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Dissertations / Theses on the topic 'Police training Computer-assisted instruction'

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Published: 10 December 2022

Last updated: 29 January 2023

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1

Adams, Leinadu. "An investigation of the attitudes of South African Police Service management with respect to the viability of computer-assisted training in the Eastern Cape Province." Thesis, Nelson Mandela Metropolitan University, 2011. http://hdl.handle.net/10948/1410.

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The South African Police Service (SAPS) as a constituent part of the public service was established to deliver a specific category of services to the public. These services have to conform to requirements that are prescribed by various legislative provisions to promote effective and efficient delivery of public services. The implications of these provisions that are pursued by the study firstly, refer to the emphasis of government on the enhancement of public service delivery, with due consideration given to cost effectiveness and efficiency. Secondly, it refers to government's realisation of the important impact of education, development and training (EDT) on the competency of public service officials with an emphasis on the utilisation of information technology to enhance the effectiveness of EDT. Consequently, the study explores the viability of the utilisation of information technology as a measure to assist EDT interventions within the SAPS of the Eastern Cape Province to equip members of the institution to better fulfil their functions and duties. In this respect the study commenced to ascertain the levels of computer literacy of role-players, access to the appropriate facilities and what the general attitude in the organisation would be towards the utilisation of such an intervention. It was found that the computer literacy levels of role-players may be perceived as a problematic issue in this regard. However, access to suitable facilities was found to be more than sufficient for this intention. Furthermore, role-players agreed that information technology could be optimally applied in the EC SAPS for the mentioned use, thereby portraying an optimistic attitude towards the use thereof to harmonise EDT in the SAPS. The aim of the study has been to develop a model that will incorporate the use of information technology, given the strengths and weaknesses of the SAPS to enhance EDT and learning in the organization.

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2

Zengin, Selcuk. "E-Learning and In-Service Training: An Exploration of the Beliefs and Practices of Trainers and Trainees in the Turkish National Police." Thesis, University of North Texas, 2007. https://digital.library.unt.edu/ark:/67531/metadc3895/.

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This targeted research study, carried out by an officer of the Turkish National Police (TNP), investigated the perceptions and beliefs of TNP trainers and trainees towards the potential adoption and implementation of e-learning technology for in-service police training. Utilizing diffusion and innovation theory (DOI) (Rogers, 1995) and the conceptual technology integration process model (CTIM) (Nicolle, 2005), two different surveys were administered; one to the trainers and one to the trainees. The factor analyses revealed three shared trainer and trainee perceptions: A positive perception towards e-learning, personally and for the TNP; a belief in the importance of administrative support for e-learning integration; and the belief in importance of appropriate resources to facilitate integration and maintain implementation. Three major recommendations were made for the TNP. First, the research findings could be used as a road map by the TNP Education Department to provide a more flexible system to disseminate in-service training information. The second is to establish two-way channels of communication between the administration and the TNP personnel to efficiently operationalize the adoption and integration of e-learning technology. The third is the administrative provision of necessary hardware, software, and technical support.

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Romaya, Pat. "The professional development of tourist police in Thailand : an investigation into English communication competency." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2009. https://ro.ecu.edu.au/theses/161.

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Tourism plays a. major role in the economy of Thailand and the service sector has been oriented to the provision of services for international tourists, many of whom are native or non-native speakers of English. The Royal Thai Police have a Tourist Police Division (TPD) whose officers assist tourists in various ways, and English is a dominant means of communication in this role. However, the English language competency of the officers is often insufficient for their task. Enhancing effective communication between Tourist Police (TP) officers and foreign tourists is, therefore, an important goal of the TPD. It has endeavoured to do this by implementing e-learning English courses for its personnel. This portfolio aims to examine these courses and the needs of the Tourist Police. Recommendations and suggestions are made about how an English training course should be designed to meet the TP's needs for professional development. The problems of English communication faced by the TP officers with foreign tourists are examined, including the e-learning English course used. Documentary inquiry and small scale investigations were conducted to accomplish this. The TP officers' English competency was examined to elicit their responses to English communication, whilst the perceptions of foreign tourists were also explored to obtain their views towards the officers' competency in English. The current e-learning English course the TP officers undergo as part of their professional development was examined in terms of pedagogy, interface design and course content. The findings revealed that the TP officers found speaking and listening skills to be the most problematic aspect of communicating with foreigners in English. The foreign tourists perceived the TP officers used English comprehensibly, even though some barriers in communication were found in terms of pronunciation, grammatical misuse, and inadequate vocabulary. The issues identified from the e-learning analysis include technology literacy and access limitations, the quality of the e-learning course, the pedagogy and learning style used, and some affective factors. Guidelines and recommendations were developed to guide future research and development as well as TP administrators and the course providers so that they might be better guided in the successful development of future English language e-learning courseware.

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Basson, L. C. "WebCT : an alternative for the traditional classroom training." Thesis, Stellenbosch : Stellenbosch University, 2002. http://hdl.handle.net/10019.1/53220.

