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Relevant bibliographies by topics / Web-based instruction / Dissertations / Theses

Dissertations / Theses on the topic 'Web-based instruction'

To see the other types of publications on this topic, follow the link: Web-based instruction.

Author: Grafiati

Published: 4 June 2021

Last updated: 29 July 2024

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1

Stefanyshyn, Erich I. "Principles for web-based instruction." Thesis, Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 2001. http://handle.dtic.mil/100.2/ADA397346.

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Thesis (M.S. in Computer Science) Naval Postgraduate School, Sept. 2001.
Thesis advisor(s): Darken, Rudolph; Ciavarelli, Anthony. "September 2001." Includes bibliographical references (p.121-123). Also available in print.

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2

Wang, Ming. "Web-based instruction statics on-line." Ohio : Ohio University, 2000. http://www.ohiolink.edu/etd/view.cgi?ohiou1173379670.

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3

Steckbauer, Susan E. "An analysis of social presence in online learning." Menomonie, WI : University of Wisconsin--Stout, 2005. http://www.uwstout.edu/lib/thesis/2005/2005steckbauers.pdf.

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4

Byers, Amanda J. H. "The Effectiveness of Web-Based Instruction in Supporting Teachers in Implementing Inquiry-Based Instruction." Miami University / OhioLINK, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=miami1121196679.

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5

Baker, Jonathan Ramon. "Web-Based vs. Classroom Instruction of Statistics." The Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=osu1250705851.

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6

Viebach, Eric John. "Effectiveness of interactive web based review." CSUSB ScholarWorks, 2007. https://scholarworks.lib.csusb.edu/etd-project/3252.

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There were three main goals of this study. First, utilize technology in a non-conventional way to enhance student's study process. Second, gauge if the students access such a tool when it is available to them. Third, assess the student's learning based on the study tools available. This project also examined if there was a difference in comprehension of post-World War II era information between students who use the online test preparation program and those that received only traditional instruction.

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7

Avenoglu, Bilgin. "Using Mobile Communication Tools In Web Based Instruction." Master's thesis, METU, 2005. http://etd.lib.metu.edu.tr/upload/12606048/index.pdf.

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This thesis investigates the perceptions of students about using mobile communication tools in web-based instruction. A mobile learning portal that can be used by different mobile devices was designed for this purpose. This portal included a mobile discussion forum and a course information system. Sixty undergraduate and five graduate students from METU/CEIT department used this portal as a supportive learning activity in three different courses throughout two-three, and four-week periods. The discussion subjects related to course content were created by instructors in these courses and students used this portal by sending messages or creating new subjects. Assignment results and announcements were inserted into the system by the instructors of these courses. A user evaluation instrument was developed by the researcher and validated by field experts. At the end of the study, perceptions of students were collected about mobile learning, mobile learning technologies and mobile discussion forums by using this instrument. Descriptive statistics were calculated according to the responses of students. The study results show that most of the students enjoyed using mobile technologies in education and they want to use mobile technologies in other courses. Although they like using mobile technologies, they did not increase the level of learning and motivation of the students much. Furthermore, mobile technologies did not increase the communication between students and between students and teachers despite their highly developed communication capabilities. Students could easily use the mobile technologies but small screen sizes and limited keypads hindered them from performing the operations. According to students, the cost of using mobile technologies is quite important whereas the data communication security is not important.

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Alhajri, Rana Ali. "Integrating multiple individual differences in web-based instruction." Thesis, Brunel University, 2014. http://bura.brunel.ac.uk/handle/2438/8514.

