Dissertations / Theses on the topic 'Pattern language. learning to program'
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Porter, Ronald, and ron porter@infoeng flinders edu au. "Design Patterns in Learning to Program." Flinders University. Informatics and Engineering, 2006. http://catalogue.flinders.edu.au./local/adt/public/adt-SFU20061127.153554.
Full textFioravanti, Maria Lydia. "MLearning-PL: a pedagogical pattern language for mobile learning applications." Universidade de São Paulo, 2017. http://www.teses.usp.br/teses/disponiveis/55/55134/tde-06072018-102108/.
Full textO desenvolvimento e a utilização de aplicações computacionais como apoio ao ensino e aprendizagem, aliados à evolução da computação móvel, tem contribuído significativamente para o estabelecimento de uma nova modalidade de ensino conhecida como aprendizagem móvel. Neste cenário, as aplicações educacionais existentes, mesmo possuindo diversos benefícios e facilidades, apresentam problemas e desafios. Os desafios associados à aprendizagem móvel não se limitam a aspectos de desenvolvimento ou tecnologias. Deve-se, também, considerar os aspectos pedagógicos deste tipo de aplicação. Ao lidar com software específico de determinado domínio, deve-se considerar os requisitos de tal domínio. Portanto, é importante ter conhecimento especializado na equipe de engenharia de requisitos e, no caso de projetos de aplicativos de aprendizagem móvel, esse conhecimento é proveniente de educadores, professores e tutores. No entanto, capturar e transferir o conhecimento tácito não é uma tarefa trivial e um mecanismo de apoio para orientar a fase de elicitação de requisitos em projetos de aplicativos de aprendizagem móvel seria de suma importância. As linguagens de padrões são reconhecidas como método para descrever o conhecimento tácito e podem ser usadas como mecanismo de apoio. Os padrões são um mecanismo para capturar a experiência e o conhecimento do domínio para permitir que ele seja reaplicado quando um novo problema for encontrado. Da mesma forma, os padrões pedagógicos tentam capturar o conhecimento especializado da prática do ensino e da aprendizagem. Com o objetivo de resolver, ou pelo menos minimizar, os problemas associados à aprendizagem móvel e devido à falta de padrões pedagógicos para este propósito, este trabalho tem como objetivo criar uma linguagem de padrões pedagógicos para auxiliar na fase de elicitação de requisitos dos projetos de aplicações de aprendizagem móvel. Neste contexto, foi criada uma linguagem de padrões pedagógicos, denominada MLearning-PL, composta por 14 padrões e cujo foco é auxiliar na definição de aplicativos móveis de maneira a manter os apredizes motivados e comprometidos ao usar tais aplicativos, considerando seus diferentes estilos de aprendizagem e uma aquisição de conhecimento efetiva. Estudos experimentais comparando a MLearning- PL a uma abordagem ad hoc em um cenário de resolução de problemas pedagógicos foram realizados. Os resultados obtidos forneceram evidências preliminares a respeito da aplicabilidade, eficácia e eficiência da MLearning-PL.
Vázquez, Machado Christian David. "Embodied language learning in virtual reality." Thesis, Massachusetts Institute of Technology, 2018. http://hdl.handle.net/1721.1/119088.
Full textCataloged from PDF version of thesis.
Includes bibliographical references (pages 87-93).
Embodied theories of language propose that the way we communicate verbally is grounded in our body. Nevertheless, the way a second language is conventionally taught does not capitalize on embodied modalities. The tracking and immersive capabilities of virtual reality systems can enable a change in the way students learn language by engaging them in kinesthetic activities that explicitly use body movement to encode knowledge. The body can also be used implicitly to alter a student's perception of themselves in order to enhance the way they approach learning in immersive environments. In this work, we seek to explore the potential of both explicit and implicit embodied language learning using virtual reality as a platform. For the purpose of this thesis we focus on vocabulary acquisition to assess the potential impact these methodologies can have on language education. Two systems were developed that afford explicit (Words in Motion) and implicit (Inner Child) embodied learning. Both systems were evaluated separately during controlled experiments with 6o participants each. Explicit embodied learners displayed enhanced retention positively correlated with performing actions in the Words in Motion platform. Our findings from the implicit embodied study highlight the importance of having a body in virtual reality. Inner Child successfully increased word retention when inducing a subjective age reduction that correlated with the feeling of ownership of a virtual child avatar. These results support the hypothesis that virtual reality can deeply impact language learning by leveraging the body explicitly and implicitly.
by Christian David Vázquez Machado.