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Thesis (MBA)--Stellenbosch University, 2002.
ENGLISH ABSTRACT: Technology and especially Internet has advanced rapidly during the last ten years. Universities have been in the forefront with access to Internet, but are only now beginning to wake up to the opportunities that exist within the technological arena. Unfortunately Universities have been slow to accept the possibilities of the World Wide Web and its uses within the classroom. Student demographics are changing and their requirements are changing. The Students of today are no longer studying full time and in their early twenties. They are older, are working part-time and need to arrange their study-time to accommodate their work schedules. Universities have to adapt some of their courses or lose out to the competition, which has become global due to technological advances. Web based learning is a perfect answer to the problems working students face, but the mindset of lecturers and even students need to be changed to accept this new form of learning. Many universities have already started distance-learning projects, which are perfect for certain parts of the world and certain students, generally in the Western world. The best ways to start changing perceptions is by combining webbased learning and traditional classroom education and then gradually move on to a full online virtual classroom scenario. In this project a software package called WebeT was used to move a People Management MBA course, which was previously only presented via a traditional classroom into the realm of a virtual classroom. This was achieved by giving the students online access to all information they would traditionally get physically, such as course information. The move of classroom information onto WebCT resulted in file downloads, questionnaires and other information becoming available online. As a direct result the traditional classroom contact for the People Management course was shortened from twelve sessions to seven sessions. The course is close to becoming a complete online course.
AFRIKAANSE OPSOMMING: Tegnologiese ontwikkeling en veral die gebruik van die Internet het gedurende die afgelope tien jaar baie gevorder. Universiteite het reeds 'n geruime tyd toegang tot die Internet, maar begin nou eers besef watter voordele hierdie tegnologiese era vir hulle inhou. Ongelukkig was Universiteite stadig om die potensiaal van die 'World Wide Web" binne die tradisionele klaskamer te ontgin. Die demografiese profiel van studente het in die laaste paar jaar baie verander. Die hedendaagse student is nie meer 'n voltydse student in sy vroeë twintigs nie. Studente is nou ouer, werk deeltyds en hul studietyd moet kan aanpas by hul werkskedules. Universiteite sal of hul kursusse hierby moet aanpas, of studente aan die kompetisie verloor, wat weens die tegnologie nou globaal is. Web gebaseerde onderrig is die perfekte antwoord vir die probleme wat werkende studente ervaar. Die persepsie van die lektor en ook die student moet egter verander om hierdie nuwe vorm van onderrig te aanvaar. Universiteite het alreeds met afstand onderrig begin, wat baie goed werk in sekere lande en met sekere studente. Die doeltreffendste manier om persepsies te verander, is.deur web gebaseerde onderrig en tradisionele klaskamer onderrig te begin kombineer. Hierna kan daar stelselmatig beweeg word na 'n volle virtuele klaskamer scenario. In hierdie projek is 'n sagteware program WebCT gebruik om 'n MBA-kursus in Mensebestuur, wat tradisioneel 'n klaskamer gebaseerde kursus is, te omskep in 'n virtuele klaskamer kursus. Dit is bewerkstellig deur die kursus informasie, wat tradisioneel in fisiese notas aan die studente oorgedra is, direk aanlyn beskikbaar te stel. Die gebruik van WebCT het tot gevolg gehad dat studente nou informasie kon aflaai en vraestelle beantwoord op die Internet. Die tradisionele klaskamer sessies van die Mensebestuurkursus is hierdeur verkort van twaalf sessies na sewe sessies. Hierdie verandering het veroorsaak dat hierdie kursus bykans geheel en al in 'n virtuele klaskamer kursus omskep is.

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Munneke, Dwayne M. "The effectiveness and acceptability of computerized interpersonal problem-solving training." Virtual Press, 1993. http://liblink.bsu.edu/uhtbin/catkey/864910.

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A computer program based upon SPS models developed by D'Zurilla and his colleagues was used (D'Zurilla & Goldfried, 1971; D'Zurilla & Nezu, 1982; D'Zurilla, 1986; D'Zurilla & Nezu, 1990). Comparisons of computerized training, computerized control, workbook training and assessment control groups were conducted on four post-intervention dependent measures: a revised version of the Social Problem-Solving Inventory (D'Zurilla & Nezu, 1990), MeansEnds Problem-Solving Procedure (Platt & Spivack, 1975), SPS SelfEfficacy rating and a Computer/Workbook evaluation. The computerized SPS training group rated their training procedure as significantly more acceptable than those in the workbook training group. Analyses of problem-solving ability and knowledge yielded no significant interactions between problem-solving content and computer contact. No main effects were found for computer contact. A main effect for problem-solving content approached significance. Subjects receiving interventions that contained problem-solving content scored higher on SPS knowledge and ability measures than those who did not.Discussion focuses on reasons for and implications of differences between computerized and non-computerized SPS training groups' performance and preferences.
Department of Psychological Science

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Gustafson, Amy L. "An analysis of employee perceptions towards computer-based training." Menomonie, WI : University of Wisconsin--Stout, 2007. http://www.uwstout.edu/lib/thesis/2007/2007gustafsona.pdf.

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7

Siering, Gregory John. "Faculty development and support for computer-assisted writing instruction." Virtual Press, 2001. http://liblink.bsu.edu/uhtbin/catkey/1203839.