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There has been an increasing focus on web-based instruction (WBI) systems which accommodate individual differences in educational environments. Many of those studies have focused on the investigation of learners’ behaviour to understand their preferences, performance and perception using hypermedia systems. In this thesis, existing studies focus extensively on performance measurement attributes such as time spent using the system by a user, gained score and number of pages visited in the system. However, there is a dearth of studies which explore the relationship between such attributes in measuring performance level. Statistical analysis and data mining techniques were used in this study. We built a WBI program based on existing designs which accommodated learner’s preferences. We evaluated the proposed system by comparing its results with related studies. Then, we investigated the impact of related individual differences on learners’ preferences, performance and perception after interacting with our WBI program. We found that some individual differences and their combination had an impact on learners' preferences when choosing navigation tools. Consequently, it was clear that the related individual differences altered a learner’s preferences. Thus, we did further investigation to understand how multiple individual differences (Multi-ID) could affect learners’ preferences, performance and perception. We found that the Multi-ID clearly altered the learner’s preferences and performance. Thus, designers of WBI applications need to consider the combination of individual differences rather than these differences individually. Our findings also showed that attributes relationships had an impact on measuring learners’ performance level on learners with Multi-ID. The key contribution of this study lies in the following three aspects: firstly, investigating the impact of our proposed system, using three system features in the design, on a learner’s behavior, secondly, exploring the influence of Multi-ID on a learner’s preferences, performance and perception, thirdly, combining the three measurement attributes to understand the performance level using these measuring attributes.

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9

Lam, Chi-ming, and 林志明. "Using web-based activities in chemistry lessons." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B29399208.

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Stratton, Eric W. "Effects of Web-based Instruction in High School Chemistry." Thesis, University of North Texas, 2003. https://digital.library.unt.edu/ark:/67531/metadc5519/.

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The intent of this study is to identify correlations that might exist between Web-based instruction and higher assessment scores in secondary education. The study framework was held within the confines of a public high school chemistry classroom. Within this population there were students identified as gifted and talented (GT) as well as those without this designation. These two classifications were examined for statistically higher assessment scores using a two-tailed t-test. Results indicated that females outperformed males on pre- and post- instructional unit tests. All subgroups improved their logical-thinking skills and exhibited positive attitudes towards Web-based instruction. In general, Web-based instruction proved beneficial to improving classroom performance of all GT and non-GT groups as compared to traditional classroom instruction.

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11

Dillon, Andrew, and Erping Zhu. "Designing web-based instruction: A human-computer interaction perspective." Englewood Cliffs, N.J.: Educational Technology Publications, 1997. http://hdl.handle.net/10150/105815.

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This item is not the definitive copy. Please use the following citation when referencing this material: Dillon, A. and Zhu, E. (1997) Designing Web Based Instruction: A Human-Computer Interaction (HCI) Perspective. In: Khan (ed.) Web-Based Instruction. Englewood Cliffs. NJ: Educational Technology Publications, 221-225. Introduction: The general interest in the World Wide Web (WWW) as a medium for sharing and distributing textual and graphic information has brought about an increasing number of instruction-oriented web sites and web-based instructional pages. These range from offering supplemental (or even duplicate) instructional materials to students on campus to providing opportunities for off-campus individuals to complete courses via WWW. This chapter briefly discusses the design of web-based instruction from an HCI perspective, raising issues which instructors and designers need to consider in the design of web-based instruction, and suggesting ways in which instructors and designers can build optimal web instructional sites and pages.

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12

Njenga, James Kariuki. "Instructional design process in a web-based learning management system: design, implementation and evaluation issues." Thesis, University of the Western Cape, 2005. http://etd.uwc.ac.za/index.php?module=etd&amp.

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Web technologies have necessitated a transformation culture in higher education
institutions. Many of these institutions are employing web technologies whose
development, for varying reasons, is not supported by research in their field and
domain of use. One such field is instructional design for the web learning.
Although there is a lot of research on the most effective instructional design
strategies, the use of research for web-based learning applications has been
limited.

This thesis reports on a study aimed at transforming the research on instructional
design into practice by designing an instructional design system and providing an
argument for its implementation. The argument is intended to facilitate the design
and development of an instructional design subsystem of the web, that would in
turn offer effective and efficient ways for creating web-based learning materials
to instructors.

