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1
Britton, Gwendolyn Suzanne. "Using Online Project-Based Capstone Experiences to Enhance Soft Skills Development." NSUWorks, 2013. http://nsuworks.nova.edu/gscis_etd/101.
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Employers of newly minted information technology graduates are concerned that students graduating with information technology degrees offered in online environments are lacking critical noncomputing skills (soft skills). Further, it is unclear whether online environments have the capacity to foster the "soft skills" necessary for graduates to be successful in actual work environments. On-ground universities have tried multiple solutions including integrating soft skills into lower division courses--both technical courses and general education courses. On-ground universities have also suggested incorporating performance-based capstone experiences into technical degree programs.
While much research has been done in evaluating the value of capstone experiences in face-to-face environments, research investigating the potential of such an experience to enhance and demonstrate soft skills resulting from the engagement in an online environment is lacking. The purpose of this study was to examine the value of a project-based capstone experience in promoting and assessing the enhancement of soft skills in an online undergraduate information technology degree program. The main goals of this research were to discover whether online competency based programs and the culminating project-based capstone promoted enhancement and demonstration of critical soft skills necessary to succeed in information technology work environments.
Results of the study were based on analysis of interviews, curriculum and literature reviews, and extant survey data. A standout outcome of the study includes a new Gains' in Soft Skills Scalelet based on National Survey of Student Engagement (NSSE) survey questions to measure gains in soft skill competence.
Several conclusions can be drawn from this study. First, critical soft skills are taught and demonstrated as a result of engagement with the online competency-based undergraduate information program. Second, it appears that some soft skills are more strongly emphasized than others thereby implying that the online learning model may be well suited to teaching and demonstrating some soft skills and not others. Finally, the culminating project-based capstone experience appears to be missing two key requirements: team participation and oral presentations.
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Kaiden, Robert. "A Study of Motivation, Achievement, and Study Skills in an Online Community College Course in Beginning Algebra." NSUWorks, 2005. http://nsuworks.nova.edu/gscis_etd/623.
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This study examined the effects of a study skills intervention on motivation and achievement in an online beginning algebra class at a community college. The study skills treatment was given online and incorporated the Learning and Study Strategies Inventory Instructional Modules to guide the students through a series of study skills lessons. Achievement was measured using pre and post-test scores on the TerraNova algebra diagnostic test. Motivation and other study skills knowledge was measured using the Learning and Study Strategies Inventory.
A review of the literature indicated that the teaching of study skills to supplement another course such as algebra has led to greater academic achievement. However, many of the studies did not undergo the rigor required to establish a cause-effect relationship. Furthermore, those that did yielded inconclusive results. There was no study found that presented study skills to an online course in mathematics. Additionally, there were very few studies that taught study skills using online technology. In this study the researcher introduced a series of study skills interventions into an online beginning algebra course.
These lessons served as the independent variable. The dependent variables included achievement, completion rate, knowledge of study skills, and motivation. Research questions addressed in this study included the following. Is there a relationship between the knowledge of study skills and course achievement of students enrolled in an online beginning algebra course? Is there a greater rate of completion in the online beginning algebra course for those students who received the study skills treatment? Is there a relationship between the knowledge of study skills and motivation? It was found that there was no relationship between a knowledge of study skills and either course achievement or motivation. Furthermore, there was a greater rate of completion in the online class that did not receive the study skills treatment. Among the study skills that students considered to be the most useful included developing a positive attitude, improving motivation, developing the discipline necessary for online coursework, and becoming more skilled in test taking strategies. Goal setting was considered to be among the least useful study skills. Developing discipline, minimizing procrastination, taking responsibility, the use of study aids, and improving motivation were considered to be the most useful study skills that could be directly applied to other course work.
3
Fernandez, Reinaldo. "A Cognitive Apprenticeship Approach for Teaching Abstract and Complex Skills in an Online Learning Environment." NSUWorks, 2014. http://nsuworks.nova.edu/gscis_etd/2.