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Despite calls for better training of college composition teachers utilizing computer-assisted writing instruction (CAWI), English departments have only recently begun to systematically address the faculty development needs of these teachers. Other fields such as adult education and staff development have begun applying theory and research to faculty development efforts, but CAWI proponents have yet to attain that depth of study and commitment.By investigating methods and characteristics of CAWI faculty development programs, this study found that academic-year workshops were the most common development activity, although teachers preferred personal, collaborative approaches like mentors, consultants, and discussion groups. These patterns were consistent across types of colleges and universities, indicating general context descriptors like institutional size and mission did not significantly influence or limit faculty development practices. This discrepancy between preferred and offered programs indicates faculty needs are not being met, and offers potential reasons for a lack of satisfaction with CAWI faculty development and administration.Faculty respondents identified adequate time and funding as the most important contributors to the success of CAWI faculty development, noting that faculty support-particularly the personalized attention teachers prefer-is time-intensive and requires extensive commitment from those providing the services. These time concerns reflect staffing patterns: CAWI administrative duties were added to the workload of current departmental administrators just over half of the time, and CAWI support duties were assigned to current administrators over onethird of the time. These support duties were assigned to non-tenure-line personnel over one-quarter of the time, a practice that raises questions about authority and credibility needed to administer faculty development programs.Despite a relative lack of concern among faculty, evaluation and reward systems play an important long-term role in CAWI support. Current structures do not adequately recognize and reward CAWI-related scholarship and service, including faculty development work. Applying Boyer and Glassick's expanded concepts of scholarship might prove useful in improving and professionalizing CAWI faculty development efforts, thereby helping secure scholarly identity for CAWI and its support activities.
Department of English

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8

Soplata, Rebecca D. "Proposed computer based training for the Minnesota Army National Guard." Online version, 2001. http://www.uwstout.edu/lib/thesis/2001/2001soplatar.pdf.

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Quesnel, René. "A computer-assisted method for training and researching timbre memory and evaluation skills /." Thesis, McGill University, 2001. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=38261.

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Timbre is a multidimensional attribute of sound and depends to a large extent on its spectral content. The evaluation and control of timbre is a task commonly performed by sound engineers, loudspeaker designers, and subjects participating in listening tests on the quality of transmitted and reproduced sound. Such listening tasks require specific listening abilities.
This dissertation presents a training method that aims at developing memory for timbre, sensitivity to timbre changes, and listening strategies involving disciplined auditory attention and efficiency. The physical timbre space is divided into categories defined by the center frequency of standard octave and third-octave resonances. This simplification of the physical timbre space allows the memorization of a limited set of perceptual timbre categories or references that can be used to evaluate other timbres.
The proposed method combines the use of computer software for the presentation and evaluation of exercises and individual tutoring sessions with an instructor. The software monitors the actions of listeners during equalization adjustment tasks and allows data to be collected on the sequence of problem solving operators that are used. Performance indicators can thus be compiled and used for the assessment of skill level achieved by the listeners. A global performance index is proposed.
A listening test involving the adjustment of multiple peaks and dips in a sound's spectrum is presented, in which the performance of a group of experienced professionals involved in sound recording and audio post-production was compared with a group of student subjects with comparatively little listening experience but who were trained with the method described in the present work for a period of 6 months. Results indicate that overall the experimental student group outperformed the control group of professionals. Suggestions for further improvement of the training method and performance level assessment are proposed.

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Chang, Huo-Tsan. "The diffusion of instructional technology : computer-based training instructional developer competencies /." The Ohio State University, 1985. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487262825076789.

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Gehler, Judy King. "An analysis of online training for seasonal employees." Menomonie, WI : University of Wisconsin--Stout, 2006. http://www.uwstout.edu/lib/thesis/2006/2006gehlerj.pdf.

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12

Hollis, Rebecca Lerane. "Increasing computer instruction within the classroom." CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/3025.

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The objective was to create some high level thinking activities to use with computerized graphic organizers which utilized the multimedia program Hyperstudio and the word processing program AppleWorks. This is an attempt to improve teacher attitudes towards technology, and to increase computer instruction within the classroom.

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Reyes, David James. "Online tutor training: An alternative to person-to-person training." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2622.

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This project examines the creation of an online tutor training Web site designed to teach those tutors at the California State University, San Bernardino's Learning Center who cannot attend tutor training in person. The training Web site utilizes the instructional design ADDIE model.

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Bailey-Whitacre, Keri. "Computer-based fluency training a comparison of prompting and non-prompting /." Morgantown, W. Va. : [West Virginia University Libraries], 1999. http://etd.wvu.edu/templates/showETD.cfm?recnum=689.

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Thesis (M.A.)--West Virginia University, 1999.
Title from document title page. Document formatted into pages; contains v, 73 p. : ill. (some col.). Includes abstract. Includes bibliographical references (p. 43-44).

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Stark, Robin. "The pulse of change : E-education and other reforming influences on vocational education and training." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2005. https://ro.ecu.edu.au/theses/666.