The study started by examining the various paradigms, theories and practices of
instructional design with the intent of using them to enrich and improve the
practice of instructional design in web learning. It undertook a thorough and
systematic review of the literature on instructional design in order to come up
with an instructional design system. The design approach used successful design
patterns that have been used elsewhere, e.g. in software design, to create common
responses or solutions to recurrent problems and circumstances. Instructional
design patterns were identified in this study as the recurrent problems or processes
instructional designers go through while creating instructional materials, whose
solutions can be reused over and over again.

This study used an iterative developmental research process of finding and
modelling an instructional design process as the research methodology. This
process follows and builds on existing research on instructional models, theories
and strategies, and ensures that the same methodology can be used to test the
theories in the design, thus improving both the research and the design.

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13

Turanlı, Dehan Aytaç Sıtkı. "A basic web-based distance education model/." [s.l.]: [s.n.], 2005. http://library.iyte.edu.tr/tezler/master/bilgisayaryazilimi/T000337.pdf.

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Thesis (Master)--İzmir Institute Of Technology, İzmir, 2005.
Keywords: Distance education, web based education, model, system approach, questionnaire. Includes bibliographical references (leaves. 147).

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14

Ananta, Gede Pramudya. "Using an adaptive web-based learning environment to develop conceptual and procedural knowledge." Access electronically, 2004. http://ro.uow.edu.au/theses/202.

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DeRoest, Gary Eugene. "How People With Multiple Sclerosis Experience Web-Based Instructional Technologies." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7375.

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People with the autoimmune disease multiple sclerosis (MS) have few options for educational activities. Although web-based instruction may be a viable option, little is known about how people with MS perceive this form of learning. The purpose of this qualitative study was to understand the experiences of people with MS regarding web- based instruction. The 3 learning structures--differentiated instruction, collaborative learning, and assistive technology--provided the conceptual framework for this research. Nine volunteers from the Pacific Northwest area of the United States who have MS were individually interviewed for this basic qualitative study. Transcripts were analyzed using open, axial, and selective coding. The results indicated that all participants found personal and professional benefits of their experience with web-based instruction and used course management systems to successfully communicate with instructors or peers. Participants also noted that these management systems did not directly aggravate their MS disease symptoms. Findings from the study may be useful information to individuals with MS for effectively managing their educational choices. This study's results could also be used by learning institutions to improve the access to education and allow individuals with MS to more fully participate in training opportunities.

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16

Ucar, Sedat. "Using inquiry-based instruction with web-based data archives to facilitate conceptual change about tides among preservice teachers." Columbus, Ohio : Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1173150137.

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Danda, Praveen. "A Web-based system for course instruction and student advising." Morgantown, W. Va. : [West Virginia University Libraries], 2009. http://hdl.handle.net/10450/10776.

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Thesis (M.S.)--West Virginia University, 2009.
Title from document title page. Document formatted into pages; contains ix, 88 p. : ill. (some col.). Includes abstract. Includes bibliographical references (p. 86-88).

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18

Mondeik, Shelly. "An analysis of student learning comparing traditional, interactive television, and online delivery methods in cross sectional anatomy at Northcentral Technical College." Online version, 2008. http://www.uwstout.edu/lib/thesis/2008/2008mondeiks.pdf.

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19

Miller, Julie. "The effects of alternative teaching strategies on the achievement of accounting students." Online version, 2008. http://www.uwstout.edu/lib/thesis/2008/2008millerj.pdf.

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20

Schmocker, Mary J. "Impact of online learning on student effort and persistence in technical college students." Online version, 2008. http://www.uwstout.edu/lib/thesis/2008/2008schmockerm.pdf.

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21

Baek, Okbun. "Web based entry level mathematics test." CSUSB ScholarWorks, 2007. https://scholarworks.lib.csusb.edu/etd-project/3148.

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22

Schroeder, Barbara A. "Multimedia-enhanced instruction in online learning environments /." ProQuest subscription required:, 2006. http://proquest.umi.com/pqdweb?did=1179968651&sid=3&Fmt=2&clientId=8813&RQT=309&VName=PQD.

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23

Riggs, Arthur Hughes. "Evaluating IT in ESP: action research comparing web-based and classroom-based instruction." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B3194467X.