S.M.
Sahoo, Shibashankar. "Soft machine : A pattern language for interacting with machine learning algorithms." Thesis, Umeå universitet, Designhögskolan vid Umeå universitet, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-182467.
Full textGodfrey, Kathleen Ann. "Global Learning Outcomes of a Domestic Foreign Language Immersion Program." PDXScholar, 2013. https://pdxscholar.library.pdx.edu/open_access_etds/1034.
Full textKory, Jacqueline (Jacqueline Marie). "Storytelling with robots : effects of robot language level on children's language learning." Thesis, Massachusetts Institute of Technology, 2014. http://hdl.handle.net/1721.1/95608.
Full textCataloged from PDF version of thesis.
Includes bibliographical references (pages 62-66).
Children's oral language skills in preschool can predict their academic success later in life. Increasing children's skills early on could improve their success in middle and high school. To this end, I examined the potential of a sociable robotic learning/teaching companion in supplementing children's early language education. The robot was designed as a social character, engaging children as a peer, not as a teacher, within a relational, dialogic context. The robot targeted the social, interactive nature of language learning through a storytelling game, mediated by a tablet, that the robot and child played together. During the game, the robot introduced new vocabulary words and modeled good story narration skills. In a microgenetic study, 17 children played the storytelling game with the robot eight times each over a two month period. With half the children, the robot adapted its level of language to the child's level - so that, as children improved their storytelling skills, so did the robot. The other half played with a robot that did not adapt. I evaluated whether this adaptation influenced (i) whether children learned new words from the robot, (ii) the complexity and style of stories children told, and (iii) the similarity of children's stories to the robot's stories. I expected that children would learn more from a robot that adapted, and that they would copy its stories and narration style more than they would with a robot that did not adapt. Children's language use was tracked across sessions. I found that children in the adaptive condition maintained or increased the amount and diversity of the language they used during interactions with the robot. While children in all conditions learned new vocabulary words, created new stories during the game, and enjoyed playing with the robot, children who played with the adaptive robot improved more than children who played with the non-adaptive robot. Understanding how the robot influences children's language, and how a robot could support language development will inform the design of future learning/teaching companions that engage children as peers in educational play.
by Jacqueline Kory.
S.M.
Elmasry, Sarah Khalil. "Integration Patterns of Learning Technologies." Diss., Virginia Tech, 2007. http://hdl.handle.net/10919/29070.
Full textPh. D.
Koh, Kyu Han Seals Cheryl D. "PineHill a novel approach to computer aided language learning /." Auburn, Ala., 2007. http://hdl.handle.net/10415/1365.
Full textBuehler, Patrick. "Automatic learning of British Sign Language from signed TV broadcasts." Thesis, University of Oxford, 2010. http://ora.ox.ac.uk/objects/uuid:2930e980-4307-41bf-b4ff-87e8c4d0d722.
Full textWang, Ziyu S. M. Massachusetts Institute of Technology. "Loss pattern recognition and profitability prediction for insurers through machine learning." Thesis, Massachusetts Institute of Technology, 2017. http://hdl.handle.net/1721.1/111514.
Full textS.M. !c Massachusetts Institute of Technology, Department of Electrical Engineering and Computer Science 2017
Cataloged from PDF version of thesis.
Includes bibliographical references (pages 91-94).