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Reform has been a feature of the Australian Vocational Education and Training (VET) system for more than a decade. The Portfolio tracks the theme of reform through the sub-themes of e-education and globalisation, considering each as a set of changing hegemonic discourses that have redefined VET over the intervening years. Into this mix it is speculated a third sub-theme, that of social capital development, is now emerging. The new social paradigm however is likely to create new uncertainties and expectations in a system that struggles to cope with existing reforms.

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Matthews, Stephen W. Miller Kenneth H. "An open architecture for defense virtual environment training systems /." Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 2003. http://library.nps.navy.mil/uhtbin/hyperion-image/03sep%5FMatthews.pdf.

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Thesis (M.S. in Computer Science)--Naval Postgraduate School, September 2003.
Thesis advisor(s): Rudolph P. Darken, Joseph A. Sullivan. Includes bibliographical references (p. 131-134). Also available online.

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Pease, David E. "A guide to computer-based training for the graphic arts industry /." Online version of thesis, 1992. http://hdl.handle.net/1850/11242.

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Stirn, Carol L. "A study to determine if in-house training staff in organizations possess the key skills necessary to author web-based and computer-based training programs." Menomonie, WI : University of Wisconsin--Stout, 2004. http://www.uwstout.edu/lib/thesis/2004/2004stirnc.pdf.

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Quesnel, René. "A computer-assisted program in timbral ear training : a preliminary study." Thesis, McGill University, 1990. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=60079.

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One of the main responsibilities of a sound engineer is to control the quality of the sound during the recording process. An important qualitative aspect of a recording, besides the musicality of the performance, is its timbral content. Proper level and spectral balance between the mixed elements of the recording and the absence of extraneous noises and distortion are key elements. Therefore, timbre perception acuity is an essential skill for sound engineers.
This thesis proposes a computer-assisted system as a training tool for developing and maintaining aural skills related to timbre perception. A set of criteria for the design of such a system based on current knowledge in timbre perception is presented and an exploratory implementation is described. Limits of the current system are discussed and areas that need further investigation are identified.

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Rocci, Randy L. "A cognitive and pedagogical evaluation framework for computer-based training." Thesis, Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 2003. http://library.nps.navy.mil/uhtbin/hyperion-image/03sep%5FRocci.pdf.

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Thesis (M.S. in Information Technology Management)--Naval Postgraduate School, September 2003.
Thesis advisor(s): Thomas Housel, Tony Ciavarelli, Steven Pilnick. Includes bibliographical references (p. 123-126). Also available online.

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DeRouin-Jessen, Renée E. "Game on the impact of game features in computer-based training /." Orlando, Fla. : University of Central Florida, 2008. http://purl.fcla.edu/fcla/etd/CFE0002439.

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Ran, Weijia, and 冉维佳. "Aligning learning with work practice by using key performance indicator framework." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2010. http://hub.hku.hk/bib/B45590540.

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Gruner, Greg L. "The design and evaluation of a computer-assisted error detection skills development program for beginning conductors utilizing synthetic sound sources." Virtual Press, 1993. http://liblink.bsu.edu/uhtbin/catkey/861377.

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The purposes of this study were to design and to evaluate an online system designed to enhance communication skills and project tracking of computer software courses at Ball State University (BSU). Student Online Project Planning and Tracking System (SOPPTS) was designed and field tested to provide real-time feedback from faculty on student progress, offer online guidance for software project planning, produce tracking automation, and facilitate communication between faculty and students.SOPPTS technology was designed under the supervision of W. Zage and D. Zage, professors in the Computer Science Department at BSU.Participants in this study included six BSU undergraduate students, six BSU graduate students and seven BSU faculty members. Each participant was interviewed for one hour in an instructor’s office in the BSU Computer Science Department. With the participants’ permission, each interview was audio-taped and coded with a letter and number.Data evaluation consisted of narrative summaries of the interviews, an analysis of the evidence in terms of the research questions and the compilation of data to show both emerging themes and major trends.Analysis of the data showed that learning was definitely enhanced, and that faculty evaluations were also strongly enhanced. Participants recommended more SOPPTS applications, both industrial and academic. The emerging themes showed that faculty and students:1) Had more and easier access to information; students' work was better organized; student team spirit grew; students were more accurately evaluated by instructors;2) Had more efficient methods for report submission and record keeping; students interaction with teachers increased; students found SOPPTS better than email;3) Students and teachers could work from various locations, with greater access to record retrieval and submission of reports, so that documents submitted were available to all instead of getting lost;4) Students were motivated by the nature of online task assignment and tracking because of greater accountability; faculty members were happy to see students' project progress online;5) Improved time and project management through greater awareness of milestones,deadlines and date/ time "stamping" of report submissions.Major trends show that improved access to information and communication facilitated learning, and that planning and tracking skills improved.
School of Music

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Schlundt, Walter W. "A computer workbook for beginning Greek students at Practical Bible Training School." Theological Research Exchange Network (TREN), 1991. http://www.tren.com.

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Dybvik, Bruce J. "An examination of student perceptions of lynda.com software tutorial training." Online version, 2008. http://www.uwstout.edu/lib/thesis/2008/2008dybvikb.pdf.