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24

Cote, William Daniel. "A Web-based learning environment for textile engineering education." Thesis, Georgia Institute of Technology, 1997. http://hdl.handle.net/1853/8499.

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25

Ross, John D. "Regulating Hypermedia: Self-regulation learning strategies in a hypermedia environment." Diss., Virginia Tech, 1999. http://hdl.handle.net/10919/26921.

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Students of all abilities and ranges of achievement have become familiar with a variety of hypermedia-based settings which offer information on virtually any content area. The concept of self-regulation implies that learners can initiate processes to facilitate learning regardless of their perceived learning ability or environment, two learning characteristics once thought to be immutable forces. The purpose of the study was to design and implement hypermedia components that provide various levels of user support based upon known self-regulatory learning strategies. The components were applied within an existing web-based learning environment which combined class lecture and presentation with web-based components. Student input provided impetus for the revision of existing components and suggestions for new components designed to promote regulatory behavior within the web-based environment. Through participant observation, student desires for hypermedia components which promote self-regulatory behaviors are described and compared with the actual usage patterns of these components. Significant differences were found in measures of students perceived level of self-efficacy for performance and learning, metacognitive self-regulation, and test anxiety. In addition, one of the added components was rated as "highly effective" by the participants and the second-most-used component of the web site. Discussion incorporates student input to provide support for incorporating components which promote self-regulatory learning strategies in a hypermedia instructional environment and offers generalizations for educators and instructional designers based on these findings.
Ph. D.

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26

Lodree, Anika W. "The effects of animated agents with verbal audio on mathematics comprehension and attitudes towards mathematics and computers." Diss., Columbia, Mo. : University of Missouri-Columbia, 2005. http://hdl.handle.net/10355/4145.

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Thesis (Ph. D.)--University of Missouri-Columbia, 2005.
The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file viewed on (November 13, 2006) Vita. Includes bibliographical references.

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Masikisiki, Baphumelele. "The investigation of the role and the efficacy of learning technologies towards community skill development." Thesis, University of Fort Hare, 2017. http://hdl.handle.net/10353/5972.

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Research has revealed that during systems design and development of e-learning technologies there is a tendency of neglecting the needs of end users and focus on the design process and the technology factors, and this has traditionally been the reason for poor usability of otherwise well conceptualized systems, as a result a number of IT-based learning tools ended up not being usable and not being utilized effectively. This study aims to investigate the impact of e-learning technologies, how people perceive the usage of e-learning technologies towards community skill development. An evaluation of four different e-learning technologies was conducted to investigate the role and efficacy of e-learning technologies within the surrounding communities. Data was analyzed as nominal data using IBM Statistical Package for Social Sciences (SPSS) software 24. Descriptive analysis, frequency, reliability and correctional analysis and also measures of central tendency were computed. Reliability was evaluated for assessing the internal consistency of the items using Cronbach’s alpha. To analyze the relationship between variables matrices of Pearson’s correlation was used. Pearson’s correlation can only be accepted when the significant effect (P>.05), this indicates that there is a positive or a negative relationship between two variables, if these conditions are not met then the proposed correlation or hypothesis can be rejected. Results indicate a poor perception and poor acceptance of e-learning technologies due to a number of factors, these factors include lack of computer-self efficacy which leads to computer anxiety, affordability of internet connectivity which leads to inaccessible of e-learning technologies. The findings also indicated that LAMS was found to be less useable and less useful by a number of students. However, students who enjoy working in groups found LAMS to be useable because it was supporting their preferred learning style, whereas individualistic students preferred Moodle and Dokeos because it was supporting their personal preferences and assessment styles. Having understood all the characteristics of learning tools, relevant learning technologies that are suitable for students can then be recommended.

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Jordan, Teresa Moore. "Using Web-Based Tools to Mentor Novice Teachers in Literacy Instruction." BYU ScholarsArchive, 2009. https://scholarsarchive.byu.edu/etd/1818.