For an insurance company, assessing risk exposure for Property Damage (PD), and Business Interruption (BI) for large commercial clients is difficult because of the heterogeneity of that exposure, within a single client (account), and between different divisions, and regions, where the client is active. Traditional risk assessment models attempt to scale up the single location approach used in personal lines: A large amount of data is collected to profile a sample of the locations and based on this information the risk is then inferred and somewhat subjectively assessed for the whole account. The assumption is that the risk characteristics at the largest locations are representative of all locations, and moreover, that risk is proportional to the size of the location. This approach is both ineffective and inefficient. Thus our first goal is to build a better risk assessment model through machine learning based on clients' data from internal sources. Further, we define a new problem, to predict whether a specific contract would be profitable or unprofitable for the insurance company. This problem turns out to be an imbalance classification, which attracts the second half of our research efforts in this thesis. In Chapter 2, we first review related literature on state-of-the-art risk assessment models in the field of insurance. Later in the chapter we move to the imbalance classification problems and review some popular and effective solutions researchers have proposed. In Chapter 3, we describe the data structure, provide some preliminary analysis over certain attributes and discuss the preprocessing techniques used for feature construction. In Chapter 4, we propose a new model with the objective to develop a new risk index which represents clients' potential future risk level. We then compare the performance of our new index with the original risk index used by the insurance company and computational results show that our new index successfully captures clients' financial loss pattern, while the original risk score used by the insurance company fails to do so. In Chapter 5, we propose a multi-layer algorithm to predict whether a specific contract would be profitable or unprofitable for the insurance company. Simulation shows that we can accurately label more than 83 percent of the contracts on record and that our proposed algorithm outperforms traditional classifiers such as Support Vector Machines and Random Forests. Later in the chapter, we define a new imbalance classification problem and propose a hybrid method to improve the recall percentage and prediction accuracy of Support Vector Machines. The method incorporates unsupervised learning techniques into the classical Support Vector Machines algorithm and achieves satisfying results. In Chapter 6, we conclude the thesis and provide future research guidance. This thesis builds models and trains algorithms based on real world business data from a global leading insurance and reinsurance company.
by Ziyu Wang.
S.M.
S.M. !c Massachusetts Institute of Technology, Department of Electrical Engineering and Computer Science
Leather, Jonathan Haworth. "Speech pattern elements in second language acquisition : perception and production of Chinese tonal contrasts." Thesis, University College London (University of London), 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.295152.
Full textHart-Rawung, Pornpimon, and n/a. "Internationalising English language education in Thailand: English language program for Thai engineers." RMIT University. Global Studies, Social Science and Planning, 2008. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20090715.100731.
Full textNazare, Juliana Toni. "Tools for supporting English language learning in the family context." Thesis, Massachusetts Institute of Technology, 2016. http://hdl.handle.net/1721.1/106050.
Full textCataloged from PDF version of thesis.
Includes bibliographical references (pages 93-95).
This thesis explores how we can help parents learn English through peer-learning experiences with their children. I discuss the design and study of the learning experience facilitated by "Read Out Loud," a mobile application that supports parents who are learning English as they read storybooks with their children. The mobile application and the context of its use provide a new interface to language learning tools such as text-to-speech, word translation, and shared-reading prompts. The thesis develops a set of design and user-testing guidelines that creates affordances for parents who are learning English. It builds on an iterative design process that includes two user studies of parents using the Read Out Loud application while reading with their children. Through observation and interviews, I investigate how technologies like Read Out Loud can be designed to motivate and augment the family reading experience and how familial factors may influence a parent's use of and interaction with the technology.
by Juliana Toni Nazare.
S.M.
Sari, Rahim. "A Suggested English Language Teaching Program For Gulhane Military Medical Academy." Phd thesis, METU, 2003. http://etd.lib.metu.edu.tr/upload/1136845/index.pdf.
Full textlhane Military Medical Faculty and suggest a new program based on the Monitor Model. The study, as an example of a systematic study of a language program and that of a proposed syllabus, is expected to aid the practice of English Language Teaching in Turkey. The data sources were 230 students, 25 doctors and 7 teachers. The data analysis showed that students do not like the contents of the course books. Students reported speaking and reading as priority skills. To understand and translate medical material, to get an overseas assignment, to talk to foreigners and to follow lectures were the common language-related goals. Students&
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needs and goals and available resources were surveyed and a new second language teaching program was suggested for Phase 1. A general curriculum model and a program design model were also suggested together with the syllabuses for Phase 1. In the suggested program, grammar, writing and other conscious learning activities are separated from comprehension or (subconscious) acquisition-based activities. The suggested design has three topic-based syllabuses organized in modular format for three levels: Advanced, intermediate and elementary. For the majority advanced level classes new materials need to be developed and for elementary and intermediate levels new course books are suggested. A sample module was prepared, piloted and the results are discussed. The piloted module was found better than the previous form of the lessons both by the students and the teachers.
Nilsen, Kelvin Don. "The design and implementation of high level programming language features for pattern matching in real-time." Diss., The University of Arizona, 1988. http://hdl.handle.net/10150/184461.
Full textPanzeri-Alvarez, Christina. "Metacognition and language transfer for an English language development transitional program." CSUSB ScholarWorks, 1998. https://scholarworks.lib.csusb.edu/etd-project/1780.