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deBoer, Julie, and University of Lethbridge Faculty of Education. "Evaluation of an online career workshop." Thesis, Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 2003, 2003. http://hdl.handle.net/10133/216.

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The purpose of this study was to evaluate empirically the effectiveness of the new online career workshop titled "Ex-Scape" based on career knowledge and skill outcomes. Although numerous studies have been conducted on distance education classes in various disciplines, little research was found on the effectiveness of web-based learning in career development courses. Quantitative methods were used to determine a numerical score. Pre- and posttests were calculated and recorded in SPSS 11.5 and paired t-tests determined whether or not there was significant difference in the scores between the pre- and posttests. Qualitative methods were used through course evaluations and focus groups to record student comments of their experience with the online course. Results revealed that the online method of instruction was effective based on career knowledge and skill outcomes. Recommendations for further research include continuation of future research on the outcome success of online career development courses; utilization of a broader approach to research to include variables such as students' preferred learning styles, motivational factors, cost factors, and students' computer expertise; and collection and critique of post-resumes to follow up on students' impressions of their skills.
xi, 108 leaves ; 28 cm.

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Yaakub, Mohammad Naim. "Meta-Analysis of the Effectiveness of Computer-Assisted Instruction in Technical Education and Training." Diss., Virginia Tech, 1998. http://hdl.handle.net/10919/30651.

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The overall effectiveness of computer-assisted instruction (CAI) for higher order learning in technical education and training was determined through the meta-analysis approach. Studies that had investigated the effectiveness of CAI as compared to traditional instruction were selected from major databases in the civilian and military sectors. The selection criteria were: (a) instruction was in the area of technical education and training, (b) a comparison was made between a group of students that received computer-assisted instruction with another group that was taught in the traditional manner, (c) student learning in both groups was measured in some form, and (d) quantitative results on criterion measures were provided. The common comparison metric chosen to indicate the effect size was the standardized mean difference. Additionally, a determination was made of the difference in CAI effectiveness between studies categorized into: (a) CAI type -- intelligent CAI and ordinary CAI; (b) nature of CAI treatment -- replacement and supplemental; (c) subject assignment -- random groups, intact groups, and assignments other than the preceding two groups; (d) educational level -- secondary / postsecondary, university, and adult military training; and (e) setting -- civilian and military. The overall effect size of CAI was found to be 0.35, implying that the average student in the traditional class would have improved from the 50th percentile to the 64th percentile if the student had been provided with CAI. Intelligent CAI was found to be significantly more effective than ordinary CAI.
Ph. D.

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Esterhuyse, Maxine Pier. "A best practice e-learning environment for software training." Thesis, Nelson Mandela Metropolitan University, 2017. http://hdl.handle.net/10948/12165.

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The incorporation of best practice in e-learning environments can increase the probability of success for companies and learners alike. By identifying and understanding the barriers that potential learners may face when interacting with e-learning products, the potential for e-learning failure may be alleviated. There are a variety of benefits that may be realised by companies incorporating e-learning opportunities into their management strategies. However, certain pedagogical principles, metrics and components need to be investigated and implemented in order for a corporate e-learning environment to be successful. The aim of this research is to prototype and evaluate a practical e-learning environment for software training (eLESTP) with e-learning components consisting of interactive learning objects that can guide the development and management of online training in the corporate context. The eLESTP is based on a theoretical contribution that is conceptualised in the form of an e-learning environment for software training (eLESTT). Hence, this study followed a research methodology that is appropriate for educational technologies, namely the Design-Based Research (DBR) methodology, which was applied in iterative cycles. Quantitative and qualitative data was collected by means of a case study, interviews, a focus group and survey. The proposed eLESTP underwent several iterations of feedback and improvement and the result is a real-world solution to the problem at hand. With the purpose of determining the success of corporate e-learning, the barriers and critical success factors for e-learning as well as evaluation criteria were explored. Interviews, a focus group and a survey were conducted in order to validate the investigated literature in a real-world context. Informal interviews enabled a better understanding of the organisational context of this study. The focus group was conducted with customers who were undergoing face-to-face training using conveyancing software developed by Korbitec. Many of the issues faced by learners identified in literature regarding e-learning in developing countries were identified by the participants from the case study. An e-learning survey was used to gather information regarding the intention of Korbitec’s customers to use e-learning as well as their satisfaction with using e-learning. From the survey, it was found that respondents were positive regarding intention to use and satisfaction toward e-learning usage. DBR Cycle 1: Problem Investigation and Proposal entailed the initial problem investigation by conducting a literature review, focus group and survey. DBR Cycle 2: Design Alternative 1 of this study involved a design alternative for eLESTP, namely Prototype 1. DBR Cycle 3: Design and Evaluate Alternative 2 involved the design and prototyping of Prototype 2 for eLESTP as well as the improvement of Prototype 2 through sub-cycles of testing and refinement. The suggestions for improvement were obtained from the relevant stakeholders at Korbitec who are content developers and subject-matter experts. The criteria used to evaluate the success of eLESTP, including its e-learning components, were synthesised and adapted from literature and a new set of evaluation criteria for e-learning environments in software training contexts was proposed. The evaluated eLESTP consists of the technology basis of the Modular Object Oriented Dynamic Learning Environment (Moodle), design guidelines for e-learning components, certification and competency-based training, pedagogical principles and best practice. Overall, eLESTP was positively received by various evaluator groups in formative and summative evaluations. The research results indicate that the use of an e-learning environment for software training purposes was useful and necessary. In support of this Masters dissertation, the following three conference papers have been published and presented at one local conference and two international conferences. In addition, an article has been published in an accredited journal: 1. IDIA 2015, Conference Paper – Zanzibar (Tanzania); 2. Conf-IRM 2016, Conference Paper – Cape Town (South Africa); 3. MCIS 2016, Conference Paper – Cyprus (Europe); and 4. IJIKM 2016, Journal Article.