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This study examined the virtual interactions between novice teachers and their mentor using web-based tools such as blogging and instant messaging. The purpose of the study was to determine the nature of online communication and how web-based tools function in the mentoring process. The mentor/researcher created an online website where novice teachers and their mentor interacted by blogging, instant messaging, and virtually sharing digital resources and ideas for teaching literacy. As the novice teachers interacted on the website, the mentor/researcher conducted an online survey and kept digital records of all blogs and instant message sessions. Later, participants were interviewed and a researcher reflection log was examined to answer additional questions about how web-based tools could be used in the mentoring process. Analysis of the data showed that using web-based tools for virtual interaction provides meaningful mentoring opportunities and creates a platform for authentic discussion. However, the need for face-to-face communication in the mentoring process is still critical and not all novice teachers are comfortable with and interested in using this type of platform for communication. In order to use web-based tools effectively in the mentoring process, mentors must carefully consider their own knowledge of the tools, their time constraints and the interests, knowledge level and motivations of the novice teachers with whom they work.

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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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Carney, Robert D. "Using Web-Based Instruction to Teach Music Theory in the Piano Studio: Defining, Designing, and Implementing an Integrative Approach." Thesis, University of North Texas, 2010. https://digital.library.unt.edu/ark:/67531/metadc28404/.

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This dissertation rationalizes the best use of Web-based instruction (WBI) for teaching music theory to private piano students in the later primary grades. It uses an integrative research methodology for defining, designing, and implementing a curriculum that includes WBI. Research from the fields of music education, educational technology, educational psychology, and interaction design and children receive primary consideration. A synthesis of these sources outlines several research-based principles that instructional designers can use to design a complete blended learning environment for use within the piano studio. In addition to the research-based principles, the precise methods of determining instructional tasks and implementing the program online are described in detail. A full implementation is then deployed, and piano teachers evaluate the extent to which the online program fulfills the research-based principles. This dissertation does not argue for the complete migration of theory instruction from traditional workbook approaches to an entirely Web-based medium but rather outlines the best use of face-to-face instruction, collaboration amongst students, teachers, and parents, and interaction with a Web-based program. This formative research provides a complete model of integrating WBI within the piano studio that can guide instructional designers and music educators.

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Korr, Arlene. "Use of Specific Web-Based Simulations to Support Inquiry-Based High School Science Instruction." UNF Digital Commons, 2013. http://digitalcommons.unf.edu/etd/474.

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The primary goal of this study was to acquire an understanding of those practices that encourage the sustained use of simulations in support of inquiry-based science instruction. With the rapid distribution of Internet-related technologies in the field of education, it is most important to undertand the function of these innovations. Technology, specifically the implementation of simulations to support inquiry-based instruction, provides new educational strategies for science teachers. Technology also influences the field of education by repeatedly making some teachers' best practices obsolete. The qualitative research design was selected to explore the nature of science leaders' and teachers’ consideration or lack of consideration to incorporate simulations into their inquiry-based instruction. The method for collecting the data for this study included in-depth, semi-structured interviews. The analysis of this interview data was conducted in two phases. Phase I focused on the consensus views of the participants regarding the implementation of simulations. In order to gain a more in-depth understanding of the interview data, Phase II focused on the subtle differences among the participants regarding their execution of this instructional tool. The overall conclusion of this study was that the use of simulations requires a multi-faceted approach to ensure sustainability. As noted, science leaders must continue to encourage the high, medium and low users of simulations to implement the ongoing use of these instructional tools. Also, science teachers must do their part to ensure the success of these programs. By addressing the primary and secondary research questions, five major conclusions were reached. These conclusions include (a) the use of web-based simulations can have a positive influence on inquiry-based science instruction, (b) technology challenges have influenced the teachers’ use of simulations, (c) time influences the use of simulations, (d) ongoing professional development strategies support the sustained use of simulations, and (e) student engagement in inquiry-based science instruction is positively influenced by the use of simulations. This study concludes with suggestions for educational leaders and teachers along with further considerations for future research.

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Jones, Delinda D. "The use of feedback in web-based instruction : achievement, feedback study time, and efficiency /." Electronic version (PDF), 2004. http://dl.uncw.edu/etd/2004/jonesd/delindajones.pdf.