Full textAbstract:
Undergraduate courses such as mathematics, science, and computer programming require high levels of decision making, concentration, and cognitive demand. Researchers in the field of instructional design are interested in effective instructional strategies that can aid practitioners in teaching such abstract and complex skills.
One example of an instructional strategy that has proven effective in teaching these skills is cognitive apprenticeship (CA). While CA has been applied to courses such as mathematics and computer programming in face-to-face and blended learning environments, there is little evidence of the advantages of applying CA in a fully online computer programming course. Specifically, the introductory programming course, CS1, is the first contact that undergraduate computer science students have with their chosen major. Historically, drop-out rates for CS1 have been high and thus strategies for effective teaching of this course have served as an important topic in the research literature.
The goal was to design and validate internally an online CS1 course that incorporates CA strategies. A two-phase design and development research method was used to guide the construction and internal validation of a fully online CS1 course. Phase one resulted in the design and development of the course guide. An expert-review process using the Delphi technique was implemented in phase two to validate the design with regard to its effectiveness, efficiency, and appeal. Three rounds of review by the panel resulted in consensus.
Results from the expert-review confirmed the application of CA as an effective, efficient, and appealing instructional strategy to use when designing an online CS1 course. Future research should focus on external validation of the design by implementing the course to evaluate its effectiveness, efficiency, and appeal among stakeholders. In addition, it is hoped that the course guide can be used to help practitioners design and implement a fully online CS1 course that uses CA strategies.
4
Morgan, Mia Lynn. "Developing 21st century skills through gameplay| To what extent are young people who play the online computer game Minecraft acquiring and developing media literacy and the Four Cs skills?" Thesis, New England College, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10020378.
Full textAbstract:
Two questions drove this case study. 1) To what extent does playing the online computer game Minecraft at home in a multiplayer environment impact a player's media literacy skills of analysis, evaluation, and access? 2) To what extent does playing the online computer game Minecraft at home in a multiplayer environment impact a player's 21st century skills of critical thinking, creativity, communication, and collaboration? The study employed quantitative and qualitative research methods (pre and posttest, survey, and interview) using a case study design, enabling an opportunity for in-depth data gathering in a naturalistic environment.
Using pre and posttest, the researcher assessed whether participants' 21st century skills changed over the course of a 24 week period. Participants’ media literacy skills were assessed at the beginning and end of the study, using a pretest/posttest method adapted for use with younger children from the Arke and Primack Media Literacy Measure (2009). In addition, media literacy skills and the Four Cs skills were assessed using a combination of survey, reflective questioning, and interview methods. Analysis of the data shows that participants' media literacy skills did improve at the end of six months of gameplay, and playing Minecraft multiplayer did provide opportunities for participants to practice 21st century skills.
5
El-Refai, Walid. "Effects of computer-supported collaboration script and incomplete concept maps on web design skills in an online design-based learning environment." Diss., lmu, 2012. http://nbn-resolving.de/urn:nbn:de:bvb:19-142692.
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Dominguez, Noraida. "Online Learning Communities: Enhancing the Acquisition of Information Skills by Undergraduate Students of the University of Puerto Rico at Carolina." NSUWorks, 2010. http://nsuworks.nova.edu/gscis_etd/350.
Full textAbstract:
Despite the efforts that have been made to develop the information skills of undergraduate students, there are still limitations that one shot sessions of face-to-face library instruction or online tutorials present when they are the only options used to develop specific information skills in students. The purpose of this study was to investigate if the design and implementation of online learning communities are effective in supporting students while they are developing specific information skills. To prove this effectiveness, the use of online learning communities was compared to two other options of delivering instruction: online tutorials and one shot sessions of face-to-face instruction.
Participants in this study were undergraduate students registered in four sections of an English course. The first group was the control group; they received one session of library face-to-face instruction. The second group participated through the online learning community. The third group completed four online tutorials, and the fourth group completed four online tutorials and participated through the online learning community.