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Fitch, Joshua H. "Evaluation and analysis of alternative methods to provide safety-related training for application in XYZ school district." Menomonie, WI : University of Wisconsin--Stout, 2005. http://www.uwstout.edu/lib/thesis/2005/2005fitchj.pdf.

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Kelley, William Laurence. "TRANSFERABILITY OF COMPUTER SIMULATED TROUBLESHOOTING SKILLS TO THE ACTUAL EQUIPMENT." Diss., The University of Arizona, 1986. http://hdl.handle.net/10150/188151.

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This study looks into the ability of computer systems, using both video disc images and overlay graphics, to replicate the Army's new M1 tank, so that soldiers using a light pen and simulated test equipment can effectively troubleshoot the tank, using only the technical manual and video terminal display. The computer trained students were then compared with an untrained control group to see if the simulated "hands-on" skills could be effectively transferred to the actual M1 tank during a real troubleshooting exercise. Students' attitudes were also sampled to provide an affective evaluation of the troubleshooting simulation. Research reveals that computer-assisted instruction has had some success in training electrical troubleshooting. The need to train soldiers in mechanical maintenance and the high cost of using the real tank system as a teaching aid led to this study of using computer technology as a cost effective alternative. An analysis of variance showed a significant difference between the training group and the control group in the number of errors made and the number of correct steps per minute at the p > .05 level. An additional test showed that skills learned could be further transferred to a similar, but untrained task on the tank. Students' affective responses indicated that they enjoyed learning from the computer simulation. This technique may have a major implication for civilian education as well. It could be possible to use this interactive video/computer technique to teach 'hands-on' tasks, ranging from chemistry lab experiments to overhauling an automotive transmission. Students could simulate selected tasks, equipment, supplies, and procedures repeatedly to gain mastery in complete safety without consuming valuable resources. Student performance on the computer terminal has been shown to be directly transferable to the actual equipment, and the substitute computer training has been acknowledged by the students as being an enjoyable and worthwhile experience.

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Ström, Pär. "Human factors in image guided surgical simulator training : components, visual-spatial and haptic aspects /." Stockholm, 2005. http://diss.kib.ki.se/2005/91-7140-520-8/.

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Floeter, Allison. "Establishing guidelines to convert a classroom train-the-trainer program into a digital game-based learning format." Online version, 2009. http://www.uwstout.edu/lib/thesis/2009/2009floetera.pdf.

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Moore, Albert W. "A computer-based training course for assessing material safety data sheet comprehension." Thesis, This resource online, 1994. http://scholar.lib.vt.edu/theses/available/etd-06232009-063332/.

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Wilson, William. "Surgical training with an augmented digital environment (SurgADE) an adaptable approach for teaching minimally invasive surgery techniques /." [Gainesville, Fla.] : University of Florida, 2004. http://purl.fcla.edu/fcla/etd/UFE0006300.

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Fillpot, James Michael. "Computer-generated speech training versus natural speech training at various task difficulty levels." CSUSB ScholarWorks, 1991. https://scholarworks.lib.csusb.edu/etd-project/746.

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Batson-George, Arlene. "Evaluating the Library Training Program for Graduate Psychology Students." Thesis, NSUWorks, 2008. https://nsuworks.nova.edu/fse_etd/115.

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This applied dissertation study utilized the 2007 version of Stufflebeam’s Context Input Process Product Evaluation Model to evaluate the library training program for graduate psychology students at a not-for-profit university in south Florida. The purpose of the study was to evaluate the library training to determine the extent to which desired institutional outcomes and students’ needs were being met. During the 2007-2008 academic year, students received library training by completing an online tutorial known as the e-train module in their first year of study at the university. Data from 14 interviews conducted with librarians, faculty, and students; 100 graded etrain modules; student responses to an online library questionnaire regarding the e-train module; a document containing background information about the library training program for psychology students; and a Southern Association of Colleges and Schools library training report were reviewed and analyzed during the course of the study. Results indicated that the library training needed significant modifications, and students were not acquiring essential library skills. The institution’s librarians and faculty were also dissatisfied with the library training. Based on the study findings, recommendations for changes were provided to the school of psychology and the library. Recommended changes included developing more interactive training that incorporated multimedia elements and integrating library training into the psychology curriculum. In addition, library activities should be tied to specific assignments, and students should receive library training that builds sequentially and developmentally throughout the course of their programs. Study findings played a significant role in the implementation of changes planned for the library training for the following 2008-2009 academic year.