Full textChen, Huili S. M. Massachusetts Institute of Technology. "Adaptive role switching in socially interactive agents for children's language learning." Thesis, Massachusetts Institute of Technology, 2018. http://hdl.handle.net/1721.1/119081.
Full textCataloged from PDF version of thesis.
Includes bibliographical references (pages 75-84).
Learning language and literacy at a young age is important, as children's early language ability can impact their later educational success [1][2]. However, one of the major barriers to early language and literacy learning for many children around the globe is a lack of resources in homes and schools. A variety of technological interventions, such as TV series and educational apps, were designed to help overcome such barriers and support children's learning. However, not all of them necessarily provide children with conversational experiences, which have been found to significantly impact the children's language-related neural development [3]. Among a variety of educational media, embodied interactive agents (e.g., social robots) seem to be an effective yet resource-efficient tool that can enable children to learn through conversational turn taking. Specifically, embodied interactive agents can serve as learning companions for young children and provide more interactive and immersive learning experience. I explored how social robots could help promote children's language and literacy learning. More specifically, I designed and computationally created a collaborative, engaging learning interaction between a robot and a child who play as peers. First, I designed a tablet-based literacy learning game called WordQuest using the design principles for educational games. Second, I developed a reinforcement learning model that enabled the robot to adaptively switch its collaborative roles (e.g., expert and novice roles) in a way that promoted children's best learning. Third, I conducted an experiment with three conditions, which were fixed expert robot, fixed novice robot, and adaptive role switching robot, and tested on 60 children recruited from a local primary school in Boston. Last, I evaluated how the robot's collaborative roles differentially affected children's learning performance, engagement, and perception of the learning experiences. I found out that children across the three conditions all learned new words and had a very positive experience of playing WordQuest with the robot. In addition, children interacting with the adaptive robot consistently outperformed children from the other two conditions in terms of vocabulary acquisition and retention.
by Huili Chen.
S.M.
Cheng, Yuk-ching. "Motivational aspects of using computer-assisted language learning program for learning English as a second language in a secondary school in Hong Kong." Hong Kong : University of Hong Kong, 2001. http://sunzi.lib.hku.hk/hkuto/record.jsp?B23500724.
Full textCheng, Yuk-ching, and 鄭毓正. "Motivational aspects of using computer-assisted language learning program for learning English as a second language in a secondaryschool in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B31962488.
Full textRaffle, Hayes Solos 1974. "Sculpting behavior : a tangible language for hands-on play and learning." Thesis, Massachusetts Institute of Technology, 2008. http://hdl.handle.net/1721.1/44912.
Full textThis electronic version was submitted by the student author. The certified thesis is available in the Institute Archives and Special Collections.
Includes bibliographical references (p. 187-192).
For over a century, educators and constructivist theorists have argued that children learn by actively forming and testing -- constructing -- theories about how the world works. Recent efforts in the design of "tangible user interfaces" (TUIs) for learning have sought to bring together interaction models like direct manipulation and pedagogical frameworks like constructivism to make new, often complex, ideas salient for young children. Tangible interfaces attempt to eliminate the distance between the computational and physical world by making behavior directly manipulable with one's hands. In the past, systems for children to model behavior have been either intuitive-but-simple (e.g. curlybot) or complex-but-abstract, (e.g. LEGO Mindstorms). In order to develop a system that supports a user's transition from intuitive-but-simple constructions to constructions that are complex-but-abstract, I draw upon constructivist educational theories, particularly Bruner's theories of how learning progresses through enactive then iconic and then symbolic representations. This thesis present an example system and set of design guidelines to create a class of tools that helps people transition from simple-but-intuitive exploration to abstract-and-flexible exploration. The Topobo system is designed to facilitate mental transitions between different representations of ideas, and between different tools. A modular approach, with an inherent grammar, helps people make such transitions. With Topobo, children use enactive knowledge, e.g. knowing how to walk, as the intellectual basis to understand a scientific domain, e.g. engineering and robot locomotion. Queens, backpacks, Remix and Robo add various abstractions to the system, and extend the tangible interface. Children use Topobo to transition from hands-on knowledge to theories that can be tested and reformulated, employing a combination of enactive, iconic and symbolic representations of ideas.
by Hayes Solos Raffle.
Ph.D.
Wilkins, Stephen. "Educators' Perceptions of a Successful English Language Learner Program." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4113.
Full textMeyer, Roald. "Talkspace : among infill and void : a language learning centre." Diss., Pretoria : [s.n.], 2008. http://upetd.up.ac.za/thesis/available/etd-11242008-162346.