Data was gathered through two sources: (1) a pre-test and a post-test administered to all four groups, and (2) focus groups performed on all groups except the control group. After running ANOVA on the pre-test scores and not finding significant differences, ANOVA was run again on the post-test scores. The results from the post-test revealed that there was significant statistical difference among the four groups. The follow-up Tukey test revealed that the scores from the online learning community group significantly differed from the other groups, proving it to be the most effective treatment. On the other hand, the online tutorial group did not perform in a better way than the other groups, but when the online tutorial was combined with the online learning community treatment, the group performed significantly better than when the online tutorial was the treatment alone. When analyzing the results from the focus groups, the results indicated that the students that participated through the online learning community were more satisfied with the experience, than the participants in the other two groups. Lastly, the researcher made recommendations to enhance the development of specific information skills.
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Andrew, Monica, and n/a. "The internet experiences of women living in rural and regional Australia." University of Canberra. Professional Communication, 2004. http://erl.canberra.edu.au./public/adt-AUC20060410.122445.
Full textAbstract:
This study explores the internet experiences of women living in rural and regional
Australia, their motives for internet uptake and use, the benefits they gain from using the
internet, the difficulties they encounter in using the internet and whether the benefits are
affected by technical factors, such as computer equipment and telecommunication
infrastructure, availability of opportunities for developing online skills, and perceptions
of the internet. Data was collected via an email snowball technique to contact women
living in rural and regional Australia, resulting in participation by 40 women from
throughout rural and regional areas.
The research drew on the literature of internet research and media uses-and-gratifications.
Although the internet is a relatively new communication technology, it has attracted a
large amount of scholarly interest. However, there has been little research into internet
use by individual populations. Women living in rural and regional areas of Australia
experience geographical and social isolation, with limited access to goods, services and
information, and could be expected, therefore, to gain significant benefits from use of the
internet. However, the potential benefits of the internet could be offset by difficulties
with internet use in rural and regional areas. A narrative approach was used to determine
the motives for internet use by women living in rural and regional Australia, the benefits
they gain from using the internet, the difficulties they encounter in using it and whether
the difficulties affect the benefits they gain from internet use.
The research findings show that, more than anything else, women living in rural and
regional Australia use the internet to build and maintain relationships, including keeping
in touch with family and friends, re-connecting with friends for the past and making new
friends online. They also use the internet to facilitate involvement in community
organisations, to contribute to social issues at the national, state and local level and to
participate in community projects and events. In addition, women living in rural and
regional Australia use the internet to undertake business and education related activities,
pursue personal interests, seek emotional support and undertake practical tasks, such as
finding and disseminating information, banking and shopping. However, the many
benefits of the internet are offset to some extent by the many frustrations encountered in
using it, particularly in regard to technical factors and developing online skills. Spam
mail and viruses also cause considerable inconvenience.
8
El-Refai, Walid [Verfasser], and Frank [Akademischer Betreuer] Fischer. "Effects of computer-supported collaboration script and incomplete concept maps on web design skills in an online design-based learning environment / Walid El-Refai. Betreuer: Frank Fischer." München : Universitätsbibliothek der Ludwig-Maximilians-Universität, 2012. http://d-nb.info/1022523600/34.
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9
Welsh, Johnelle Bryson. "Identifying factors that predict student success in a community college online distance learning course." Thesis, University of North Texas, 2007. https://digital.library.unt.edu/ark:/67531/metadc5111/.