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Hodge, Kevin Abbott. "Training for decision making in a complex, dynamic task environment : an empirical investigation focusing on part-task training and feedback." Diss., Georgia Institute of Technology, 1997. http://hdl.handle.net/1853/30038.

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Chinyamurindi, Willie Tafadzwa. "An investigation into e-learning acceptance in selected South African companies." Thesis, Nelson Mandela Metropolitan University, 2007. http://hdl.handle.net/10948/487.

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The study investigated the acceptance of electronic (e-learning) based instruction in selected South African companies based upon the dominants of e-learning acceptance that included computer self-efficacy, perceived usefulness, perceived ease of use and behavioral intention to use. A quantitative research methodology was conducted on a sample of male and female trainees in selected South African companies using e-learning as a mode of instruction (N=191) using the “E-learning Acceptance Measure” by Ong and Lai (2006). Analysis of variance was used to determine whether the biographical characteristic of gender could account for any differences towards the determinants of e-learning acceptance. Multiple stepwise regression was used to determine differences between dominants of e-learning acceptance and gender. The results of the study showed that there were no statistically significant differences in mean between men’s rating of computer self-efficacy, perceived usefulness, perceived ease of use and behavioral intention than that of women. In terms of influences, the results show the existence of influence between certain dominants of e-learning acceptance however no gender differences were found in influence. Recommendations were made based upon these results on how South African companies can help trainees accept and use e-learning.

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Perez, Saviniano Samuel III. "Computer based training for new California State University, San Bernardino faculty." CSUSB ScholarWorks, 1998. https://scholarworks.lib.csusb.edu/etd-project/1504.

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The project's goal is to develop training courseware for new faculty at California State University, San Bernardino. The courseware presents classroom learning scenarios and teaching strategies that support the construction of the faculty member's teaching and learning philosophy and a five year plan.

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Desai, Mayur S. "Longitudinal Study to Assess the Impact of Instructor-Based Training Versus Computer-Based Training on User Performance: A Field Experiment." Thesis, University of North Texas, 1996. https://digital.library.unt.edu/ark:/67531/metadc278808/.

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The purpose of this study is to investigate the relationships between selected end-user training programs corporations provide to their employees and subsequent employee performance based on these opportunities.

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Beck, Michael Joseph. "Educational software that requires no training to use." CSUSB ScholarWorks, 1997. https://scholarworks.lib.csusb.edu/etd-project/1182.

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The goal of this project is to create a piece of educational software that most anyone can use without prior instruction. The intended audience is secondary level students and up. The content of the software is in the form of a data bank on vertebrates and invertebrates of the Caribbean ocean.

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Atkins, Anthony T. "Digital deficit : literacy, technology, and teacher training in rhetoric and composition programs." Virtual Press, 2004. http://liblink.bsu.edu/uhtbin/catkey/1301627.

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This dissertation addresses three distinct areas of composition: literacy,technology, and teacher training. The research questions I investigate are as follows:Are graduate programs in rhetoric and composition offering preparation for teaching new literacies, especially with digital technology? If so, what is the nature of that training?Does the faculty within a program perceive that training to be effective? Is thattraining perceived to be effective by graduate students?How do individual programs shape their graduate technology training to reflectand manifest specific programmatic agendas and goals?The first two sets of research questions are investigated using survey research methods. The last research question is addressed via case study methods.Using a multi-methodological research design that includes a national survey and two institutional case studies allows me to combine methodologies to draw meaningful conclusions from the data. For example, the survey helps to provide a brief sketch of the state of technology training in rhetoric and composition programs as well as universities, while detailed case studies provide a context that illustrates how the integration of technology into both the university and rhetoric and composition program affects teacher training. The survey demonstrates that many programs do not require courses or workshops that extend special help to those teaching in computer classrooms especially as technology relates to new literacies. Information from the survey also indicates that rhetoric and composition programs have no procedures in place to assess the state of technology training for new teachers and TAs. This dissertation offers one way of assessing technology training.The case studies reveal that the two universities have grand visions and broad technology initiatives. However, a closer look at university mission statements and specific rhetoric and composition programs reveals that the integration of technology is sometimes a less than smooth one. In one case, the department struggles to implement technology at the grass roots level, while another department, despite the inconsistencies apparent at the university level, seems to succeed at both integrating technology and training new teachers to address the new literacies produced by those digital technologies.
Department of English

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Stubbs, Luisa B. (Luisa Belluomini). "A Study of the Effects of Technology Training on Teacher Productivity and Empowerment." Thesis, University of North Texas, 1990. https://digital.library.unt.edu/ark:/67531/metadc332667/.

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This study was supported by the Texas Education Agency and initiated by a consortium composed of Apple Computer, the University of North Texas, and the Hurst-Euless-Bedford Independent School District, one of the six schools involved with the Columbus Project. The problem in this descriptive study is to determine if training teachers to use application, management, and instructional software on the Macintosh computer will increase their productivity. The sample of teachers involved with the study volunteered for the training.

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Gentry, Deborah Barnes Rhodes Dent. "Using interactive video to resolve a problem in training family/divorce mediators." Normal, Ill. Illinois State University, 1990. http://wwwlib.umi.com/cr/ilstu/fullcit?p9101112.