Full textWhite, Garry L. "Cognitive characteristics for learning Java, an object oriented programming language." Access restricted to users with UT Austin EID, 2001. http://wwwlib.umi.com/cr/utexas/fullcit?p3036612.
Full textShirkhani, Iraj. "The Use of English in the Rap Program Language Learning, Motivation and Personal Interests." Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-29796.
Full textMiller, Matthew Adam. "Semantic spaces : behavior, language and word learning in the Human Speechome corpus." Thesis, Massachusetts Institute of Technology, 2011. http://hdl.handle.net/1721.1/69805.
Full textCataloged from PDF version of thesis.
Includes bibliographical references (p. 149-152).
The Human Speechome Project is an unprecedented attempt to record, analyze and understand the process of language acquisition. It is composed of over 90,000 hours of video and 150,000 hours of audio, capturing roughly 80% of the waking hours of a single child from his birth until age 3. This thesis proposes and develops a method for representing and analyzing a video corpus of this scale that is both compact and efficient, while retaining much of the important information about large scale behaviors of the recorded subjects. This representation is shown to be useful for the unsupervised modeling, clustering and exploration of the data, particularly when it is combined with text transcripts of the speech. Novel methods are introduced to perform Spatial Latent Semantic Analysis - extending the popular framework for topic modeling to cover behavior as well. Finally, the representation is used to analyze the inherent "spatiality" of individual words. A surprising connection is demonstrated between the uniqueness of a word's spatial distribution and how early it is learned by the child.
by Matthew Miller.
S.M.
Morgan, Bo. "Learning commonsense human-language descriptions from temporal and spatial sensor-network data." Thesis, Massachusetts Institute of Technology, 2006. http://hdl.handle.net/1721.1/37383.
Full textIncludes bibliographical references (p. 105-109) and index.
Embedded-sensor platforms are advancing toward such sophistication that they can differentiate between subtle actions. For example, when placed in a wristwatch, such platforms can tell whether a person is shaking hands or turning a doorknob. Sensors placed on objects in the environment now report many parameters, including object location, movement, sound, and temperature. A persistent problem, however, is the description of these sense data in meaningful human-language. This is an important problem that appears across domains ranging from organizational security surveillance to individual activity journaling. Previous models of activity recognition pigeon-hole descriptions into small, formal categories specified in advance; for example, location is often categorized as "at home" or "at the office." These models have not been able to adapt to the wider range of complex, dynamic, and idiosyncratic human activities. We hypothesize that the commonsense, semantically related, knowledge bases can be used to bootstrap learning algorithms for classifying and recognizing human activities from sensors.
(cont.) Our system, LifeNet, is a first-person commonsense inference model, which consists of a graph with nodes drawn from a large repository of commonsense assertions expressed in human-language phrases. LifeNet is used to construct a mapping between streams of sensor data and partially ordered sequences of events, co-located in time and space. Further, by gathering sensor data in vivo, we are able to validate and extend the commonsense knowledge from which LifeNet is derived. LifeNet is evaluated in the context of its performance on a sensor-network platform distributed in an office environment. We hypothesize that mapping sensor data into LifeNet will act as a "semantic mirror" to meaningfully interpret sensory data into cohesive patterns in order to understand and predict human action.
by Bo Morgan.
S.M.
Sin, Tak-wah. "An empirical study on the difficulties of senior secondary students in learning PASCAL programming." Hong Kong : University of Hong Kong, 1995. http://sunzi.lib.hku.hk/hkuto/record.jsp?B14042824.
Full textRandolph, Gerda Ann Packard. "Building written language: A program for second language literacy in English." CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/1866.
Full textLindsay, Elaine T. "Learner Concerns at the Missionary Training Center in the Technology Assisted Language Learning Program." BYU ScholarsArchive, 2000. https://scholarsarchive.byu.edu/etd/4880.
Full textPino, Daniela. "Learning Italian as a Second Language in an Italian/English Dual Language Program| Evidence from First to Fifth Grade." Thesis, California State University, Long Beach, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10751886.