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Gilbert, Juan Eugene. "Arthur an intelligent tutoring system with adaptive instruction /." Cincinnati, Ohio : University of Cincinnati, 2000. http://www.ohiolink.edu/etd/view.cgi?ucin962393922.

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Hanasky, Wendy. "Virtual programs and their impact on Appalachian Ohio high schools." Morgantown, W. Va. : [West Virginia University Libraries], 2010. http://hdl.handle.net/10450/11124.

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Thesis (Ed. D.)--West Virginia University, 2010.
Title from document title page. Document formatted into pages; contains xii, 196 p. : ill. (some col.), col. maps. Includes abstract. Includes bibliographical references (p. 134-138).

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Hawley, Douglas Dean. "The influence of developing a web-based course on university professor classroom instructional techniques as measured by the MTQ." Diss., Columbia, Mo. : University of Missouri-Columbia, 2005. http://hdl.handle.net/10355/4167.

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Thesis (Ed. D.)--University of Missouri-Columbia, 2005.
The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file viewed on (May 24, 2006) Vita. Includes bibliographical references.

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Older, Dawn A. "The acceptance of online graduate coursework by school districts in Wisconsin and Illinois." Menomonie, WI : University of Wisconsin--Stout, 2006. http://www.uwstout.edu/lib/thesis/2006/2006olerd.pdf.

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Daniels, Barbara M. "Motivation, academic success, and learning environments comparing high school face-to-face and online courses /." Fairfax, VA : George Mason University, 2008. http://hdl.handle.net/1920/3366.

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Thesis (Ph.D.)--George Mason University, 2008.
Vita: p. 127. Thesis director: Priscilla Norton. Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Education. Title from PDF t.p. (viewed Jan. 8, 2009). Includes bibliographical references (p. 109-123). Also issued in print.

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Williams, Steven R. "Technology skills and perceptions of online classes in the Social Studies Department at Merrill Senior High School as a foundation for organizational change." Online version, 2008. http://www.uwstout.edu/lib/thesis/2008/2008williamss.pdf.

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Torian, Janie Mae Sheely Johnson. "Virtual learning is it conducive to student achievement? /." Lynchburg, Va. : Liberty University, 2009. http://digitalcommons.liberty.edu.

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Kuo, Ying-Ying. "Assessment of students' motivation to use computer tools in a Web-enhanced counseling course." Morgantown, W. Va. : [West Virginia University Libraries], 2003. http://etd.wvu.edu/templates/showETD.cfm?recnum=2979.

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Thesis (Ed. D.)--West Virginia University, 2003.
Title from document title page. Document formatted into pages; contains xvii, 172 p. : ill. (some col.). Vita. Includes abstract. Includes bibliographical references (p. 123-131).

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Al-haddad, Khalil. "An experiment to review the quality of Web-based multimedia material." Thesis, Loughborough University, 1999. https://dspace.lboro.ac.uk/2134/10343.

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Currently, many educators are focusing on the development of Web-based material and the quality of such material needs to be evaluated. Expert review, as a formative evaluation method, is an important method to evaluate the material prior to release. Other studies have described the use of Subject-Matter Experts (SMEs) and also domain students, with enough knowledge in the subject area, as a way of enhancing the quality of the reviewed material. In addition to the SMEs and domain students a lecturer and graduate student, both in the subject discipline area, were used to review Web-based lectures on Advanced Computer Architectures. Both additional reviewers had sufficient knowledge of the discipline. The research investigates three main hypotheses: I) whether a review conducted by domain reviewers (SME and domain student) or discipline reviewers improves the quality of material, 2) whether using discipline reviewers improves the quality of the material more than domain reviewers and 3) whether there are differences in the quality of the material resulting from students' and lecturers' review. Five versions of the material were developed and used as inputs to an experiment that was designed to test the hypotheses by using questionnaires and tests. In summary, the findings of the research were that: SME reviewer and discipline reviewers were effective in producing higher quality than the unreviewed material. However, rather interestingly, the domain student was shown to be the least effective in enhancing the material. The investigation also found that there was no significant difference in the quality of the material resulting from students' and lecturers' review. Furthermore, it was found that the media used to present the material was more useful when the quality of that media was perceived to be high. Finally 90% of the subjects were willing to study Web-based lectures as part of the course.

