrictive mediation (r+ = .07), active mediation (r+ = .01), and co-viewing (r+ = .09). Effects on certain child outcomes were stronger than others. Parents have the ability to mitigate some of the adverse effects through parental mediation of media by creating rules for media use: discussing character's choices and central themes and consuming media together. Finally, several gaps in the existing literature were identified and discussed.
43
Jackson, CD Jr. "Educational technology: An online tutor training course." CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2242.
Full textAbstract:
The goal of this online tutoring course project is to institutionalize an online tutoring training course. This instructionally designed model will target College of the Desert students serving as tutors. The students taking this course will generally be freshmen and sophomore students. A questionnaire was used to determine what the needs would be in order to build the online course.
44
Murguia, Joshua Miguel Alejandro. "Creating an online English course for Redlands High School." CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2339.
Full textAbstract:
The purpose of the project was to develop an online course in the hopes of cutting some of the costs of the typical "brick and mortar" class while at the same time offering senior students the opportunity to take a class outside of the physical campus.
45
Riedel, Jana, Susan Berthold, Marlen Dubrau, and Kathrin Möbius. "Flexibilität und Vielseitigkeit mit digitalen Lehr- und Lernmaterialien erhöhen." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2017. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-217402.
Full textAbstract:
Die vorliegende Broschüre ist Teil einer Publikationsserie, die einen Überblick über verschiedene Medienformate von digitalen Texten über elektronische Tests und Wikis bis hin zu digitalen Simulationen gibt. Dieses Heft widmet sich schwerpunktmäßig der Bereitstellung und Aufbereitung von Materialien, die den Studierenden für das individuelle und flexible Lernen zur Verfügung gestellt werden können.
Anhand von Ergebnissen einer Online-Befragung im Jahr 2016 und Interviews, die Beispiele aus der Lehre sächsischer Hochschullehrender vorstellen, wird aufgezeigt, welche Einsatzmöglichkeiten derzeit an den sächsischen Hochschulen genutzt werden. Sie bieten Inspiration für die Entwicklung eigener mediengestützter Lehrkonzepte.
Hinweise auf Werkzeuge zur Erstellung digitaler Lehrangebote und Antworten zu häufigen Fragen bei der Nutzung der einzelnen Medienformate bieten Anregungen und Informationen, wie der Einstieg in die digital gestützte Lehre möglichst ohne großen Initialaufwand gestaltet werden kann.
Antworten auf häufig gestellte Fragen, praktische Tipps und rechtliche Hinweise geben eine erste Orientierung und Sicherheit bei der Nutzung digitaler Medien. Dabei erfahren Sie auch, wie Sie die einzelnen medial gestützten Formate mit der klassischen Präsenzlehre verbinden und wie unterschiedliche Einsatzszenarien miteinander kombiniert werden können.
46
Riedel, Jana, Marlen Dubrau, Kathrin Möbius, and Susan Berthold. "Digitales Lehren & Lernen in der Hochschule." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2017. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-217606.
Full textAbstract:
Liebe Lehrende, liebe Leserin und lieber Leser,
Digitalisierung betrifft immer mehr Bereiche des alltäglichen Lebens. Auch und besonders die Hochschullehre an den sächsischen Hochschulen ist davon betroffen. Allerdings nicht erst seit kurzem. Im Jahr 2001 startete das Verbundprojekt Bildungsportal Sachsen, welches bis heute als hochschulübergreifende strategische Initiative mit dem angeschlossenen Arbeitskreis E-Learning der Landesrektorenkonferenz fortbesteht. Ein Ergebnis dieser Initiative ist auch die von den Hochschulen beaufsichtigte Bildungsportal Sachsen GmbH, die an den meisten sächsischen Hochschulen mit dem Lernmanagementsystem OPAL, der Testsuite ONYX und dem Videodienst Magma eine solide technische Infrastruktur bereit stellt. Seit 15 Jahren unterstützt das SMWK die Entwicklung des Lehrens und Lernens mit digitalen Medien an den sächsischen Hochschulen auch finanziell und wird dies auch in den nächsten Jahren fortführen. Zahlreiche kleine Projekte und mittlerweile hochschulübergreifende Projektverbünde haben im Laufe der Jahre zur technologischen und didaktischen Weiterentwicklung der digital gestützten Hochschullehre beigetragen.
Liebe Lehrende, ich möchte Sie auffordern, sich den neuen Anforderungen und Entwicklungen in der Lehre zu öffnen und die bereits gegebenen Möglichkeiten im Bereich der Digitalisierung für Ihre tägliche Arbeit als Unterstützung zu nutzen. Erst mit Ihnen, die im Mittelpunkt der Wissensvermittlung für die zukünftige Generation stehen werden, kann die digitale Bildung gelingen. Und dass die Digitalisierung nicht nur ein kurzfristiges Phänomen ist, vermitteln auch die Strategien der Kultusministerkonferenz "Bildung in der digitalen Welt" sowie des Bundesministeriums für Bildung und Forschung "Bildungsoffensive für die digitale Wissensgesellschaft". Ich wünsche Ihnen bei der Lektüre viele interessante und anregende Informationen, gutes Gelingen für die Zukunft, motivierte Studentinnen und Studenten und eine abwechslungsreiche Vermittlung des Lehrstoffes.
Dr. Eva-Maria Stange
Sächsische Staatsministerin für Wissenschaft und Kunst
47
Riedel, Jana, Susan Berthold, Marlen Dubrau, and Kathrin Möbius. "Flexibilität und Vielseitigkeit mit digitalen Lehr- und Lernmaterialien erhöhen." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2018. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-231688.