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Thesis (Ed. D.)--Illinois State University, 1990.
Title from title page screen, viewed November 3, 2005. Dissertation Committee: Dent M. Rhodes (chair), Twyman Jones, James A. Knecht, Normand Madore. Includes bibliographical references (leaves 206-215) and abstract. Also available in print.

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Keep, Joan Diane. "A strategy for promoting computer literacy in staff and students of a teacher training institution : a case study." Thesis, Rhodes University, 1992. http://hdl.handle.net/10962/d1003658.

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A case study carried out at Edgewood College of Education (Natal) attempted to demonstrate how in-house training could provide staff with the necessary computer literacy skills to integrate computer technology into lecturing and teaching programmes. The duration of the project was six months and during this time a group of thirty academic staff members were exposed to computer technology via practical experience, lectures and demonstrations. The results gleaned from the project show that most of the staff involved in the project developed sufficient computer skills to be of benefit in their professional and personal tasks. In addition the recognition of the value of word processing and desk top publishing led to the staff encouraging students to use these software packages in the preparation of coursework. Consequently the use of the computer resources increased noticeably in the six month period. One of the goals of the study was to show how staff, once computer literate, would make use of generic software to integrate computer technology into their lecturing programmes. This did not happen and the reasons for this failure are discussed.

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Hyte, Heidi D. "The Effects of Computer-Based Metacognitive Strategy Training for Adult Second Language Learners." BYU ScholarsArchive, 2002. https://scholarsarchive.byu.edu/etd/4816.

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The purpose of this study was to investigate the effects of a metacognitive language learning strategy training program that was implemented into computer-assisted language learning (CALL) software on second language learners' independent use of metacognition and language learning strategies (LLS). Questions under investigation included what effect this metacognitive training had on learners' independent use of metacognition, the differences in use of metacognitive strategies between fast and slow language learners, and the effect of learners' perceptions of metacognition on their use of LLS and specific metacognitive strategies.The subjects included 239 missionaries learning Spanish as a second language at the Missionary Training Center (MTC) in Provo, Utah where the learners experienced a rigorous, two-month language training program in their second language. The missionaries were randomly assigned to either the experimental group, which consisted of 120 missionaries, or control group, composed of 119 missionaries.

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Adhyatman, Alexandra Anggraini. "Investigating the aptitude treatment interaction: Age, gender, computer self-efficacy and computer training." CSUSB ScholarWorks, 1995. https://scholarworks.lib.csusb.edu/etd-project/998.

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Greenwood, Joey. "Faculty training and professional development programs designed to impact Web-based instruction in higher education: A faculty perspective." Thesis, University of North Texas, 2007. https://digital.library.unt.edu/ark:/67531/metadc3667/.

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Web-based instruction has fast become a common component of higher education. Although such instruction began as a supplemental form of interaction, it has now become a basic aspect of many college courses and degree programs. If teacher and student are not in the same place at the same time, it becomes necessary to introduce a communications medium that will not only deliver information but also provide a channel of interaction between them. This study focused on faculty training and development programs designed to impact Web-based instruction in higher education at the five largest state-funded universities in Texas within a college of education. The instrument used in this study was developed by the research to collect data relating to faculty perception of training and development opportunities available to them at their institutions, perceptions of administrative support, and technical support. The objective was to determine if there was a relationship between these items listed above and faculty members' levels of confidence and perceptions of effectiveness when teach Web-based courses. The population consisted on 151 faculty members at the University of Texas at Austin, Texas A&M University, the University of Houston, the University of North Texas, and Texas Tech University. This research study suggests that full-time tenure track faculty members at the five largest state-funded universities in Texas perceive that the amount of formal training they have received increases their ability to teach Web-based courses effectively and that the amount of formal training received also increases their perceived level of confidence when teaching Web-based courses. The researcher discovered similar results when faculty members were asked about their perceived level of institutional commitment and current initiatives for teaching Web-based courses.

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Cerf, Marlon. "Opportunities for organisational training in the virtual world, Second Life." Thesis, Stellenbosch : University of Stellenbosch, 2010. http://hdl.handle.net/10019.1/8575.

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Holmes, Glen A. "Two computer-graphics variations (animated vs still) and their impact on the knowledge and performance of cognitive-behavioral skills: fire-safety training." Diss., Virginia Tech, 1991. http://hdl.handle.net/10919/37750.

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Fifty-six fourth-grade children served as participants in this study. Three training procedures (behavioral, animated-graphics, and still-graphics) were assessed for relative effectiveness in the acquisition of fire emergency skills and attainment of knowledge, Each of the training groups was compared to a no-treatment control group. Performance on dependent measures was assessed prior to and immediately following training. Hypotheses predicted that the behavioral and animated graphics conditions would produce the greatest level of skill and knowledge acquisition. Results demonstrated a significantly higher level of fire emergency skill acquisition and knowledge attainment for both the behavioral and animated graphics groups relative to the still graphics and no-training groups. The value of using animated versus static images in computerized instruction for fire-safety skills training was demonstrated.
Ed. D.

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