Full textAbstract:
The study's purpose was to identify demographics, educational background, finances, formal and informal education and experiences, reading habits, external environmental factors, psychological factors, and computer efficacy factors that predict a student's ability to successful complete an online (Web-based) distance learning community college course. Major student retention theories and student attrition and persistence research guided the study. Distance learners (N = 926) completed four surveys, which collected data for 26 predictor variables that included age, gender, marital status, ethnicity, support others, course load, first-time student, last semester attended, student type and location, financial stability, tuition payment, prior learning experiences, reading habits, family support, enrollment encouragement, study encouragement, time management, study environment, employment, extrinsic and intrinsic motivation, locus of control, self-efficacy, computer confidence and skills, and number of prior online courses. Successful or unsuccessful course completion was the dependent variable. Statistical analyses included Cronbach's alpha, Pearson chi-square, two-sample t test, Pearson correlation, phi coefficient, and binary logistic regression. Variables in each factor were entered sequentially in a block using separate binary logistic regression models. Statistically significant variables were course load, financial stability, prior learning experiences, time management and study environment, extrinsic motivation, self-efficacy, and computer skills. Selected predictor variables (N = 20) were entered hierarchically in a logistic regression model of which course load, financial stability, and self-efficacy were statistically significant in the final block. Correlation coefficients were computed for statistically significant predictor variables to determine whether the significance was confined to the control group or an overall level of significance. Findings were supported through cross-validation and forward stepwise entry of variables in logistic regression. Despite having two or more at-risk factors, distance learners who had high levels of self-efficacy, good computer and time management skills, financial stability, a favorable study environment, were enrolled in more than one course, and believed their prior learning experiences helped prepared them for their course were more likely to be successful.
10
Carell, Angela, and Isabel Schaller. "Kreativitätsförderung mit Neuen Medien in der universitären Lehre im Fach Informatik." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2014. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-143171.
Full textAbstract:
Kreativitätsförderung im Studium der Informatik ist eine zentrale Herausforderung, um Studierende auf Anforderungen in ihren zukünftigen Tätigkeitsfeldern vorzubereiten. Um einen systematischen Einsatz von digitalen Medien in der Kreativitätsförderung zu ermöglichen, wird im vorliegenden Beitrag eine Systematik entworfen und begründet, die entlang der Phasen und Aktivitäten eines kreativen Problemlösungsprozesses Möglichkeiten des systematischen Einsatzes digitaler Medien identifiziert. Dabei wird deutlich, dass zum einen eine Verknüpfung von Medien notwendig ist, um den Anforderungen an einen kreativen Problemlösungsprozess gerecht zu werden. Zum anderen müssen Mechanismen entwickelt werden, die auf den Aufbau einer längerfristigen Beziehung zwischen System und Benutzer abzielen, damit Interaktion zu neuen Funktionen und schließlich zur Herausbildung neuer Kontexte führen kann.
11
Carell, Angela, and Isabel Schaller. "Kreativitätsförderung mit Neuen Medien in der universitären Lehre im Fach Informatik." Technische Universität Dresden, 2010. https://tud.qucosa.de/id/qucosa%3A28045.
Full textAbstract:
Kreativitätsförderung im Studium der Informatik ist eine zentrale Herausforderung, um Studierende auf Anforderungen in ihren zukünftigen Tätigkeitsfeldern vorzubereiten. Um einen systematischen Einsatz von digitalen Medien in der Kreativitätsförderung zu ermöglichen, wird im vorliegenden Beitrag eine Systematik entworfen und begründet, die entlang der Phasen und Aktivitäten eines kreativen Problemlösungsprozesses Möglichkeiten des systematischen Einsatzes digitaler Medien identifiziert. Dabei wird deutlich, dass zum einen eine Verknüpfung von Medien notwendig ist, um den Anforderungen an einen kreativen Problemlösungsprozess gerecht zu werden. Zum anderen müssen Mechanismen entwickelt werden, die auf den Aufbau einer längerfristigen Beziehung zwischen System und Benutzer abzielen, damit Interaktion zu neuen Funktionen und schließlich zur Herausbildung neuer Kontexte führen kann.
12
Williams, Garrick J. "Abstracting Glicko-2 for Team Games." University of Cincinnati / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1427962458.
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Burke, Moira. "Reading, Writing, Relationships: The Impact of Social Network Sites on Relationships and Well-Being." Research Showcase @ CMU, 2011. http://repository.cmu.edu/dissertations/185.