Full textAbstract:
Die vorliegende Broschüre ist Teil einer Publikationsserie, die einen Überblick über verschiedene Medienformate von digitalen Texten über elektronische Tests und Wikis bis hin zu digitalen Simulationen gibt. Dieses Heft widmet sich schwerpunktmäßig der Bereitstellung und Aufbereitung von Materialien, die den Studierenden für das individuelle und flexible Lernen zur Verfügung gestellt werden können.
Anhand von Ergebnissen einer Online-Befragung im Jahr 2016 und Interviews, die Beispiele aus der Lehre sächsischer Hochschullehrender vorstellen, wird aufgezeigt, welche Einsatzmöglichkeiten derzeit an den sächsischen Hochschulen genutzt werden. Sie bieten Inspiration für die Entwicklung eigener mediengestützter Lehrkonzepte.
Hinweise auf Werkzeuge zur Erstellung digitaler Lehrangebote und Antworten zu häufigen Fragen bei der Nutzung der einzelnen Medienformate bieten Anregungen und Informationen, wie der Einstieg in die digital gestützte Lehre möglichst ohne großen Initialaufwand gestaltet werden kann.
Antworten auf häufig gestellte Fragen, praktische Tipps und rechtliche Hinweise geben eine erste Orientierung und Sicherheit bei der Nutzung digitaler Medien. Dabei erfahren Sie auch, wie Sie die einzelnen medial gestützten Formate mit der klassischen Präsenzlehre verbinden und wie unterschiedliche Einsatzszenarien miteinander kombiniert werden können.
48
Hegngi, Yolanda Nokuri. "On-Line Teaching and Learning: A Description of the Development of The Media Technology and Diversity Online Course and Its Electronic Discourse analysis." Diss., Virginia Tech, 1997. http://hdl.handle.net/10919/30484.
Full textAbstract:
The purpose of this study was to examine and describe the
events of the first iteration of the Media Technology and
Diversity course with an in-depth analysis of its electronic
discourse. In conceptualizing the viable alternatives for
delivering college-level distance education via on-line
technologies, Harasim (1990) cautions that the mere
introduction of computer mediated communication "does
not in itself improve learning; design (or method) is crucial"
(p. xx). The role of instructional design as the cornerstone
of all effective instruction is relevant as new technologies
are used in teaching and learning. The MTD distance
education course content was delivered via the World
Wide Web, where the course homepage was the on-line
classroom and e-mail and Webchat communication
supported participants' interaction. The participants of the
study were the instructors and teaching assistants, as well
as the undergraduate and graduate students who took the
course. The electronic archive data, student assignments,
and follow-up interviews with participants provided
multiple data points for analysis. The Webchat archive data
was analyzed using the NUD.DIST qualitative research
software to sort and produce descriptive statistics. The
analysis of e-mail and Webchat discourse revealed that
participant interaction differed between media types and
between asynchronous and scheduled the Webchat
discussions. The differences were temporal, topical, and
structural. Student initiated thought-provoking Webchat
dialogue yet on-line content delivery, course structure, and
reliability of computer systems reduced student
participation in on-line discourse and course activities.
Significantly, lessons learned from the design of the MTD
experience indicate that on-line course development
requires advance technical skill and accessible instructional
technologies. Instructional designers should develop course
materials with the end-users' lowest common denominator
technologies to increase participation and learning
opportunities. The lessons learned from the electronic
discourse analysis indicate that the WWW is a very
complex instructional environment that requires carefully
designed pedagogical activities and interaction. Research
results indicate that where as asynchronous Webchat
discussions encourage students to initiate conversation
topics, the overall participation in on-line discourse is low.
On the other hand, scheduled Webchat discussions
promote lengthy and more thought-provoking discussions,
but students generally respond to instructor-posted
questions or topics.Ph. D.
49
Levitov, Deborah Detenbeck Budd John. "Perspectives of school administrators related to school library media programs after participating in an online course, "School library advocacy for administrators"." Diss., Columbia, Mo. : University of Missouri--Columbia, 2009. http://hdl.handle.net/10355/6173.
Full textAbstract:
Title from PDF of title page (University of Missouri--Columbia, viewed on Feb 15, 2010). The entire thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file; a non-technical public abstract appears in the public.pdf file. Dissertation advisor: Dr. John M. Budd. Vita. Includes bibliographical references.
50
Arnold, Maik. "Community-based Service-Learning and Digital Media: A Teaching Practice Report on a Flipped-Classroom-based Crowdfunding Course for Social Pedagogues." TUDpress, 2019. https://tud.qucosa.de/id/qucosa%3A36545.
Full textAbstract:
This teaching practice report looks ahead to the learning experiences of students relating to the use of digital media and their collaborative knowledge work within a service-learning project. This project takes into account the increasing digitalisation in higher education, in particular, its didactic-methodical, technological, and organisational implementation, as well as their integration into appropriate learning management systems. Undergraduate students initiated a crowdfunding campaign for young people aged between 12 and 18 in a rural town under the authors’ direction in the bachelor’s degree program “Social Pedagogics and Management” at a University of Applied Science in the Free State of Saxony, Germany. The two-semester course included a flipped classroom concept linked to a community-based learning approach that not only allowed for development of students’ digital literacy skills and a deepening of their theoretical knowledge in the field of alternative financing possibilities in human service organisations but also helped to enhance students’ social engagement. In this context, the learning management system ILIAS provided not only an appropriate digital knowledge architecture for the service-learning project but also offered a wide range of eLearning opportunities, a platform for multi-local project work, and the documentation of ePortfolios. This practice report aims at a short description of the teaching project itself, its implementation, and the results of the mentioned learning scenario and will conclude by summarising how the quality of technology-enhanced higher education pedagogy could be improved in future.