Full textThis research study was conducted with the intention of determining the most common errors that occur in the development of Italian oral language skills among 102 students participating in a 90/10 (90% in Italian/10% in English) dual language program offered at a California public elementary school. The 90/10 program breaks down instruction as follows: Kfirst grade 90% instruction in the target language/10% in English; in second grade 80/20; in third grade, 70/30; in fourth, 60/40, and in fifth, 50/50. Although the ratios change, the program is officially known as 90/10. The students in this study, a mixed group ranging from first to fifth grade, observed a series of pictures representing a story, which they then had to orally tell in their own words. The oral presentations were recorded and then transcribed word by word, including pauses and hesitations. The productions were then analyzed in depth, with special attention given to hesitations, the insertion of phrases and/or words in English, errors with lexical choice and grammatical errors (auxiliary verb choice, as well as the usage of subjects, verbs, and pronouns). The results from this study demonstrate that the age of the student influences second language oral fluency. In general, students with more schooling tended to commit fewer errors in their oral production. However, some categories of errors did not seem to be affected by the length of time students had been enrolled in the program. It is hypothesized that some errors persist due to the decreased amount of Italian instruction that characterizes the upper years in the program.
Eckhardt, Micah Rye. "StoryScape : fun technology for supporting learning, language and social engagement through story craft." Thesis, Massachusetts Institute of Technology, 2015. http://hdl.handle.net/1721.1/98651.
Full textCataloged from PDF version of thesis.
Includes bibliographical references (pages 127-133).
Autism Spectrum Disorder (ASD) is a complex neurodevelopmental disorder that affects approximately 1-in-68 persons and 1-in-42 boys. Challenges related to communication form a core characteristic of the ASD condition. Literature suggests the single most important prognostic indicator for young children diagnosed with ASD is communication ability. Yet, engaging children diagnosed with ASD in communication centered activities is one of the cardinal challenges presented by the condition and contributes to poor outcome. This work explores the development, implementation and testing of StoryScape, a platform for engaging children diagnosed with ASD in communication centered activities. Through extensive work with the ASD community, I have sought to develop a more holistic learning technology around communication. The StoryScape platform connects web, mobile, and physical technologies through interactive stories, enabling fun and engaging learning through story creation and other activities. While the main focus of this work is related to children diagnosed with ASD, I also present a number of exploratory studies conducted with neurotypical children. In total, six exploratory studies, three with children diagnosed with ASD and three with neurotypical children, are presented. These studies demonstrate the many uses of StoryScape, and were critical for eliciting feedback on usability and design features during its iterative development. In addition, I present the results from a seven-week study of story co-creation, conducted as a whole-class activity with students diagnosed with ASD. Results show a statistically significant increase in vocal expressions during use of StoryScape. Students also demonstrate a strong preference for the StoryScape activity compared to other activities. Teachers reported being surprised by the high level of student engagement and cooperation with each other, and they reported that students looked forward to using StoryScape daily. While teachers reported meaningful communication improvements during use of StoryScape for all of their students, one student was described by his teacher as "a totally different student when using StoryScape."
by Micah Rye Eckhardt.
Ph. D.
Chan, Chi-hown Johnny. "Implementation of computer simulation software in learning low-level computer language : a case study /." Hong Kong : University of Hong Kong, 2001. http://sunzi.lib.hku.hk/hkuto/record.jsp?B24700770.
Full textHui, Nai-pun. "An experimental study on learning of Pascal looping construct." Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B20058044.
Full textChan, Tat Wah Edmond. "A case study on the motivational pattern of learning ESL in S.W.C.S. Chan Pak Sha School-- in application to self access learning." HKBU Institutional Repository, 2000. http://repository.hkbu.edu.hk/etd_ra/348.
Full textDePasquale, Peter Joseph III. "Implications on the Learning of Programming Through the Implementation of Subsets in Program Development Environments." Diss., Virginia Tech, 2003. http://hdl.handle.net/10919/28367.
Full textPh. D.
Corbitt, William Keith. "Learning styles, strategy use and metacognitive awareness in foreign language reading by Modified Foreign Language Program post-secondary students of Spanish." Thesis, Indiana University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3569001.
Full textLearning to read in a foreign language can be a difficult task for some students. For at-risk students, for example, students with learning disabilities, the process can be arduous and painstaking. This study explored and compared the reading strategies, preferred foreign language learning styles, perceived foreign language strategy use, actual strategy use and metacognitive awareness of at-risk students in a Modified Foreign Language Program (MFLP) of postsecondary Spanish with those of non at-risk students in a non-MFLP.
This study followed a mixed-method design consisting of two parts. In the first part, preferred learning style and perceived strategy use data were collected via the Learning Style Survey and Survey of Reading Strategies. The second part of the study consisted of 11 case studies based on semi-structured interviews and think-aloud protocols in which the participants completed a reading task in the target language.