Full textAbstract:
The social web has emerged concurrent with a decline in Americans' community involvement and number of close friendships. Hundreds of millions of people connect online, but they appear to have fewer confidants and trust each other less. However, contrasting research finds that web users have better social integration and stronger relationships than their offline counterparts. This thesis resolves these contradictory views through a detailed examination of social network site (SNS) use and changes in relationships and individual well-being.
The research is conducted at multiple levels looking at how different types of SNS use—direct interaction with others and more “passive consumption” of social news—influence the number and quality of individuals’ social ties and their aggregate social capital and well-being, including perceived social support, happiness, and physical health. The studies combine objective measures of SNS use (communication activity from the server logs of a popular social networking site) with self-reports of tie strength and well-being to accurately differentiate types of use with different partners. Longitudinal methods reveal how well-being changes over time with SNS use and are moderated by personal characteristics such as social communication skill and recent job loss.
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Li, Weijia. "Impact of the Living History Online project on students' computer use, skills, attitudes toward computer technology and history learning in four western Massachusetts public schools." 2004. https://scholarworks.umass.edu/dissertations/AAI3136752.
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This study examined the impact of a local history project on students' computer use, skills, attitudes toward computer technology and history learning. The variables of gender, grade level, etc. were also investigated. This one-year project integrated computer technology into history curriculum using primary sources. The participants were 64 students from four Western Massachusetts public schools. The Likert scale pre and post surveys were used to gather quantitative data as a main research method. Class observations and informal interviews were conducted for qualitative data as supplementary information for the research. To analyze the pre-post differences at the item level, approximation to binomial distribution was applied. To analyze the data at the aggregate level, One-way ANOVA, a univariate analysis of variance tests was employed. The data results showed significant differences in students' computer use and computer skills between the pre and post surveys. However, the data didn't show significant differences in students' attitudes towards computer technology and history learning. The reason for this may be due to the fact that the students already had positive attitudes prior to the project. The trend for computer skills indicated that as girls got older their skill level went up, but as boys got older, their skill level went down. The same trend was also reflected in students' attitudes toward computer technology. As for students' attitudes toward history learning, the older students had more positive attitudes than the younger students. The qualitative data also indicate the positive impact of the project on student learning. Most of the students “enjoyed working on the project” and believed “computer technology was useful”. Many students commented that they “learned not only the local history, but also computer technology”, and they “learned much more from researching on the Internet than from the textbook”. However, the biggest challenge for the students in doing this project seemed to be teamwork, and some students had difficulty cooperating with other people in the group.
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Liu, Jian-Heng, and 劉建亨. "Constructing an Online Computer-Assisted Instruction Website for Multiple-Disabilities Students to Learn Self-Care Skills and Its Effectiveness Study." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/47209881287866271015.
Full textAbstract:
碩士亞洲大學
資訊工程學系碩士在職專班
100
Abstract The purposes of this research were to construct an online computer-assisted instruction website in the subject of self-care skills, and to evaluate its effectiveness on improving self-care skills of elementary school students with multiple-disabilities. Based on the ADDIE (Analyze, Design, Develop, Implement, and Evaluate) model, the researcher had developed an online computer-assisted instruction website on the subjects of “making egg sandwich”, “putting two slices of bread together with a layer of shredded pork” and “spreading peanut butter on a piece of toast”, for the purpose of teaching primary school students with multiple disabilities to learn self-care skills. Two multi-disable students in elementary school were used as the subjects of this study. The researcher used the “single-subject research method” to quantitatively analyze the subjects’ performance in order to evaluate the learning effectiveness. The results of the study were as follows: 1. With the application of ADDIE model, the researcher had built a suitable online computer assisted instruction website on the subject of self-care skills for students with multiple-disabilities. 2. Evidence showed those computer-assisted instructions were effective in teaching multi-disable students the self-care skills like making egg sandwich, putting the toasts with shredded pork and smearing a piece of toast with peanut butter. 3. The construction of the online computer-assisted instruction website for self-care skills resulted in a positive influence on multi-disable students’ learning effectiveness. Keywords：self-care skills, Computer-Assisted Instruction, Students with Multiple-Disabilities
16
Huang, Chien-Chao, and 黃建超. "Develop and Evaluate the Computer-Aided Mechanical Drawing Online Tutorial System－An Example of Assisting Students Passing the Skill Certification." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/r3duf3.