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Vanderbilt, Kathi L. "Online Professional Development: An Analysis of Instructor Beliefs and Instructional Strategies for the Facilitation of Learning with Adult Educators." unrestricted, 2008. http://etd.gsu.edu/theses/available/etd-06082008-150947/.

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Thesis (Ph. D.)--Georgia State University, 2008.
Title from file title page. Mary B. Shoffner, committee chair; Wanjira Kinuthia, Nancy J. Brown, Dana L. Fox, committee members. Description based on contents viewed July 14, 2009. Includes bibliographical references (p. 233-256).

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Lee, Gilliean. "A Web-service-based e-learning service infrastructure for achieving dynamic and collaborative e-learning." [Gainesville, Fla.] : University of Florida, 2005. http://purl.fcla.edu/fcla/etd/UFE0011589.

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Lucas, Debra Jan Willis. "Personality Type (MBTI) Relationship to Performance and Satisfaction in Web-based Instruction (WBI)." NCSU, 2007. http://www.lib.ncsu.edu/theses/available/etd-03192007-153855/.

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The purpose of this study is to provide empirical data that reports the association between students? personality type preferences as understood by the Myers-Briggs Type Indicator (MBTI) personality profile and their achievement and perception of satisfaction in web-based learning environments. Data were collected from two graduate level courses offered entirely online using the WebCT learning management system during one semester. The data of interest were extracted from the course information; MBTI profile (learning style), numeric end of course grade (performance), course evaluation (used for satisfaction indicator). The demographic subject profile information such as gender, ethnicity, and age were extracted from the MBTI profile database collection. Data analysis and generation were done using SAS software. For the given sample, the data show the MBTI scale preference for Thinking-Feeling make a statistically significant difference in the satisfaction ratings of Learner-to-Learner and Learner-to-Content interactions within Web-based instructed (WBI) courses. Students with MBTI preference for Feeling rated their satisfaction with Learner-to-Learner and Learner-to-Content interactions in the WBI courses higher than those with Thinking preference. Satisfaction with Learner-to-Instructor interaction was not related to MBTI preference, but was statistically significantly different by age range. MBTI preference, age and gender did not make a difference in achievement as measured by end of course grade in the WBI courses. These findings suggests Web-based instruction should ensure effective methods and strategies are used to accommodate student learning preference with regard to course interactions.

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Lo, Yuet-kin Sam, and 勞悦健. "Effectiveness of web-based instruction on primary Chinese language in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B30412596.

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Mayer, Christine L. "An analysis of the dimensions of a web-delivered problem-based learning environment /." free to MU campus, to others for purchase, 2004. http://wwwlib.umi.com/cr/mo/fullcit?p3144439.

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Morris, Amanda S. "Creative education: the design of web-based learning environments for design students." Thesis, Cape Peninsula University of Technology, 2012. http://hdl.handle.net/20.500.11838/1325.

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Thesis submitted in fulfilment of the requirements for degree Master of Technology: Graphic Design In the Faculty of Informatics and Design At the Cape Peninsula University of Technology, 2012
The current studio based approach in design education is not enough to keep the “new age” design students’ attention and a blended learning environment is needed to facilitate student engagement. Multiple learning preferences exist within the design classroom and design educators must consider this when designing a curriculum. The research asked what the considerations were when designing the online component of a blended learning environment to enhance the learning experience of and engage design students? The areas of investigation included: • The learning preferences in a specific group of graphic design students to see if there are any predominant preferences, • Whether the web-based learning environment enriched the learning experience and whether students gained understanding of the dynamics of the intervention • Whether there were links between learning preferences, online performance and in-class performance and how we could use these links to design blended learning materials that: o Incorporate collaborative problem solving (Vygotsky, 1978) o Encourage the building of design knowledge (Schon and Wiggins 1992) o Help students move from the periphery of the community of practice to the core (Wenger 1998) o Simulate the world of work (Jonassen et. Al 1998) o Consider the individual learning preferences of students and engages them on multiple levels (Cazden et al 1996) This research concluded that a blended learning environment is necessary in order for design education to move forward and be inclusive. The new generation design curriculum needs to stimulate at many different levels using multiple ways and media. This multimodal stance in design education will afford students the opportunity to become reflective knowledge builders who are able to solve problems collaboratively and transfer existing knowledge to new contexts.