The major findings for part one are: MFLP and non-MFLP students did not differ in terms of their preferences for sensory/perceptual stimuli. Both groups had a significant preference for Visual over Auditory and Tactile/Kinesthetic stimuli. MFLP and non-MFLP students did not differ significantly in their perceived use of foreign language reading strategies. Both groups indicated a statistically significant preference for the use of cognitive (PROB) strategies, then metacognitive (GLOB) strategies followed by support (SUP) strategies. The relationship between preferred learning style and perceived GLOB strategy use was significant only for the MFLP group.
The second part of the study consisted of a think-aloud protocol. The major findings are: Both groups used strategies that were in line with their preferred learning style. The MFLP participants, however, relied much more heavily on the use of visual input to help extract meaning from unknown context. While both groups reported a high use of PROB, only the non-MFLP students used them with any regularity during the reading task. The MFLP group relied heavily on the use of support strategies (e.g. dictionary) to extract unknown meaning during the reading task. Non-MFLP students combined metacognitive strategies with cognitive strategies far more frequently than MFLP students.
Blanco, Harold. "A CASE STUDY OF LANGUAGE LEARNING IN A MULTIMEDIA SPANISH CLASS ENVIRONMENT IN AN UPWARD BOUND PROGRAM." Ohio University / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1178422882.
Full textLee, Hyun Jin. "Self-Regulated Learning of a Second Language in an Individualized Instruction Program: A Social Cognitive Perspective." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1483365542296511.
Full textPuakpong, Nattaya, and n/a. "An individualized CELL Listening Comprehension Program: making listening more meaningful for Thai learners of English." University of Canberra. Languages, International Studies & Tourism, 2005. http://erl.canberra.edu.au./public/adt-AUC20060724.135729.
Full textD'Orlando, Laura Morales 1974. "A computer-based course to teach speech acts : prototype for the technology assisted language learning program /." Diss., CLICK HERE for online access, 2006. http://contentdm.lib.byu.edu/ETD/image/etd1235.pdf.
Full textDorlando, Laura Morales. "A Computer-Based Course to Teach Speech Acts: Prototype for the Technology Assisted Language Learning Program." BYU ScholarsArchive, 2006. https://scholarsarchive.byu.edu/etd/1051.
Full textVojtko, Rubí Jennifer. "Learning how to learn: students’ interactions with the online components of a flipped Spanish language program." Diss., University of Iowa, 2017. https://ir.uiowa.edu/etd/5870.
Full textMarone, April Dawn. "A distance-learning program to serve migrant families." CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2464.
Full textWilder, Nancy Lee 1960. "Pre-writing strategies of three students with learning disabilities in a process writing program." Thesis, The University of Arizona, 1992. http://hdl.handle.net/10150/278084.
Full textJia, Junqing. "Toward the Design of Motivating Experiences in a Chinese Language Program: From Beginning to Advanced Levels." The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1339623140.
Full textMarcińczuk, Michał. "Pattern Acquisition Methods for Information Extraction Systems." Thesis, Blekinge Tekniska Högskola, Avdelningen för programvarusystem, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:bth-4291.
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Dahlin, Jenny. "Second Language Learner Development : A Study of English as an Additional Language Support Program at The Early Learning Centre in Bangkok, Thailand." Thesis, Högskolan i Halmstad, Akademin för lärande, humaniora och samhälle, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-29473.
Full textBrinckwirth, Anton. "Implementation and Outcomes of an Online English-Portuguese Tandem Language Exchange Program Delivered Jointly Across a U.S.-Brazilian University Partnership: A Case Study." VCU Scholars Compass, 2012. http://scholarscompass.vcu.edu/etd/2752.
Full textBussa, Naga Raju. "WVU - interactive web based distance learning tool." Morgantown, W. Va. : [West Virginia University Libraries], 1999. http://etd.wvu.edu/templates/showETD.cfm?recnum=1116.
Full textTitle from document title page. Document formatted into pages; contains v, 245 p. : ill. (some col.). Includes abstract. Includes bibliographical references (p. 114-115).
O'Maley, Patricia J. "Second language learners in a language and culture immersion program : longitudinal case studies in an ethnographic framework." Virtual Press, 1993. http://liblink.bsu.edu/uhtbin/catkey/862287.
Full textDepartment of English