Full textAbstract:
碩士國立臺東大學
教育研究所
95
The purpose of this study is to establish an "e-Drawing Online Teaching System" through five processes - analysis, design, development, conducting and evaluation. In terms of the "Class C skill Certification on the computer-aided mechanical drawing" of National Technician Certification, this meta-material is to develop an online aided-instructional system to enhance the conceptual knowledge of mechanical graphics. In addition, the accumulation of the students’ learning experiences can be managed and shared with students of different years or regions. Thus, optimal solutions can be attained. This study adopted the literature review and questionnaire survey. The literature review is the theory basis of study subject to establish "e-Drawing online instructional system." Subsequently, surveys - e-Drawing online learning questionnaire, and e-Drawing online instructional system evaluation form, along with expert interviews were conducted. The subjects are the sophomores in the Computer Graphics Department at Kung-Tung Technical Senior High School. On the one hand, the population, thirty-four subjects was surveyed through "e-Drawing online learning questionnaire form" after six months of learning via this system, and thirty-two effective questionnaires were collected. On the other hand, ten experts and teachers, who are certified teachnician in computer graphics, were interviewed through "e-Drawing online instructional system evaluation form," and all of forms were collected. According to the study conclusion, the students, experts and teachers are highly satisfied with the "e-Drawing online instructional system." In addition, ninety-four percent of the study subjects passed the skill Certification class C of National Technician Certification in 2006. According to the study, this system can effectively assist students in learning and problem-solving, and support faculty members in the instruction and skill counseling process.
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Nkalane, Patience Kelebogile. "E-portfolio as an alternative assessment approach enhancing self-directed learning in an Open Distance Learning environment." Thesis, 2018. http://hdl.handle.net/10500/26473.
Full textAbstract:
Assessment is an integral part of teaching and learning in higher education. The use
of technology in higher education, particularly in the ODL environment, has brought
some changes on how we teach and assess students. The traditional assessment
practices needed to be reviewed and reconfigured to meet the requirements of the 21st
century assessment practices. The purpose of this doctoral study was to design a
framework to guide the assessment of an E-portfolio as an alternative assessment
approach in an ODL context. The integrated theoretical framework of the learning
theories (behaviourism, cognitive and constructivist) and the ODL theories
(connectivist, online collaborative and self-directed) underpinned the study. This
integrated framework explored lecturer and student experiences in the use of Eportfolio, as an alternative assessment to enhance self-directed learning. In striving to
get in-depth insight into this study, the pragmatism paradigm, which calls for the mixed
methods research design, was employed for the collection and analysis of data. The
sample was drawn from a cohort of six participants and fifty-six respondents in the
three colleges of the university. This sequential exploratory mixed methods design
employed semi-structured interviews, document analysis for qualitative data collection
while a Likert scale of an online questionnaire was used to collect quantitative data.
The findings of this research indicated that the E-portfolio can be of greater use as an
alternative assessment approach and was able to empower students with higher order
thinking skills, critical thinking skills and self-directed learning equipping them with the
21st century skills. Several challenges were experienced during the implementation of
the E-portfolio, which included lack of digital literacies and technical assistance, nonsynchronisation of the learning management system for hosting E-portfolio (myUnisa),
UNISA’s policies which do not include E-portfolio assessment processes and
procedures. In conclusion, the literature study, the findings of the empirical research
and the recommendation of this study formed the basis for designing the framework
to guide the assessment of an E-portfolio as an alternative assessment strategy for an
ODL context.Curriculum and Instructional Studies
Ph. D. (Curriculum Studies)