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Belland, Joshua Mason Diana Sue. "Comparison of homework systems (four web-based) used in first-semester general chemistry." [Denton, Tex.] : University of North Texas, 2009. http://digital.library.unt.edu/permalink/meta-dc-9858.

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Williams, Paula A. "Developing Student Competencies in Information Literacy Sessions Through Web-Based Instruction for Distance Learners." Thesis, NSUWorks, 2015. https://nsuworks.nova.edu/fse_etd/93.

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Distance learners are expected to conduct research in fulfilling their coursework. However, they possess varying skill levels and many lack the information literacy skills necessary to access, locate, evaluate and use the information effectively. Numerous academic libraries are increasingly using nontraditional methods such as computer-assisted instruction (CAI) designed to provide instruction. This dissertation aims to address the following research questions: How successful are CAI methods in equipping distance learners with the skills necessary to become information? What are the attitudes of distance learners regarding information literacy? To what extent are they able to locate resources relevant to a research topic? To what extent are distance learners able to identify and cite sources correctly? The study included a sample size of 114 distance learners drawn from writing, communications, psychology, sociology, and business courses. Each of the courses selected had multiple sections which were randomly assigned to the two groups. Participants in the treatment group received computer-assisted instruction, while similar classes from each discipline served as the control group with no change in their instruction. Four instruments were selected to address the research questions. A questionnaire was utilized to gather data on the learners’ attitudes and perceptions regarding information literacy and their own skills. Each participant completed a bibliography which was examined to determine the extent to which students are able to locate, identify, and cite sources correctly. A test was administered to measure the baseline levels of information literacy of distance learners and the extent to which their information literacy knowledge improved upon completion of the Web-based tutorial. The data were analyzed using a number of statistical procedures. SPSS and Excel software were used to obtain descriptive statistics and t tests of independent means. In addition, the one-parameter Rasch model of item response theory (IRT) was conducted to determine the average information literacy skill levels of participants. The findings support the belief that computer-assisted instruction is effective in developing information literacy competencies of students. The results of the test indicated that there are diverse levels of information literacy knowledge and skills among distance learners at the college and that pedagogical intervention is necessary. The participants who took the online information literacy tutorial demonstrated substantial improvement in their information literacy skills, as reflected in the SAILS test and bibliography scores. The survey, when compared with the results of the Critical Thinking Rubric and the SAILS test, confirmed the hypothesis that students overestimate those skills. The findings indicate that the students’ perceptions of their information literacy competencies are not accurately aligned with their demonstrated competencies.

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Sammadyar, Abdul Wahid. "An investigation into the appropriateness of using agile processes to build an educational management information system." Thesis, University of the Western Cape, 2010. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_4324_1308727180.

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Since there was a need for an Educational Management Information System (EMIS) in the Ministry of Education in Afghanistan, we designed and implemented a prototype for use in the ministry and investigated the appropriateness of using Agile methods for producing the EMIS. The prototype consisted of a database containing data about schools and a Dari interface which was used by educational planners, managers and policy makers of the ministry for decision making and planning. Agile methods are relatively new in software engineering and have an approach and development guidelines which strive for user satisfaction and early incremental delivery of software. We adapt them to local conditions due to their collaborative client-developer approach. The interface, a key component, is easy to use and e cient. The key research result is an evaluation concerning the appropriateness of using Agile Methods for developing the EMIS. Focus groups and surveys were used to develop the prototype and accomplish the study.

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